Creating Informal Project Assessments to Assist with Program Management
Often when we are in the moment of facilitating our programs we ask and answer a gamut of questions. What can be done to improve the program or event right now? What are outside forces affecting the program that was not anticipated? Are our efforts making a difference? Why or why not? How can we make a bigger difference for our community in the future? The answers to these questions, however, often are only found useful in the execution of future programs and that is only if recalled from memory often enough.
Community Partnerships: Meeting Your Emergency Professionals BEFORE 2am.
If you have ever been in a committed partnership, you probably have come to realized that mutual respect, trust, and communication tend to be major “keys” to a successful relationship. And like many aspects of our lives, these “keys” transcend both our personal and professional lives. For me, in my professional role as the Director of Sorority and Fraternity Life at the University of South Dakota, these lessons have been utilized in a variety of ways to build essential partnerships with the constituents I serve. But too often, when we (I) hear the word constituents, we tend to forget about our off-campus partners with the community; until of course, they come knocking at our door at 2am-sometimes literally. Particularly if we are not native to the town, city or community we have been placed; and those community partners are not in our network of professional “friends” yet.
#CLDE17 OPENING PLENARY | CivEd Talks and Our CLDE Theory of Change
The 2017 Civic Learning & Democratic Engagement (CLDE) meeting organized by the American Democracy Project (ADP), the Democracy Project (TDC) and NASPA - Student Affairs Administrators in Higher Education, is continuing the conversation set forth during the #CLDE16 meeting by introducing our emergent theory of change adapted from elements of the 2012 A Crucible Moment report. We encourage attendees to reflect on how to build campus cultures that enhance the following threads of our work: civic ethos, civic literacy and skill building, civic inquiry, civic action and civic agency.
Are We Doing Enough?
The question remains, though, how active is the Le Moyne College community? Are we building capacity, utilizing new methods to raise funds and awareness for these community organizations or are we stuck in a rut of doing the same thing? Are we expanding to other organizations?
Civic Competency and Engagement: Building an Impactful Assessment Process
While many institutions are seeking to develop civic competency and engagement (CCE) in their students, there are seemingly infinite permutations of learning outcomes, institutional actions, and assessment methodologies. Terms like civic engagement, civic responsibility, service learning, and community engagement (among a host of others) are used to mean varying things across institutions. Colleges and universities also employ a wide variety of programs, including civic learning courses, service learning programs, and community engagement efforts.
In a World of Debate, Practice Makes Perfect
As we continue to consider how we equip students with the opportunities and skills to become globally-minded, inclusive, and community-focused leaders, we must consider how we give them opportunities to practice these skills in community, navigating highly-sensitive dialogue with respect, warmth, and a commitment to listening in order to understand, instead of listening to form a response.