Community Based Learning - Open Space Report

Open Space 
 To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

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Community-Based Learning

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Open Space

Book of Discussion Reports

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St. Peter Treaty Site ! ! ! ! ! !

December 10, 2014

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Open Space To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

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Theme: To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Calling Question: In what ways can we deliver tangible expressions of genuine, authentic, collaboration that deepen our connections and improve community vitality?

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Open Space To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

Table of Contents 1.

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List of Discussion Reports Participants’ List Discussion Reports Harvest Poem

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1.List of Discussion Reports

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Report

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Report Titles

Initiator

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Best Practices in Managing Risk

Phil Voight

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Collaborating GAC & Seniors from Ecumen St. Peter Providing Educational, Entertaining and engage in Awakenings Program

Janet Geisler

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Technology and Social Media Issues

Josh Reinitz

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How do we honor the needs/ desires of the community, classroom structure, and students.

Kyle Momson

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Sharing disappointments in relationship-preserving ways

Kathy Lund Dean

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How to work with socially challenged students engaged in a community based project.

Barbara Zust

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When Co-Creating Programs…

Ingrid Nyholm-Lange

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How to ensure “quality control” for actual products and projects

Becky Fremo

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What to do when relationships fail

Beatriz Torres

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What to do when students have political/ideological concerns with the social justice grounds for the project?

Dario SanchezGonzalez

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Open Space 
 To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

2.Participants’ List Name

Email

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Dr. Kathy LundDean

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Dr. Phillip Voight

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Dr. Sidonia Alenuma-Nimoh

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Scott Zellmer

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Dr. David Lavigne

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Dr. Linsa Jabeen

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Dr. Rebecca Fremo

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Dr. Barbara Zust

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Dr. Beatriz Torres

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Dr. Annika Ericksen

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Dr. Dario Sanchez-Gonzalez

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Dr. Joaquin Villanueva

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Dr. Kjirsten Moody

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Dr. Mark Braun

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Connie Giles

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Janet Geisler

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Ingrid Nyholm-Lange

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Josh Reinitz

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Alyssa Auten

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Dr. Kyle Momsen Organizers for this Event Jeffrey Rathlef

jrathlef@gustavus.edu

Esther Wang

Ewang2@gustavus.edu

Katie Boone, Sowelu Institute

katie@soweluinstitute.org

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Open Space 
 To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

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3.Discussions Reports

Topic -

#1 Best Practices in Managing Risk

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Initiator - Phillip Voight !

Participants - Sidonia Alenuma-Nimoh & Bea Torres !

We identified a number of risk management issues to consider at the outset of a partnership so that both parties would be able to anticipate and manage risk. Among the issues we considered: Consent and institutional review board permission, safety and liability, transportation risk, Title IX issues, confidentiality and data privacy, and background checks.

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The participants felt that it would be good to at least have a checklist of concerns so that both parties could talk about their risk management procedures and so that neither would find themselves in a compromising situation. Each could also learn from the other’s expertise. Gustavus students might be more familiar with Title IX issues, for example, but a partner in the medical field would no doubt have more expertise in protecting confidentiality.

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We also talked about problems that might arise with international students (for whom background checks may not be possible) or undocumented students, who may not wish to participate in such a procedure. We hoped that a toolkit of best practices in this area could be assembled and distributed. !5

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Open Space To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

#2

Topic - Collaborating GAC & Seniors from Ecumen St. Peter Providing Educational, Entertaining and engage in Awakenings Program

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Initiator - Janet Geisler – Life Enrichment Director – Ecumen St. Peter !

Participants -

. Phil Voight .Bea Torres .Esther Wang

.Barb Zust .Janet Geisler .

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Discussion – Important elements Lots of Potential for collaboration with GAC Nursing Program getting involved with Ecumens Awakenings Program, engaging several disciplines such as music therapy, aroma therapy, Creating Legacy Radio or books with Communications students.

Program would benefit the seniors and students would get real hands on experience working with the seniors to enhance their future in the profession they choose.

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Topic - Technology and Social media issues – how to preserve community and bridge generations and diverse groups of people

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Initiator - Josh Reinitz !

Participants -

. Alyssa Auten alyssa@nchsmn.org .Josh Reinitz josh@easthendersonfarm.com .Joaquin Villanueve jvillanu@gustavus.edu

.Sidonia Alenuma-Niweh salenuma@gac.edu .Dario Sanchez-Gonzalez dsanchez@gustavus.edu .Kjerstin Moody kmoody@gac.edu

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Discussion – Important elements !

Our discussion was primarily focused on newer technology-based social media and how humanity is adapting to it. This is in the context of engaging students at Gustavus with communities that are not necessarily as adapted to new forms of communication as they are. A benchmark of our conversation is that networking tools such as Facebook, texting, twitter, etc. are here to stay and rather than reject them fundamentally, we must adapt while preserving the skills of how to interact with people face to face.

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Open Space To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

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Topic - Technology and Social media issues – (Continued)

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We recognized that many of our social networking tools allow us to point fingers from behind a screen, enhance extreme viewpoints, and disconnect from one-on-one human interaction. On the other hand, these tools have extended our communities to include those who are physically distant, allowed us to reconnect with former associates and friends, and have ultimately created a new type of global community that interacts regardless of physical distance or cultural differences.

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We expressed concern that many of our youth who are native users of computers, social media, etc. may not have the skills or awareness of building community through direct human interaction. We are in a rapidly changing world and must lead in preserving the best of the past and our time-honored traditions while embracing what new developments technology has to offer. We cannot sit back and let some core values of human community become lost.

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While engaging members of the community through partnerships, collaboration, mentoring, and community service, we must help younger folks interact appropriately with older generations who may not have access to (or the desire to learn) new social networking platforms. We discussed that leaving the technology behind once in a while teaches one to be present in what they are engaged in, whether it be people, nature, or music.

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Our fear is that we may be so connected with those far away but don’t know the folks who live next door or are in the next room from us. There is a lack of accountability and responsibility when one lives in a virtual world and doesn’t interact on a personal level.

This is so important to recognize as we move forward with creating partnerships between students, faculty, business and community leaders.

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Open Space To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

#4

Topic - How do we honor the needs/ desires of the community, classroom structure, and students.

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Initiator - Kyle Momsen !

Participants - Becky Fremo, Ingrid Nyhelm, Linsa Sabeen, Annika Ericksen !

We discussed creating and discussing expectations, from all parties, and then helping to explain the big picture to students so they see how their likely small contribution fits into the larger mission. In the real world one doesn’t always get what they want or only work with the people they want, so students need to understand that the project they are working on might not fit their passion, but they still have something to learn. If possible limit observation, that may mean very small tasks to start with while learning about a partner occurs and then a larger contribution can be made. Be flexible when possible so students can make a project their own. Encourage the partner to express their goals as well as students expressing their goals.

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3 Things we hope people will take from the conversation.

1. Reciprocity doesn’t have to be immediate, especially in long term partnerships.

2. Help students learn that every experience is valuable. Successful/ failed projects, exciting/ mundane work, etc are all helpful to students and partners.

Reflection and creative/ flexible evaluation is needed because the project and it’s outcomes may not be fully known ahead of time.

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Topic - Sharing disappointments in relationship-preserving ways

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Initiator - Kathy Lund Dean, GAC, Econ & Management Department !

Participants -

Connie Giles Dave LaVigne Mark Braun

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.Scot Zellmer Bea Torrez .

Discussion – Important elements Conversation coalesced around two related topics: What to do once our relationship was disappointing, and how to prevent it from becoming disappointing on the front end.

We discovered that it’s never too late to heal a relationship and to move ahead once a project or partnership has not gone well.

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Open Space To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

Topic - Sharing disappointments in relationship-preserving ways (Continued)

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What to do once it had gone badly:

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1. Own as much as we can that is authentic. No disappointing situation is 100% one side’s fault, even if we believe we have set up the assignment correctly or in the same way as non-disappointing experiences for students.

2. Own “I should have told you when students were XYZ or when students told me XYZ.” 3. Invite the partner out for lunch, drinks, coffee: “I know this did not go as we both had wanted. I am sorry for that. What could we have done differently? What might a partnership look like going forward? Is there room for another try with students?”

4. Even much later, after the experience has ended, it’s a good idea to try to gain some closure.

5. Talk about the experience from the perspective of goals, to depersonalize it. “We had this goal, and here is how that went.”

How to keep it from being disappointing:

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1. Formalize expectations on the front end, for shared goals and control.

2. Set up frequent check ins with the partner on a set schedule—even 5 minutes is OK. It has to be planned though.

3. Check ins facilitate problem solving along the way 4. At the end of the experience, talk about the future to own and preserve the relationship for the next time. Do any problem solving then.

5. Allow shared goal setting when possible while honoring our needs for structure and planning. Is there a way to allow students to set learning goals for themselves that complement the course CBL and community partner’s goals?

We considered:

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What’s the worst that could happen if we contacted them belatedly?

What’s the worst that could happen if things went badly?

What is the risk to Gustavus when things don’t go well?

How much choice should students have in creating goals and projects?

#6 Topic - How to work with socially challenged students engaged in a community based project.

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Initiator - Barbara Zust !

Participants - Janet Geisler, Connie Giles, Barb Zust !

Discussion – Nurture the strengths, rather than focus on the weaknesses. There is a lot of social stigma for people who have a disability… are on the “spectrum”… socially challenged, etc. People without disabilities are often afraid of people who have disabilities. They do not understand that being socially awkward is not a choice. The more pressure put on an individual to “behave normally” the more difficult it is for the student. With training and practice, the social skills can be taught. Practicing social skills through role play can be very useful and helpful. It doesn’t matter if the person !9

Open Space To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

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Topic - How to work with socially challenged students engaged in a community based project (Continued) has a “documented disability” or not. If there is a functional weakness in a certain setting that is recognized by people in that setting, it is considered a disability by the American Disabilities Act (ADA) and that student is covered by the ADA. Schools can be in trouble if they rely only on documented diagnoses.

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When staff are not considering a recognized disorder as a disability because there is not a documented disability, education can be provided to staff by the Autism Society of Minnesota. A class at MSU called sensitivity and disabilities would be great to take.

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Topic - When co-creating a program, patience-value-trust are key.

Yes, no…are there others?

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Initiator - Ingrid Nyholm-Lange !

Participants -

. Linsa Jabeen njabeen@gustavus.edu . Alyssa@nchsmn.org Annika Ericksen aerickson@gustavus.edu .Kjerstin Moody kmoody@gac.edu

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Discussion – Important elements !

We need to understand that relationships whether they be organizational or partners, etc. develop over time (just like personal relationships – first dates included).

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1. Have realistic expectations… a. Don't start the conversation with expectations and outcomes first… b. Expectations may even change over time.

2. Communication is key. There can never be too much communication.

3. You are building trust from that initial conversation… a. Find an advocate or someone to make the introductions 4. Invest in a long-term partnership 5. Is it co-creating – where is the middle ground?

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Open Space To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

#8 Topic - How do we ensure “quality control” for actual products and projects? Making sure that our partners really gain something tangible from our students.

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Initiator - Becky Fremo, English !

Participants - Phil Voight, COM Esther Wang, MUS Janet Geisler, Ecumen Prairie Hill

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Discussion – Important elements !

We aired some important fears right off the bat: we are concerned about making sure that our partners actually gain something real from working with our students. We also worried that our own editorial instincts would kick in, and we’d feel morally obligated to keep “tweaking” our students’ projects until they sounded more like the campaigns/ texts/ brochures/ web pages we envisioned. Ouch.

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We brainstormed ways to make sure students were engaged. Fremo plans to use some sort of application process, for instance, to ensure that only students who are serious about the course and its commitments will take it. This might involve a writing sample. Phil and Becky also talked a good deal about possible ways to frame the course (his is on nonprofit leadership, hers is on writing and nonprofits) in ways that ensure an “uber” theme is followed, or that students have some common ground from which to learn. We know that we have to be comfortable with the idea that all of our students will most likely have very different experiences and we can’t really compare across partners. What if one partner wants students to write grant proposals, but another wants a brochure? Etc.

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Phil asked great question: how much should partners be engaged in assessment? We talked about ways to have partners help us decide what matters most and what makes a useful product. But we don’t want partners to feel like unreasonable demands are being made on their time.

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Once Janet joined us, the heavens opened and angels sang. Yay! She listened, asked questions about what we envisioned, and talked with us about some ways GAC students might get involved. At that point Fremo was so excited at the possibility of having made a real, live contact that she kind of blacked out☺.

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Finally, a big take-away was that reciprocity takes time. Lots of time. It isn’t going to happen overnight, and without longer term commitments, we may not be able to ensure quality control in the ways that make us faculty types most comfortable.

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Open Space To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

#9 Topic -

What do we do when relationships fail?

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Initiator - Beatriz Torres !

Participants -

. Sidonia Alenuma-Nimoh salenuma@gac.edu .Kyle Monsen kmonsen@gac.edu .Kathy Lund Dean lunddean@gac.edu

.Josh Reinitz josh@easthendersonfarm.edu . .

Discussion – Important elements We question what failure is really. We discuss experiences where we felt either our partnership on the partner side failed or students have failed. We agreed it would be important to determine when to mutually terminate a partnership as well as the importance of clarifying expectations on both sides through a mutually agreed social contract. We also agreed on having several check in points to see how the partnership is evolving.

3 things we learned: It is ok to fail as with failing comes learning The importance of check-in Think of a social contract

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Topic What to do when students have political/ideological concerns with the social justice grounds of the project?

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Initiator - Dario Sanchez-Gonzalez !

Participants -

. Dario Sanchez-Gonzalez, dsanchez@gustavus.edu .Mark Braun .Joaquin Villanueva

. Esther Wang . Sidonia Alenuma-Nimou .

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Discussion – Important elements We discussed how to make a particular CBL experience for students with ideological/ political opposition to the grounds of the project (be it reproductive rights, anti-bullying, activism, wealth redistribution). We definitely found strategies that can help make progress.

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Having a range of CBL modes in the same topic, appropriate to levels of engagement of students The partner must be informed/aware of ideological/political conflict with students Centering social justice issues in individuals first (rather than addressing the issues in abstract) helps “changing” students

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Open Space 
 To nurture community connections and build a sense of belonging by translating the idea of reciprocity from concept to action.

Community-Based Learning at Gustavus Adolphus College

4. Harvest Poem Community based learning Learning based on community reciprocity meeting people a community experience seeing what you have to offer challenging our minds more is there a relationship we could develop? engaging students engaging me reciprocity I live and breathe community reciprocity a core principle of humanity how does community leadership work?

I see my partners in this vortex of energy reciprocity a pathway to this is meeting in community learning what it is that we can do building relationship brining theory to practice this is my activism community is a verb looking forward committed to community reciprocity Where we are seen, valued - part of something reciprocity is community Its ok to fail with failing comes learning make sure expectations are held well reciprocity takes time

creating new opportunities caring for our partners I got more than I expected having an honest discussion in the beginning of the relationship it’s never too late to heal a relationship we aired some fears recognizing it takes time to build across generations and across geographies its up to us to lead to connect through technology & interactions face to face we can get caught in our own perspective how to work with this way of empowerment nurture the strengths it offers us as gifts we remember relationships that can be good medicine more questions than answers guided by curiosity its the combination of different types of knowing letting go in freedom and flexibility we made time to interact an opportunity to exchange ideas rich range of conversations coming from a simple question true power of partnership community-based learning is not one vs. the other power is combination of both different types of knowing being transforming students and communities

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