by Jay Polansky

STAMFORD, Conn. — You’re never too young to make a difference.

That was the message from one well-spoken elementary school student in the Stamford Public Education Foundation’s mentoring program at Newfield Elementary School.

Students and mentors from the program presented Neighbors Link with gifts that the organization will give to three families in need.

Neighbors Link program manager Christian Mendoza said the gifts will allow families in need to have a “happier, brighter holiday season.”

He was impressed by the gifts — and decorations — that those in the program had on hand for Tuesday afternoon’s ceremony.

The presentation was a culmination of a 10-week mentoring program in which UConn students teamed with the elementary school students to inspire them to help others in the community.

UConn student Valentina Casanova told the youngsters she enjoyed her time in the program.

“I had an amazing time with you guys,” she said. Casanova said she enjoyed learning about the students’ traditions. Casanova also said she didn’t have the opportunity to participate in a mentoring program when she was in elementary school.

She was one of several UConn students who participated. Each student was enrolled in classes taught by Dr. Miller-Smith.

The university students mentored 170 elementary school students during weekly sessions to teach about civic engagement, community service, and leadership.

Several elementary school students, who were also moved by the program, stood in front of their classmates and shared their takeaways from the experience.

One student said community service not only helps people in need — it also helps you “feel good and make new friends.”

Another student said, “Some people need all the help you can give.” Those who can’t put food on the table particularly need help, she said.

A very well-articulated student said it best: Even though the students were young — some just 10 years old — they’re not too young to make a difference.

Cindy Newman, the foundation’s program manager, agreed.

“Without all of your hard work over the past 10 weeks, we wouldn’t be able to do what we’re doing,” she said.

http://stamford.dailyvoice.com/schools/stamford-students-team-with-uconn-to-create-christmas-for-families-in-need/609692/

Luke LaRosa, a senior at UConn, was recently awarded a Honorable Mention for Aetna Writing in the Disciplines Award for his paper titled “Selling Downtown North: Place Branding, Citizen Involvement, and the Creation of a Neighborhood”

“Selling Downtown North: Place Branding, Citizen Involvement, and the Creation of a Neighborhood” discussed branding and how it is seen in literature, citizen involvement, and what the future development of Downtown North Hartford holds.

“The goal of the paper was to create a vocabulary to talk about place branding. In most literature, it’s from the top down, there is a brand that developers want to sell, and there is a particular brand to attract clients,” LaRosa states, “This paper complicates that idea because you take account of citizen action and the complexity it takes to change a place brand.”

LaRosa, a geography and urban and community studies major, was initially interested in researching brand and urban development through his passion for the type branding that is seen with each place. “I’ve always been fascinated by how people understand a place, like Storrs Center, there is a certain brand that comes along with it. It’s all subtle ways how people form impressions of places,” he says.

The research and study of Downtown North Hartford was done through a service learning course offered at the University, Geographic Analysis for Urban and Social Issues, taught by Professor Carol Atkinson-Palombo. The first portion of the class focused on students learning geographical theory and issues such as policy development and implementation, racial segregation and neoliberalism, which included readings such as: “Cultural Development Strategies and Urban Revitalization” by Carl Grodach & Anastasia Loukaitou‐Sideris and “Black In-Migration, White Flight, and the Changing Economic Base of the Central City” by William H. Frey. The second half of the course allowed students to select a topic of interest in relation to the course and conduct ethnographic studies on Downtown North and surrounding neighborhoods in Hartford.

“Seldom do you get the opportunity to apply theory to a relevant case study example that is close to home. It’s one thing to learn about civic participation, it’s another to directly engage with a community that is going to be affected by it,” LaRosa says.

Students had the opportunity to present their research to the City of Hartford Division of Economic Development and Division of Planning. Through service learning, students were also able to see how course theory connected with the residents of Hartford and allowed to receive real feedback from them. “As someone with an interest in planning and geography, this also helped inform me what I want to do after my undergraduate years,” LaRosa mentioned.

LaRosa has also worked closely with the Office of Public Engagement, developing a Tableau charting of UConn community engagement throughout the state of Connecticut. “He established mapping possibilities for faculty and student projects; this will facilitate communication with internal and external stakeholders as visuals often speak louder than words” says Dr. Polifroni, Director of Engagement for the Office of Public Engagement.

LaRosa accepted his award on October 22nd at the Co-Op in Storrs center.

The Office of Public Engagement is conducting a student focus group to assess the perception of service learning at UConn.
Definition of Service Learning:
“Service Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.” (The Carnegie Foundation)
For this study, students are asked to participate in a focus group for the Office of Public Engagement to better understand service learning and how we can go about expanding the opportunities for students. The focus group will be audio recorded. There will be no compensation and no cost to participate. Participants are not required to have past involvement with service learning and can be of any major or education level. Students must be 18 years of age or older.

If you are a student at a regional campus and would like to participate, we will make accommodations through video conferencing.

For more information, or to sign up, please email julia.yakovich@uconn.edu as soon as possible, but no later than Tuesday, November 10.

Focus Group Details:

Wednesday, Nov. 11

Rowe Building, 331E

11:30 to 1:00

Light Lunch Provided

The following courses have been approved by the Service Learning Committee based upon these criteria that make up a service learning course.

The UConn Office of Public Engagement is excited to be hosting our first Alumni Event for students who were involved with community engagement or service learning courses while at UConn.

We will be hosting a Farm to Table Breakfast at UConn’s very own Spring Valley Student Farm. The Farm is a place that represents community engagement in every sense. We appreciate our partnership with the farm and look forward to many future endeavors together.

Please register below. Seating is limited to 20.

REGISTER

On a cold January winter day, the newly selected group of Service Learning Faculty Fellows walked into Oak Hall to embark on a new teaching experience. It was their first collective taste of the pedagogy of service learning. Unlike other pedagogies, Service Learning has the ability to unite a wide range of disciplines and find a common thread: the desire for students to come in contact with high impact experiential learning and come away with knowledge to help solve today’s most pressing societal issues. This year’s cohort has ten members from across the University:  Agriculture and Resource Economics (2), Physiology and Neurobiology, Neag School of Education (2), Urban and Community Studies, Political Science, Chemical and Biomolecular Engineering, Economics, and Community Medicine and Health Care. Faculty projects will involve criminal justice, rare diseases, air pollution, food policy, education power and privilege, community medicine and access to healthcare, and urban geographical analysis.

• Kimberly Bergendahl, Assistant Professor In Residence, Political Science, Storrs
• Phil Birge-Liberman, Assistant Professor in Residence, Urban and Community Studies, Waterbury
• Syma Ebbin, APIR, Agriculture and Resource Economics, Marine Science, Avery Point
• Oskar Harmon, Associate Professor, Economics, Stamford
• Mark Kohan and Susan Payne, Asst. Clinical Prof and Assoc. Clinical Prof, Neag School of Education, Storrs
• Rasy Mar, Community Based Education Specialist, Medical School, Farmington
• Adam Rabinowitz, Assistant Research Professor, Agriculture and Resource Economics, Storrs
• John Redden, Visiting Assistant Professor, Physiology and Neurobiology, Storrs
• Kristina Wagstrom, Assistant Professor, Chemical and Biomolecular Engineering, Storrs

Do you want your students to help solve this century’s most pressing societal challenges? Do you have an interest in community inspired research initiatives? The Office of Public Engagement in collaboration with the Institute for Teaching and Learning are offering a sequential learning series on the pedagogy of Service Learning.

This series will provide faculty an opportunity to receive tools and guidance about the pedagogy of service learning. Faculty who attend all sessions will receive a certificate of participation.

Service Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.  (Carnegie Definition)

**NEW DATE!!** Friday, April 17 – 11:00 am to 1:00 pm (Bring your lunch if you wish)

Pedagogical Pillars of Service Learning, Rowe Building, Room 331E

Julia Yakovich, Service Learning and Anne Gebelein, El Instituto

This seminar will explore the fundamentals and characteristics of the pedagogy of service learning and will also uncover the research behind it. The presenters will review basic tools and tips of the trade for faculty to begin designing their service learning initiatives.

REGISTER

**NEW DATE!!** Monday, April 20, 11:00 am to 1:00 pm (Bring your lunch if you wish)

How Sustainable Service Learning Community Partnerships can lead to Engaged Scholarship, Rowe Building, Room 331E

Jennifer Bruening, Neag School of Education

Those who utilize the pedagogy of service learning will have community partnerships to develop and nurture over time in order to create sustainable relationships. These partnerships can lead to engaged scholarship and other research and grant opportunities if framed as such.  You will learn from a faculty member who has ample experience through the Husky Sport program.

REGISTER

Monday, April 13, 11:15 am to 1:10 pm (lunch provided by ITL)

Service Learning and Effective Business Problem Solving in Entrepreneurial Settings, Rowe Building, Room 320

Zeki Simsek, School of Business

The pedagogy of service learning is effective in business settings and can be a driver for the local economy. Learn how this faculty member developed a senior capstone where students focus on consulting with local small businesses and put their accumulated business knowledge to work for the benefit of the business and to strengthen their own skills. This model can be adapted to any discipline.

REGISTER

Wednesday, April 15, 11:15 am to 1:10 pm (lunch provided by ITL)

Identifying Service Learning Community Partners Through the Non-Profit Platform, Rowe Building, Room 320

David Garvey, Department of Public Policy

Identifying community partners can sometimes be challenging. As a main pillar to the pedagogy of service learning, however, it is necessary to find a partner that is right for you, your class, and your research.  This session will help you navigate the local not-for-profit world through the Connecticut Nonprofit Strategy Platform.

REGISTER

Session completed:

Wednesday, February 25, 11:15 am to 1:10 pm

Developing Effective Service Learning Framework, Rowe Building, Room 320

Beth Russell, HDFS

Service learning is a pedagogical strategy necessitating proper planning and framework.  This seminar will highlight one faculty’s perspective and experience on how to go about developing an effective framework for your service learning course.

Contact Julia Yakovich with any questions at julia.yakovich@uconn.edu.

Do you have an outstanding student that deserves to be recognized for their work in service, research, and advocacy?  If so, consider making a nomination. Contact engagement@uconn.edu with the student’s name by Friday, February 6^th.

Newman Civic Fellows: Accepting Nominations through March 4th

The Newman Civic Fellows Award honors inspiring college student leaders who have demonstrated an investment in finding solutions for challenges facing communities throughout the country. Through service, research, and advocacy, Newman Civic Fellows are making the most of their college experiences to better understand themselves, the root causes of social issues, and effective mechanisms for creating lasting change. Colleges and Universities are asked to nominate exceptional students to be considered for this prestigious award. Learn more about the award and process here.

Clayton Christensen, the Harvard Business School professor and author of The Innovator’s Dilemma, is on record saying that as many as half of U.S. colleges and universities will go out of business in the next 15 years. His case for arguing this stems from extensive research on technology-driven “disruptive innovations” across many industries. In recent years, he has looked closely at the disruption caused by online courses in the education world, and his predictions have caused quite a stir.  Read more below…

http://www.gallup.com/businessjournal/179564/real-disruptive-innovation-education.aspx

Consistent with the Academic Vision, the Office of Service Learning (OSL) is designating service learning courses.  Designated courses will be searchable in Peoplesoft and will be supported by the Offices of Public Engagement and Service Learning.

Service Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. – Carnegie Foundation

There are two ways to get your information to the Office of Service Learning.  You can either Apply for Service Learning Designation OR complete the information requested below…quick and easy!  The ultimate goal is to have all SL courses designated for data collection and quality purposes.  **Applications for the SL Designation are due Friday, December 5, 2014 at noon for spring and fall 2015.

How do you know if you are teaching Service Learning?

• Do you have a course that is engaged with the community?
• Are the students reflecting on the community engagement and the course content through discussion, written, or other artistic form (music, drawing, digital media, etc.)?
• Is the project with the community mutually beneficial to both the community and the university?
• Are the course content and the community engagement project aligned?

If you answer yes to any of these questions or if you have questions, contact Julia Yakovich at the Office of Service Learning at julia.yakovich@uconn.edu.