Building Bridges at "The People's University": Supporting Faculty Pursuits to Develop Service-Learning Research

Editor's Notes

• #7: Tradition of taking university information and disseminating it to the community, creating extension agents for each county in Mississippi How is Research, Teaching, and Service uniquely land-grant??
• #8: Volunteerism has always been important at MSU but more recent formalized volunteer means stemmed from Hurricane Katrina in 2005. Students came from hometowns that were virtually destroyed during Katrina. Many of them knew someone or were personally impacted by the hurricane. The students came to campus ready to get involved and created what would become the Maroon Volunteer Center (MVC). Prior to that time (and to this day), student volunteers are also united in community service through the Student Association, fraternities and sororities, student groups, etc. The MVC started the AmeriCorps VISTA program and continues to coordinate these individuals who work with their Alternative Break programs, among other things. I don’t know much about this as it was an MVC effort. You may want to follow-up with them or just use it as a bullet or take it out… In 2007, Dr. Robert Fogelsong, MSU President wanted to implement a “cradle to graduate school” leadership opportunity for students. Dr. Heiselt was involved in designing the service-learning component for the program and became the Service-Learning Coordinator. This was the first “coordinated” effort for service-learning at MSU. Service DAWGS (Donating a Wonderful Gift of Service) Day was implemented by Dr. H in 2008 and became known (and continues to this day) as MSU’s campus-wide day of service, traditionally taking place during Dawg Days, the first week prior to the beginning of the fall semester. MSU has been honored for their roll within community service and service-learning in higher education via the President’s Higher Education Community Service Honor Roll and as recipients of the Carnegie Community Engagement Classification. In 2010, MSU earned the Carnegie Community Engagement Classification and as such, the Community Engagement Committee (made up of representatives from every academic and non-academic unit on campus) works to review community engagement efforts campus-wide. CASLE was started in January 2013 as a partnership between the Office of the Provost and the Extension Service. Tying in all of the efforts of the land-grant mission of MSU through service-learning.
• #10: I changed slides here. This one basically says that there are a variety of definitions of s-l and that they may vary in higher education institutions. I have left MSU’s definition. I would explain this and say “you won’t read it” but it is there as a point of reference. Then discuss the agreed upon elements. You can also discuss the different types of s-l we practice here at state. Curricular (directly linked to an academic class); Co-curricular (not linked to a class, more like a student group s-l project, or a 4-H s-l project); Critical (we are working toward this model, where the students see themselves as agents of change, not just creating service for an individual) – there is a great deal of discussion in this area right now.
• #13: Using the library liaison model to work for a non-traditional liaison partnership!
• #14: All of these existing programs at MSU offered guidelines to create a new program in the Service Learning Librarian partnership. Liaison Model guidelines on building relationships with your department and supporting their research with our collections Embedded programs at MSU are still evolving, but I’m using the universal guidelines of offering customized services, getting out of the building, and providing more than tools for finding research Subject Librarians attempt to bring these services to a specific group of people
• #16: Faculty needs, in a nutshell, are support for their teaching, research, and service. CASLE primarily bridges faculty interested in teaching S-L classes with extension agents and/or community partners (or vice versa) looking to create service-learning projects. It also provides teaching support for faculty by giving them resources in literature and other faculty who teach S-L classes. They also provide a “S” designation, etc. But who provides these faculty with research support? Who provides extension faculty, who are encouraged with research and publish as a part of their professional assignment, with this support? [Can I use this seal? – yes, but it is old, I included this one…]
• #18: Faculty needs, in a nutshell, are support for their teaching, research, and service. CASLE primarily bridges faculty interested in teaching S-L classes with extension agents and/or community partners (or vice versa) looking to create service-learning projects. It also provides teaching support for faculty by giving them resources in literature and other faculty who teach S-L classes. They also provide a “S” designation, etc. But who provides these faculty with research support? Who provides extension faculty, who are encouraged with research and publish as a part of their professional assignment, with this support? [Can I use this seal? – yes, but it is old, I included this one…]
• #20: Faculty needs, in a nutshell, are support for their teaching, research, and service. CASLE primarily bridges faculty interested in teaching S-L classes with extension agents who need a university partner. It also provides teaching support for faculty by giving them resources in literature and other faculty who teach S-L classes. But who provides these faculty with research support? Who provides extension faculty, who are encouraged with research and publish as a part of their professional assignment, with this support? [Can I use this seal?]
• #39: These last 3 items on the list are still in the works! As are many of the other efforts, which I briefly discuss in a few slides.