Power Mapping for Community-Engaged Learning
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The 2022 Bonner Fall Network Meeting focused on power mapping as a strategy for enhancing community engagement in higher education. Participants discussed frameworks for addressing issues, relationships, and networks to drive change, alongside innovative projects like the CEL and Paradigm initiatives. The meeting emphasized the importance of collaboration, reflective practices, and shared learning among institutions to promote inclusive and impactful education.
Power Mapping for Community-Engaged Learning
- 1. 2022 Bonner Fall Network Meeting: November 1, 2022 Power Mapping and Discussion Ariane Hoy and Paul Schadewald Bonner Foundation and Bringing Theory to Practice
- 2. ● Introductions and Warm Up ● Steps and Example of Power Mapping ● Let’s Try It: General Education and/or Tenure Change ● Broader Applications: Audit Exercise and Discussion for Campus-Wide Engagement ● Insights and Needs for the Future: Discussion We welcome dialogue! Outline
- 3. Introductions • CEL and Pathways Project: Team-driven project currently involving 8 institutions who are working to create integrative pathways. Our aim is to ensure that a quarter of graduates at each institution have had sustained, multiyear involvement in community engagement including capstone level work. • Paradigm Project: Multiyear project to support innovative models of engaged, integrated and inclusive education that bridges silos on campuses, among higher ed. institutions and between higher ed and community.
- 4. Friend of a Friend • Think of a time that you worked through a friend or colleague to make something happen. It could be personal or professional.
- 5. ● A framework for addressing issues and problem solving through leveraging relationships and networks. ● Conceptual strategy of determining whom you need to influence, exactly who can influence your target, and whom you can actually influence to start the dominoes in motion. ● Based on the assumption that networks of relationships (between individuals, organizations, institutions, etc.) are critical resources, and that stronger networks yield stronger solutions. A Great Tool for Organizing! What Is Power Mapping?
- 6. ★ Step 1: Identify the Problem or Issue you want to address. What do you want to achieve or change (and why)? ★ Step 2: Map major connections. Identify key decision-making individuals or positions that are related to that change effort. ● In higher education contexts, you think about internal units, offices, departments, positions, as well as external influencers (funders, networks, etc.) An Iterative Process Steps in Power Mapping
- 7. Goal: Create and pass a Course Designator Example
- 8. ★ Step 3: Map departments or influencers associated with the key individuals. Put the names of 2-3 individuals who you currently know as allies (or potential influencers). ★ Step 4: Map all other associations with these individuals. Think about people they know connected to these key individuals. ★ Step 5: Determine relational power lines. The next step is to step back and conceptually review the networks that your team has mapped out. An Iterative Process Steps in Power Mapping
- 10. ★ Step 6: Target priority relationships. Analyze some of the relationships and connections elaborated and make some decisions. ★ Step 7: Make a Plan: The next step is to create some action steps for what to do. ○ Campaigns: used to identify where to spend time, money, and effort ○ Higher Ed (Organizations): helpful to formulate strategies and tactics, as well as work for change through relationships An Iterative Process Steps in Power Mapping
- 12. ● Especially focus on influencing - and even engaging - individuals who may oppose your goal but have much influence. ● Make sure to involve and keep happy individuals who support your goal and have a lot of influence. Organizers Recommend
- 16. Three Horizons
- 17. Emerging Models Bringing Theory to Practice ● Have an established foundation of significant and innovative work reflecting inclusive, holistic, and engaged education that bridges boundaries within institutions, among higher education institutions, and / or with the community. ● Aspire to broader change within their own institution but may be constrained by current cultures, practices,or structures. ● Point to possibilities for change in higher education and are willing to share their stories for shared learning, action, and movement-building. ● Seek to build relationships with other innovative higher education networks and leaders
- 18. Emerging Models Bringing Theory to Practice with Bonner! ● Communities of practice among participants for shared learning and work. ● Connection with a broader network of changemakers within and outside of the Bonner network. ● Opportunities to situate individual work within a broader context of higher education innovation and movements for change. ● Strengthened capacity to tell story of individual projects and their impacts to multiple audiences. ● Possibility for other forms of engagement, including shared writing, conference presentations, grant proposals, and organizing initiatives with other campuses and networks.
- 19. ○ Our common theories of change include a focus on relationships and the power of the individual at any level to drive change and make an impact. ○ Our projects and the strategies and tactics they use involve thinking like a community organizer or campaign leader. ○ Our initiatives recognize the complexity (and resistance) to change in higher education, but they also understand how change agents work through networks, and how networks (inside and outside the institution) can help to propel change. Paradigm and CEL/Pathways Project Broader Connections
- 20. ○ What are the reasons behind your outreach and involvement of certain individuals? ■ Senior Leaders ■ Faculty ■ Staff ■ Partners ■ Student Leaders ■ Others (i.e., Funders, Spouses/Partners, etc.) How Might Power Mapping Sharpen Your Approach Reflecting on Your Allies/Team
- 21. ○ Would it be helpful to have more support for power mapping for your CEL and Pathways work? ○ What kind of networking and communication across our institutions would advance our collective work? ○ What are the biggest challenges and examples of resistance that are happening for you? ○ What other tools and resources would be helpful to support your work integrating community engagement across campus, especially with curriculum? ○ What information about the Paradigm Project would be helpful for next steps on your campus? And Some Questions for You Next Steps
- 22. ○ Community-Engaged Learning Initiative RFP ○ Bringing Theory to Practice Website ○ BTtoP Podcasts ○ MURAL Board for Pathways Project ○ MURAL Board for Course Designator, Making the Case Guide ○ Bonner Wiki (Pathways Examples & Faculty Curriculum) for More Information Links