tag:blogger.com,1999:blog-13429054285567390902024-03-13T23:45:30.643-07:00Transformational Learning at Roosevelt UniversityStevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.comBlogger38125tag:blogger.com,1999:blog-1342905428556739090.post-9476789629795669132013-04-19T14:42:00.003-07:002013-04-24T07:46:38.297-07:00Request for Proposals: Transformational Learning GrantsRFPs are now being accepted for faculty interested in applying for
funding to support teaching Transformational Service Learning courses.<br />
<br />
The RFP can be found at: <a href="http://www.roosevelt.edu/~/media/Files/pdfs/MISJT/RFPforTL.ashx">http://www.roosevelt.edu/~/media/Files/pdfs/MISJT/RFPforTL.ashx</a><br />
<br />
Applications are due by <b>May 14th</b> to Heather Dalmage, hdalmage@roosevelt.edu<br />
<br />
Questions can be directed to:<br />
Nikita Stange, nstange@roosevelt.eduStevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-92107829507513778342013-04-19T14:40:00.001-07:002013-04-19T14:40:12.875-07:00Profiles of service learning at the Roosevelt University Mini-Conference on TeachingOver the past decade, the Center for Teaching and Learning and the Provost's Office at Roosevelt University has sponsored the Roosevelt University Mini-Conference on Teaching (or "RUMCOT"). Through this venue, faculty members at the university have been sharing best practices or personal implementations.<br />
<br />
I compiled all of the presentations that focused on transformational service learning from the conference Proceedings, and you can download them here. <br />
<br />
<a href="http://sites.roosevelt.edu/smeyers/files/2013/04/RUMCOT8.pdf" target="_blank"><i>Integrating service learning into your class: Merging educational and social justice goals (2012)</i></a><br />
by Amy L. D. Roberts, Kimberly Dienes, and Steven Meyers<br />
<br />
<a href="http://sites.roosevelt.edu/smeyers/files/2013/04/RUMCOT7.pdf" target="_blank"><i>Lessons learned from an ambitious service learning class (2010)</i></a><br />
by Cami K. McBride, Carrie Miller, and Valerie Vorderstrasse<br />
<br />
<a href="http://sites.roosevelt.edu/smeyers/files/2013/04/RUMCOT6.pdf" target="_blank"><i>Getting to transformation with service-learning (2009)</i></a><br />
by Erik Gellman, Elizabeth Meadows, Steven A. Meyers, Pamela M. Robert, and Robert Seiser<br />
<br />
<a href="http://sites.roosevelt.edu/smeyers/files/2013/04/RUMCOT5.pdf" target="_blank"><i>Integrating service-learning into the business curriculum (2008)</i></a><br />
by Carolyn Wiley<br />
<br />
<a href="http://sites.roosevelt.edu/smeyers/files/2013/04/RUMCOT4.pdf" target="_blank"><i>Including service-learning in your class: How we did it (2007)</i></a><br />
by Steven A. Meyers, Patrick M. Green, Linda Pincham, and Robert Seiser<br />
<br />
<a href="http://sites.roosevelt.edu/smeyers/files/2013/04/RUMCOT3.pdf" target="_blank"><i>Can transformative pedagogy change the way you teach? (2006)</i></a><br />
by Steven A. Meyers<br />
<br />
<a href="http://sites.roosevelt.edu/smeyers/files/2013/04/RUMCOT2.pdf" target="_blank"><i>Service-learning: A guide to course implementation (2005)</i></a><br />
by Patrick M. GreenStevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-90162453070174933282013-02-12T13:18:00.003-08:002013-02-12T13:18:40.578-08:00Transformational learning on talk radio!<span style="font-size: 16px;">Listen to Mike Boehler and Marie Lazzara
as they interview Melissa Stutz, Assistant Dean for Undergraduate
Studies at Roosevelt University and Hiba Dababneh, a Roosevelt
University student who is enrolled in the university’s Walter E. Heller
College of Business. </span><span style="font-size: 16px;">They discuss the concept of social
justice at Roosevelt University, and how transformational learning
during their education changed their experiences.</span><br />
<br />
<span style="font-size: 16px;"><a href="http://www.blogtalkradio.com/linkedlocalnetwork/2013/01/24/lln-reports" target="_blank">http://www.blogtalkradio.com/linkedlocalnetwork/2013/01/24/lln-reports </a></span><br />
<br />
StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-52207594038701578792013-01-03T18:58:00.000-08:002013-01-04T06:17:06.178-08:00Internships and Transformational LearningInternships can provide powerful transformational learning experiences during college. They allow students to gain hands-on experience in actual work settings, improve and explore career prospects, enhance students' resumes, and help develop professional references for graduate schools and jobs. Because they are much lengthier than other forms of service-learning (they typically range between 100 and 250 hours in duration), internships permit greater immersion into these settings and allow students to make more sustained contributions to the community.<br />
<br />
At Roosevelt, students can complete internship classes within particular disciplines. Some of these opportunities are required because they are viewed as integral to professional development. For instance, all students within teacher training programs offered by the College of Education will gain extensive field experiences through student teaching placements and seminars. However, in most fields, it is an option that undergraduates may choose to pursue for varying amounts of credit in courses such as these:<br />
<br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=ACCT&num=398" target="_blank">ACCT 398:</a> Accounting Internship<br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=ART&num=390" target="_blank">ART 390:</a> Fine Art Internship <br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=BADM&num=398" target="_blank">BADM 398:</a> Professional Business Administration Internship<br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=BIOL&num=391" target="_blank">BIOL 391:</a> Medical Internship <br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=CJL&num=395" target="_blank">CJL 395</a>: Criminal Justice Internship<br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=ECON&num=360" target="_blank">ECON 360:</a> Internship in Economics<br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=FIN&num=398" target="_blank">FIN 398:</a> Finance Internship <br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=HIST&num=384" target="_blank">HIST 384:</a> Internship in History <br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=HOSM&num=385" target="_blank">HOSM 385:</a> Internship in Hospitality Management<br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=HRM&num=398" target="_blank">HRM 398:</a> Human Resource Management Internship <br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=IMC&num=399" target="_blank">IMC 399</a>: Internship in Integrated Marketing Communications<br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=INFS&num=398" target="_blank">INFS 398:</a> Information Systems Internship <br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=JOUR&num=399" target="_blank">JOUR 399:</a> Internship in Journalism<br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=LAWA&num=L30" target="_blank">LAWA L30:</a> Paralegal Internship <br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=MGMT&num=398" target="_blank">MGMT 398:</a> Professional Internship in Management<br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=MKTG&num=398" target="_blank">MKTG 398:</a> Internship in Marketing <br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=PADM&num=398" target="_blank">PADM 398:</a> Field Internship in Public Administration<br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=POS&num=338" target="_blank">POS 338:</a> Field Internship in Politics and Law<br />
<a href="http://www2.roosevelt.edu/courseDesc/courseFinder.asp?strTerm=201230&subject=PSYC&numb=393" target="_blank">PSYC 393:</a> Internship in Psychology<br />
<a href="http://www.roosevelt.edu/Catalog/undergraduate/Course.aspx?subj=SENT&num=398" target="_blank">SENT 398:</a> Social Entrepreneurship Internship<br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=SOCJ&num=360" target="_blank">SOCJ 360:</a> Social Justice Internship<br />
<a href="http://www.roosevelt.edu/Catalog/Undergraduate/Course.aspx?subj=WGS&num=399" target="_blank">WGS 399:</a> Internship in the Community<br />
<br />
<i><b>Students often aren't aware that they may pursue an internship and need encouragement and appropriate advising.</b></i> The educational benefits for well-designed placements are clearly established, as internships have been designated as a <a href="http://www.aacu.org/peerreview/pr-fa10/pr-fa10_oneill.cfm" target="_blank">high impact practice</a> by the Association of American Colleges and Universities. Moreover, internships can be tailored to address social justice themes consistent with each discipline to connect with Roosevelt's mission.<br />
<br />
In addition to assistance provided by departments, students can find possible internship placements by contacting the staff
in the Career Development Office. They can help them identify ideal
opportunities, utilize their online resources, write a resume, and support students
through the internship process. Start with their site online at <a href="http://www.roosevelt.edu/Career/Student/Internship.aspx">http://www.roosevelt.edu/Career/Student/Internship.aspx</a>. You can find instructions about how to search their internship databases by clicking <a href="http://sites.roosevelt.edu/smeyers/files/2012/05/Internship-searching.docx">here</a>.<br />
<br />
For departments that want to create or expand internship programs at Roosevelt, it can be helpful to refer to those that provide online materials, such as the <a href="http://www.roosevelt.edu/Business/CurrentStudents/Internships.aspx" target="_blank">Heller College of Business</a>, <a href="http://sites.roosevelt.edu/sbalkin/other/esj/" target="_blank">Economics/Social Justice</a>, and <a href="http://sites.roosevelt.edu/smeyers/psychology-internship/" target="_blank">Psychology</a>. The Mansfield Institute for Social Justice and Transformation can provide assistance as well.<br />
<br />StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-33226163427103670222013-01-03T17:27:00.000-08:002013-01-03T17:27:57.671-08:00Service Learning in Introductory Economics
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<div class="MsoNoteLevel1CxSpFirst" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";">Students at Roosevelt University in
social work, psychology, and education majors may expect that some of their
classes might include a service-learning component. However, when Professor Jenifer
Clark’s 46 students showed up for their first day of Principles of Economics II
(Economics 102) class, they found that the course required them
to go out in to the field. Service learning at Roosevelt University isn't confined to certain majors. Rather, all students at Roosevelt can benefit from trying to apply their
newfound knowledge to real life. </span></div>
<div class="MsoNoteLevel1CxSpFirst" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel1CxSpFirst" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";"></span></div>
<div class="MsoNoteLevel1CxSpFirst" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";"><a href="http://www.blogger.com/blogger.g?blogID=1342905428556739090" name="_GoBack"></a></span></div>
<div class="MsoNoteLevel1CxSpMiddle" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>Professor
Clark devised a service-learning plan that she hoped would expose students to how people in different life circumstances think
about economic policy. With the help of the Mansfield Institute for Social
Justice and Transformation, Professor Clark connected with an array of individuals
in with different perspectives on what types of economic policies are likely to
promote a healthy economy. Professor Clark split the students up into groups
and assigned them to either meet with an architect, a marketing CEO, two traders
from the Chicago Board of Trade, a human relations professional, two individuals
involved in the Occupy movement, or individuals experiencing homelessness at
Dignity Diner. Professor Clark ensured that students with a variety of
political views joined each group. The students used class time to meet with
their groups, do research on economic policy, and prepare questions for their
interview. </span></div>
<div class="MsoNoteLevel1CxSpMiddle" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel1CxSpLast" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>Many
of the students disclosed to Professor Clark that their interviews considerably
impacted their lives. Those who met with homeless people at Dignity Diner described
that their preconceived notions about homelessness had been shattered after
getting to know real people in that situation. Students who initially felt extremely
critical of the Occupy movement shifted their positions after meeting with
those involved. Some group members who met with business professionals suddenly
felt a surge of motivation to figure out what they wanted to do after college.
The students who visited the Chicago Board of Trade described the sense of awe
they felt while observing the action on the floor. Professor Clark required students
to write a research paper and create a presentation about economic policy from
the perspective of those they had interviewed. Many of Dr. Clark’s students had
to take political positions opposite of their own in order to complete the
assignment. </span></div>
<div class="MsoNoteLevel1CxSpLast" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">Overall, Professor Clark
deemed the service-learning component of her class incredibly successful. She
explained that everyone involved in the process found the experience rewarding.
Many of the interviewees contacted Professor Clark to gush about how impressed
they had been by the students’ interview preparation and professionalism.
Professor Clark described the students as deeply passionate during the
execution of their presentations, and she rated the students’ research papers
as exceptional. She surveyed the students at the end of the course to examine
their impressions of the project. Many of them admitted their initial hesitation
when they realized they would have to complete a transformational service-learning project.
However, 46 of 46 students recommended that Professor Clark incorporate a
service-learning component to the class in the future. Professor Clark noted
that the students gained much more than just an ability to apply economic
theory to real life. Throughout this project, the students also fostered their
ability to see multiple sides of an issue, take the perspective of others, and
challenge their own beliefs. Furthermore, the students gained exposure to
different professions, practiced presenting themselves professionally, and
gained networking experience.</span>
StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-27509507806006114202012-10-30T06:29:00.002-07:002012-10-30T06:29:50.163-07:00Troubled youth mentored by RU Psychology studentsInspiration, hope for the future, and much-needed interactions were provided for boys and girls on Wednesday, Oct. 24, at <span data-scayt_word="Uhlich" data-scaytid="2">Uhlich</span> Children’s Advantage Network in Chicago.<br />
<br />
Located at 3730 North California Ave., <span data-scayt_word="UCAN" data-scaytid="3">UCAN</span>
provides residential housing for troubled youths who have faced
physical or sexual abuse, have been neglected by parents or face mental
illness. Youth can reside at the facility up until age 19 and in some
cases until they’re 21 years old, according to <span data-scayt_word="UCAN" data-scaytid="4">UCAN</span> officials.<br />
<br />
<span data-scayt_word="“UCAN" data-scaytid="5">“UCAN</span> strives to build strong youth and families through compassionate healing, education and empowerment,” according to its website.<br />
<br />
An Affirmative statement is given for each week’s mentoring session. This week’s statement was:<br />
“I truly believe that my haters are my motivators because they wish they were me but can’t be” - Nicki <span data-scayt_word="Minaj" data-scaytid="6">Minaj</span><br />
<br />
The program, <span data-scayt_word="BoutIt" data-scaytid="7">BoutIt</span>, stands for Bringing Out Unity Through Interactive Transition. The course, <span data-scayt_word="ACP" data-scaytid="8">ACP</span> 250, is cross-listed with a psychology course titled “Youth Violence Intervention and Theory.”<br />
Approximately 35 mentors and their <span data-scayt_word="mentees" data-scaytid="9">mentees</span> sat down together on Wednesday to discuss how the day went and if any issues came up before starting the session’s activities.<br />
<br />
Dr. Melissa Sisco, the Roosevelt professor who teaches the course, has
15 years of experience in dealing with at-risk youth and has mentored
imprisoned youth for four years. Sisco provided the student mentors with
a rundown of what the activities would be for the day.<br />
<br />
Sisco said that it took students from business and psychology majors to
put this program together and she is thankful for the transformations
she has witnessed in the past six weeks. Spencer Scott and Carlo
Villarosa are students who led the boys’ and girls’ sides of the room,
respectively.<br />
<br />
Sisco said young people like Darnell Owens, Spencer Scott, Chase Zvonek
and Carlo Villarosa helped to create the foundation for the BoutIt
mentorship program and truly bring it to life. And they all bring
different types of expertise with undergraduate backgrounds in
business, education, accounting, and psychology.<br />
<br />
”We found a way to allow RU students to learn about violence through
critical thinking and comparisons of research and real world topics,”
Sisco said, “and to learn problem solving, making goals, and creating
change through practicing it.”<br />
<br />
Pamela Wilson, UCAN’s residential therapeutic recreation coordinator,
said the most common issue with these kids is having trouble in school
and not following the program in terms of treatment plans. Treatment
plans refer to taking medication and participating in therapy sessions.
There are 62 boys and girls aged 12 to 17 who are currently housed at
UCAN.<br />
<br />
“We’ll take a kid who has poor social skills, struggling
psychologically, struggling educationally, and struggling behavior wise,
and we design a treatment plan for them,” Wilson said.<br />
<br />
“It is hard to chart the progress because we have a wide range of kids with a wide range of issues,” she said.<br />
<br />
Spencer Scott and Brenda Lara, who led the girls’ mentoring, agreed
that the girls open up more easily and are more laid back than the boys.
Even though Scott is the only boy on the girls’ side, he lets Lara do
most of the leading.<br />
<br />
“I don’t do any of the actual leading because I thought it was
important that it’s very female led for the females,” Scott said.<br />
<br />
Scott and Lara said that support is provided for the girls during
activities every Wednesday and that the girls have opened up to the
student mentors.<br />
<br />
Leading the boys’ side are Darnell Owens and Carlo Villarosa. They said
the boys have a harder time opening up and are separated from the
girls because, often times, they will try to impress members of the
opposite gender.<br />
<br />
“Boys are rambunctious, and they just like to be actively doing
something; and talking isn’t actively doing something,” said Villarosa.<br />
<br />
“I wouldn’t say a bad experience, but a little challenging because we
have a few children with behavioral problems and special needs,” said
Owens, when asked about his experiences in the program thus far.<br />
<br />
Some lessons Owens said he would like to pass on to the boys are, “You
can’t change the past, but you can change the future,” and we are
“empowering our students to be a difference in young people’s lives.”<br />
<br />
Villarosa and Owens both said that mentoring these boys has not only
changed the youth for the better but also created created a positive
change for classmates as well. They both described BoutIt as a
“dual-learning experience.”<br />
<br />
For more information about this transformational program, please contact Dr. Melissa Sisco at (520) 977-6485 or <a href="mailto:msisco01@roosevelt.edu">msisco01@roosevelt.edu</a>.<br />
<br />
From the Roosevelt University <i>Torch </i>(10/29/2012)
StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-35425131299657568852012-10-16T05:49:00.000-07:002012-10-16T06:43:37.635-07:00Learning through mentoring, consulting, and current eventsThis fall Dr. Amy Roberts, an assistant professor of developmental psychology at Roosevelt University, is asking RU graduate students to engage in service-learning by helping Chicago community members answer questions like:<br />
<br />
• Are there gender differences in littering behavior?<br />
• How are relationships between employees and their supervisors influenced by a strike?<br />
• How can local manufacturers best attract and retain quality employees?<br />
<br />
Dr. Roberts got the idea to offer Advanced Research Methods (PSYC 530) as a service-learning course when she was mentoring an 8th grader with the Spark program (<a href="http://www.sparkprogram.org/">http://www.sparkprogram.org/</a>). Spark is a national program that matches youth with mentors working in the careers of their choice for apprenticeships. Dr. Roberts realized that she was covering many of the major topics addressed in her research methods courses through this mentorship with an 8th grader interested in psychology research. She thought students could learn about social science research through meaningful service to Chicago communities.
<b> </b><br />
<br />
<b>Learning through mentoring</b><br />
<br />
<a href="http://3.bp.blogspot.com/-jXGXNfTZ1Bg/UH1a4y6gQ5I/AAAAAAAAAOk/YTsSPjK6rEA/s1600/fermi_3320.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-jXGXNfTZ1Bg/UH1a4y6gQ5I/AAAAAAAAAOk/YTsSPjK6rEA/s1600/fermi_3320.jpg" /></a>Graduate students pursuing MAs in clinical psychology are introducing Chicago area students to social science research by guiding them through conducting social science research projects. Twelve RU graduate students visit students once a week to help them articulate questions about human behavior and design methods for answering them. This mentoring has been made possible through partnerships with the Spark program and visionary teachers at Enrico Fermi Elementary, Crete-Monee High and St. Albert schools. These mentorships enable graduate students pursuing a Masters in clinical psychology to apply the research methods concepts discussed in class while gaining experience guiding children in working through challenging questions.
<b> </b><br />
<br />
<b>Learning through researching current events</b><br />
<br />
<a href="http://2.bp.blogspot.com/-WLNBDBzDmoE/UH1bAiTkO7I/AAAAAAAAAOs/giyf3h6TQfE/s1600/strike_photo.tiff" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-WLNBDBzDmoE/UH1bAiTkO7I/AAAAAAAAAOs/giyf3h6TQfE/s200/strike_photo.tiff" width="189" /></a>The recent teacher strike interrupted students’ mentorship projects, but also provided opportunities to ask new research questions. A small group of psychology graduate students who had not yet started projects with youth at local schools decided instead to study issues related to the Chicago Teacher’s Union strike. Students will be exploring teacher’s feelings about the strike, how relationships between teachers and administrators have been impacted by the strike, and how the experience of this particular labor strike compares to that of workers involved in other recent Chicago area strikes. These graduate students are applying research methods to answering pertinent questions while gaining experience working with labor communities following difficult changes in relationships relate to the strike.
<b> </b><br />
<br />
<b>Learning through consulting</b><br />
<br />
<a href="http://1.bp.blogspot.com/-z1qiswrHwR8/UH1kd80lAcI/AAAAAAAAAPE/WjCDLejB9JA/s1600/students@Polyair.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="171" src="http://1.bp.blogspot.com/-z1qiswrHwR8/UH1kd80lAcI/AAAAAAAAAPE/WjCDLejB9JA/s200/students@Polyair.jpg" width="200" /></a>A third group of psychology graduate students pursuing MA in Industrial and Organizational psychology are working with Polyair, a local company who’s human resources manager, Juliana Lopez, is a Roosevelt University I/O Psychology Masters alum. These students will be helping Polyair to improve their procedures for recruitment and retention of high quality employees. This community partnership was supported by the Organizational Effectiveness Consulting Center of the Psychology Department at Roosevelt University. Graduates planning work in industrial and organizational psychology are learning to bridge research and practice while making important connections with local business.
StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-82079096716957646882012-08-31T09:56:00.002-07:002012-08-31T09:57:34.586-07:00Roosevelt Wins Civic Engagement AwardI am delighted to inform you that Roosevelt University’s commitment to service learning and civic engagement was recognized by the Washington Center which selected the University as a recipient of the 2012 Higher Education Civic Engagement Award. Roosevelt is one of five universities or colleges in the country to receive the award from more than 89 schools which competed for the honor. The other winners are California State University San Bernardino, Columbia College in South Carolina, Tulane University and the University of San Francisco. <br />
<br />
Professor Steve Meyers and I will accept the award on behalf of Roosevelt University at a luncheon in Washington, D.C. on Oct. 1. <br />
<br />
The award provides $20,000 in scholarship funds that will allow Roosevelt students to access the Center’s exceptional internship programs. The Washington Center for Internships and Academic Seminars provides selected students challenging opportunities to work and learn in Washington for academic credit. The largest program of its kind, the Washington Center has 70 full-time staff and more than 50,000 alumni, many of whom are in leadership positions in the public, private, and nonprofit sectors.<br />
<br />
The selection committee was impressed with Roosevelt’s dramatic growth in service learning and the community engagement activities spearheaded by the Mansfield Institute for Social Justice and Transformation. During the past academic year, 1,460 Roosevelt students participated in one of 99 service learning classes. Faculty, students, and community partners have collaborated to address a wide array of social challenges that focus on areas such as urban education, environmental toxins, immigration, homeless youth, literacy and domestic violence. <br />
<br />
This award recognizes the importance of service learning at Roosevelt. Congratulations to everyone at the University who has been involved in this great accomplishment.<br />
<br />
Chuck Middleton, President StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-78463686176732011082012-05-23T08:01:00.004-07:002012-05-23T08:01:50.051-07:00"Change Agents," an article in the latest Roosevelt Review<a href="http://sites.roosevelt.edu/smeyers/files/2012/05/RR-spring2012.pdf" target="_blank">Click here to download "Change Agents,"</a> by Laura Janota in the latest issue of Roosevelt Review. This article describes how transformational learning is being used in exciting ways throughout the university. It profiles one innovative partnership we have established with Morrill Elementary School to increase the use of restorative justice instead of punitive discipline measures like suspensions and expulsions.<br />
<br />
The download also includes a follow-up article, "Through their Eyes" that describes how Professor Tammy Oberg De La Garza takes a unique approach in her research and service learning outreach about literacy among Latino elementary students.StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-38082721317545720562012-05-23T06:20:00.000-07:002012-10-07T12:43:45.000-07:002012-2013 Grant Recipients AnnouncedWe are pleased to announce the recipients of the Mansfield Institute's grant program for transformational learning, supported by the McCormick Tribune Foundation. These faculty
members will be able to purchase materials and needed equipment, hire an undergraduate or graduate level
teaching assistant, or facilitate transportation to help them implement transformational service
learning during the upcoming year.<br />
<br />
We were able to distribute $28,000 in this cycle to support innovative uses of service learning that will allow
students to develop a deeper understanding of class concepts by their
outreach in the community. Roosevelt University students in these
classes, for example, will outreach urban youth to provide "street law" presentations, partner with local schools to promote restorative justice practices, collaborate with environmental organizations as part of science classes, and interview and assist immigrants in Chicago.<br />
<br />
Congratulations to this year's awardees:<br />
<br />
Catherine Campbell (Psychology)<br />
PSYC 520 - Basic Clinical Skills<br />
<br />
Tammy Oberg De La Garza (Education)<br />
READ 320 - Teaching Reading in Elementary Schools <br />
READ 323- Teaching Reading through Children's Literature<br />
<br />
Melissa Sisco (Psychology)<br />
ACP 250 - Grounds for Change / PSYC 250 - Youth Violence: Interventions and Theory<br />
PSYC 382 - Psychology of Mentorship<br />
<br />
W. Aaron Shoults-Wilson (Biological, Chemical, and Physical Sciences)<br />
PHSC 105 - Introduction to Environmental Science<br />
BIOL 112 - Environmental Biology<br />
<br />
Amy Roberts and Kim Dienes (Psychology)<br />
PSYC 254 - Childhood and Adolescence<br />
<br />
Sofia Dermisi and Jon DeVries (Finance and Real Estate)<br />
REES 493 - Urban Sustainability<br />
<br />
Heather Dalmage and Alfred DeFreece (Sociology)<br />
SOC 327/427 - Race and Ethnic Relations<br />
SOC 381 - Youth, Race, and Culture<br />
<br />
Mike Bryson (Sustainability Studies)<br />
SUST 350 - Service and Sustainability<br />
<br />
Priscilla Archibald (Literature and Languages)<br />
ACP 250 - Grounds for Change / SPAN 252 - Immigration Today<br />
<br />
Steve Balkin (Economics)<br />
ECON 213 - Crime, Economics, and Urban LifeStevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-33157596944167100332012-05-21T13:48:00.000-07:002012-05-21T13:48:09.500-07:00Chicago celebration of transformational learning<style>
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<span style="font-size: 12pt; line-height: 115%;">On April
19th, the Mansfield Institute for <a href="http://www.blogger.com/blogger.g?blogID=1342905428556739090" name="_GoBack"></a>Social Justice and
Transformation held a celebration for transformational learning and the scholar
activist program at the downtown campus.
The event, coordinated by Nikita Stange, AmeriCorps VISTA, was an opportunity
for students and faculty to present the social justice work they have been
doing in Chicago and beyond. From business to psychology and education to
economics, students presented their research and service learning projects.</span></div>
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<span style="font-size: 12pt; line-height: 115%;">Nicole
Comer, a teaching assistant for BAMD 398 described creating partnerships for
Roosevelt students that will allow students to have social justice oriented
internship opportunities in the Heller College of Business. </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12pt; line-height: 115%;">Heather
Dalmage and two of her students, Amanda Warren and Greg Fuller, described their
experiences at Morrill Elementary School.
Their sociology class learned about restorative justice and participated
in Peace Circles and student mentoring while fulfilling their transformational
learning course requirement. Both Amanda and Greg both continued to volunteer
at the school after their class was finished. Amanda said, “There is a huge
difference between learning about injustice and actually seeing it.” Kristina Peterson also had students
from her Clinical Mental Health Counseling Course at Morrill in Spring 2012,
and Alfred DeFreece will have sociology students there in the Fall 2012. Leslie Bloom from the College of
Education also had her students involved with school disciplinary practices. Through the scholar activist program,
she and her students examined how community organizations implement restorative
justice programs in the Chicago Public Schools. They were able to prepare a report that their community
organization partners (COFI) can use in the future to secure funding.<br style="mso-special-character: line-break;" />
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</span></div>
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<span style="font-size: 12pt; line-height: 115%;">Also in the
realm of education, Tammy Oberg De La Garza used transformational learning and
partnered with the Logan Square Neighborhood Association. Her students mentored
Latino students and implemented “best practice” instructional methodologies. Her students created videos that
highlighted their experiences working with children. </span></div>
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<br /></div>
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<span style="font-size: 12pt; line-height: 115%;">Peter Lee,
Corrie Harris, and Nicole Farr described how they learned about the issues
behind the “Occupy Wall Street” movement, from the perspective of business and
stock traders to individuals working with the Occupy group. They expressed enthusiasm at having had
a chance to better understand an issue they knew little about and found the
experience rewarding. </span></div>
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<br /></div>
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<span style="font-size: 12pt; line-height: 115%;">Joseph
Bulter and Alex Atkins presented on their work with the Young Men’s Educational
Network (YMEN) where they assisted boys in North Lawndale. Through their work, they were able to
make connections with the young men with the hopes of preparing them to become
leaders. </span></div>
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<br /></div>
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<span style="font-size: 12pt; line-height: 115%;">Students
from Lisa Lu’s PSYC 310 course described their experiences trying to teach
neuroscience to middle school students.
They expressed initial nervousness about being the leader in the
classroom, but found the experience rewarding, especially since they were able
to all work together towards one common goal: to deliver a science lesson. The students were successful in their
presentations as the school remarked that they loved having the Roosevelt
students there.</span></div>
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<br /></div>
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<span style="font-size: 12pt; line-height: 115%;">Katie
Copenhaver’s LIBS 201 class worked with nonprofits in helping build communication
and marketing materials. They conducted
organizational assessments that allowed them to better understand the partner organizations. One group worked with the Mansfield
Institute to help categorize their social justice related materials. Terry Pernell remarked that the
experience taught him that at RU “we actually practice social justice not just
preach it.” Through their research
and subsequent reports, students not only provided valuable help to the organizations
but also strengthened their writing and research skills.</span></div>StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-24963055276931035032012-05-02T15:37:00.000-07:002012-05-02T15:37:42.445-07:00Transformational learning in Spring 2012As the Spring 2012 semester comes to a close, we are happy to a few of the innovative ways in which Roosevelt University faculty members used transformational learning in their classes.<br />
<br />
<a href="http://mikebryson.smugmug.com/RU/Field-Trips/2012-04-29-Bubbly-Creek/22734628_CtzvtQ#%21p=1&n=25" target="_blank">See photos from Mike Bryson's course in Sustainability Studies in which his students partnered with Growing Power Youth Corps to work together at the Chicago Lights Urban Farm. </a><br />
<br />
<a href="http://sites.roosevelt.edu/llu/baw2012" target="_blank">You can also learn how students in Lisa Lu's course ("Fundamentals of Behavioral Neuroscience" taught lessons about the brain to 7th and 8th graders at the Young Women's Leadership Charter School as part of Brain Awareness Week 2012. </a><br />
<br />
These are wonderful testimonials to how transformational learning can make a difference in the lives of Roosevelt University students as well as the youth involved in these outreach efforts.<br />
<br />
As a whole, transformational learning continues to grow at the university. In total, we offered 99 transformational learning courses in 2011-2012 with an enrollment of 1,460 students. This is a three-fold increase compared to just two years ago. If you're interested in learning how to use transformational learning in your own classes, please feel free to contact the Mansfield Institute staff -- we'd be happy to help.StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-64436085763370778882012-04-14T05:50:00.000-07:002012-04-20T16:22:01.302-07:00Schaumburg celebration of transformational learningThe Mansfield Institute was proud to sponsor a celebration of transformational learning at the Schaumburg Campus on April 13. Organized by Jennifer Tani (Director of Community Engagement) and Jill Coleman (Assistant Professor of Psychology), the event showcased how Roosevelt University students and faculty have used this teaching strategy to address challenges and needs present in the northwest suburbs.<br />
<br />
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<a href="http://2.bp.blogspot.com/-qIXHxYerYWU/T4lscylIdmI/AAAAAAAAAMs/4jPZPKPEFBQ/s1600/IMG_0246.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-qIXHxYerYWU/T4lscylIdmI/AAAAAAAAAMs/4jPZPKPEFBQ/s200/IMG_0246.JPG" width="200" /></a></div>
Jill Coleman and her teaching assistant, Aliya Ghouse, described how transformational learning enriched her Psychology of Women class during the past semester. Flanked by display boards showcasing community partners for the class, participants learned how students benefited from the first-hand experiences of working with agencies that assist women and how to overcome challenges involved in community placements. She shared a poignant quote from Lisa Musialowicz, one of her students, about the placement:<br />
<br />
<i>“While I was working at the volunteer fair with Deena, she mentioned that the women and children at the crisis center are in charge of their own breakfast and lunch, but each night a few people are assigned to the chore of making dinner for all of the residents. With the food pantry getting so low this is becoming an even harder task…I decided that since Monday night was my night off, I would make dinner. I decided on cheese tortellini and sauce with salad and garlic bread. I don’t have a huge kitchen at my apartment so this was not exactly easy, but I managed. When everyone saw what I brought, their mouths about dropped to the floor. They kept saying how nice and generous it was. To me, pasta, salad, and garlic bread is not a gourmet meal but, when you have nothing, everything is a big deal.<br /><br />I left the center after dinner feeling better than I could have imagined. I cook dinner for family and friends all the time and have never felt the way I did that night. It was more than volunteering for a class that night. It was doing something kind for women and children that maybe haven’t had a lot of kindness recently except for at ECC.”</i><br />
<br />
Other presenters focused on how to facilitate outreach opportunities more broadly at the Schaumburg Campus. A panel of students from Melissa Sisco's course in Child Abuse and Family Violence not only performed the service learning hours as part of this class, they shared results from a survey of 79 Roosevelt students about their needs and preferences for becoming more engaged in the community. Melissa Palmer, Gina Stawinoga, Alexandra Corbin, Christina Luburich, Tiana Sapienza, Christine Westercamp, and Amanda Brullo reported that Roosevelt University students often wish for more opportunities for service learning as well as weekly volunteering, particularly in the areas of at-risk youth and intimate partner violence. This data will inform the creation of the Campus to Community Outreach Initiative (CCO) at Schaumburg to establish additional community partnerships and to facilitate the placement process.<br />
<br />
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Jan Bone elaborated on the innovative partnership that she formed with <a href="http://www.cedanorthwest.org/" target="_blank">CEDA Northwest</a> when teaching Writing Social Justice during the Spring semester. This community agency focuses on the impact of economic inequality in the northwest suburbs of Chicago. Students in Jan's class developed their writing as they learned about issues of affordable housing and the lived experiences of poor people in the suburbs. Applying their skills, students provided assistance for the redevelopment of CEDA's website, Facebook page, and compiled a 94-page document to help the agency find options to sustain their funding needed for operation.<br />
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Sonia Ivanov and Jessica Elbe from CEDA attended the celebration and received these materials at the reception. Expressing gratitude and excitement around this collaboration, they shared how challenging it can be for not-for-profit agencies to sustain their work as funding becomes more scarce throughout Illinois and how vital the students' assistance has been for their organization. Several undergraduates in the class will continue to serve at CEDA even after the course ends.StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-83045550130454749042012-04-09T09:11:00.003-07:002012-04-09T09:11:17.327-07:00SUST 350′s Workday at the Chicago Lights Urban FarmThis past Wednesday was the third week for my SUST 350 Service & Sustainability class doing work at the Chicago Lights Urban Farm in Cabrini-Green. We help out on a variety of chores and projects at the farm on our Wed afternoon work sessions. Last week we pulled weeds, sifted compost, and harvested thousands of pumpkin seeds from some of last year’s leftover pumpkins. This week we sifted more compost, pulled weeds, and began work on constructing the 2nd hoop house for the farm.<br />
<br />
<a href="http://sites.roosevelt.edu/mbryson/2012/04/06/sust-350s-workday-at-the-chicago-lights-urban-farm/" target="_blank">Click to read more...</a>StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-71213649119312073602012-03-27T16:37:00.004-07:002012-03-27T16:37:41.633-07:00Students spend their spring break fixing homes in Indiana community hit hard by recessionInstead of driving to Florida or jetting to Mexico, a group of
Roosevelt University students spent spring break helping others in an
unusual destination – Goshen, Ind. Dedicated to the University’s social justice mission, 10 students
traveled to Goshen March 11-17 to fix up vacant homes with the
not-for-profit group, La Casa, Inc. <br />
<br />
Undergraduates Mooni Abdus-Salam, Samantha Benduha, Molly Connor,
Marius Cuciulan, Traci Gilbert, Chelsea Morrison, Hannah Pilla, Kevin
Stefanowski, Bailey Swinney and Emilie Wilkie were busy every day of
their break making repairs, including indoor remodeling, roofing and
landscaping, on homes that La Casa makes available to low and
moderate-income residents. <br />
<br />
”Community service has always been important to me,” said Morrison, an
undergraduate political science major who was part of the Center for
Student Involvement ‘s third annual Alternative Break Immersion trip.
“It’s particularly important when you help people who can’t make do for
themselves,” she said.<br />
<br />
In 2010, a group of Roosevelt students spent their spring break helping
at a community center in a small West Virginia town. In 2011, Roosevelt
students went to work at Benton House, a community center in in
Chicago’s Bridgeport neighborhood. This year, volunteers chose to help
in Elkhart County’s Goshen, Ind., which has been hard hit by the
recession, including foreclosures and unemployment, due in large part to
the collapse of its RV manufacturing industry.<br />
<br />
“We took the trip to help out people who have fallen on hard times,”
said Katherine Mason, the Roosevelt career counselor who led student
volunteers in fixing three La Casa properties. “It was an eye-opening
experience to see how badly a small town like Goshen has suffered,” she
said.<br />
<br />
Hannah Pilla, an undergraduate English major who has participated in all
three Alternative Break Immersion excursions and who helped organize
the trip to Goshen, said the experience was labor intensive but very
humbling.<br />
<br />
“Every time I go on these trips, I realize I’m a lot more fortunate than
many people,” said Pilla. “When you see someone who doesn’t have a
place to live, it makes you feel lucky and good about yourself that you
can do something to help,” she said.<br />
<br />
Abdas-Salam, a Chicago resident who also was part of the Alternative
Break Immersion trip last year, said the Indiana excursion was rewarding
in part because it opened her eyes to problems that families face in
semi-rural areas. <br />
<br />
“I learned to get along with different types of people and it was great
to help these families with painting, roofing, gardening and a lot of
other things that needed to be done,” said Abdas-Salam, who wants to
enter the not-for-profit field after graduating in 2013. <br />
<br />
During the trip, students also spent time working at a home for
recovering drug addicts and individuals with disabilities. They were
assisted in their volunteer work by student volunteers from Boston
University and by prison inmates doing community service. The group also
had the opportunity to have dinner with members of the area’s Amish
community.<br />
<br />
Bailey Swinney, an undergraduate sociology major who went on the trip,
said one of the best experiences was taking a tour after working hours
in downtown Goshen where a guide from La Casa showed the group how
volunteer efforts over time have helped Goshen regain its economic
footing. “I loved having the opportunity to put social justice theories
discussed in Roosevelt’s different classes into action,” said Swinney.<br />
<br />
The trip gave Emily Wilkie, an undergraduate majoring in sociology and
women’s and gender studies, a fresh, hands-on perspective on what it
means to be homeless, addicted and/or disabled.<br />
<br />
“I learned a lot from the open and honest discussion members of our
group had. It was truly an amazing experience and I would recommend it
to anyone thinking about attending the Alternative Spring Break
Immersion trip next year,” she said.StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-1679207047387887602012-03-23T06:45:00.000-07:002012-03-23T06:45:28.560-07:00Grants to Support Transformational Service-Learning<div style="font-family: inherit;">
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<span style="font-size: small;">The Mansfield Institute for Social Justice and
Transformation (MISJT) is pleased to announce its annual grant program to
support the development, teaching, and administration of transformational
service-learning courses at the university.<span> </span>Grants for faculty members have a $3,000 maximum amount, and
will support transformational learning classes to be offered in Fall 2012,
Spring 2013, and Summer 2013.</span></div>
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<br /></div>
<div class="MsoNormal" style="font-family: inherit; margin-bottom: 0.0001pt;">
<span style="font-size: small;">The brief application, along with an explanation of
transformational service-learning and the grant program, can be downloaded as
an MS Word document at <b><a href="http://tinyurl.com/misjt-2012rfp">http://tinyurl.com/misjt-2012rfp</a></b></span></div>
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<br /></div>
<div class="MsoNormal" style="font-family: inherit; margin-bottom: 0.0001pt;">
<span style="font-size: small;">We at the Mansfield Institute are ready and able to
help faculty as they prepare their grant proposals and use transformational
learning. The MISJT has two web pages with related information: <a href="http://misjt.blogspot.com/">http://misjt.blogspot.com/</a> and <a href="http://roosevelt.edu/MISJT/TransformationalLearning.aspx">http://roosevelt.edu/MISJT/TransformationalLearning.aspx</a>.</span></div>
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<br /></div>
<div class="MsoNormal" style="font-family: inherit; margin-bottom: 0.0001pt;">
<span style="font-size: small;">Your application should be submitted as an attachment
to Steven Meyers at smeyers@roosevelt.edu by Monday, April 16, 2012. <span> </span>Applicants will be notified about
decisions within two to three weeks of the deadline. This grant program is
supported by funding from the McCormick Tribune Foundation.</span></div>StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-12996052548495711912012-03-10T06:21:00.004-08:002012-03-10T06:21:27.912-08:00What is all the buzz about transformational learning (TL), and what is TL anyway?Students and faculty will be presenting the innovative work that connects teaching with outreach in the community. Stop by our celebrations at both campuses in April. Learn how social justice teaching and scholarship is leading to real change and how you can get involved next year. <br /><br />Chicago Campus:<br /><br /><i>Thursday, April 18</i><br />5:00 p.m. Presentations about transformational service learning and the Scholar Activist Fellowship program in the Congress Lounge.<br />6:00 p.m. Reception and celebration in the Fainman Lounge.<br /><br />RSVP: <a href="mailto:nstange@roosevelt.edu">nstange@roosevelt.edu</a><br /><br />
Schaumburg Campus:<br /><br /><i>Friday, April 13</i><br />10:00 a.m. Presentations and discussion in Alumni Hall<br />11:00 a.m. Reception and celebration in Alumni Hall<br /><br />RSVP: <a href="mailto:jtani@roosevelt.edu">jtani@roosevelt.edu</a>StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-59908423827645995832012-02-12T18:59:00.000-08:002012-02-12T19:00:29.282-08:00Roosevelt University researcher and her students worked behind scenes for passage of new state lawKathleen Kane-Willis, director of
the Illinois Consortium on Drug Policy at Roosevelt University,
predicted that deaths from drug overdoses in Illinois will
decline thanks to a new state law, the Emergency Medical Services Access
Act, which was recently signed by Illinois Gov. Pat Quinn.<br />
<br />
<a href="http://4.bp.blogspot.com/-5tLFuFP-alU/Tzh8ae4bdCI/AAAAAAAAAMg/SDHDpyvWzC0/s1600/Kathie_Kane_Willis_and_Clay_Wallace.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="191" src="http://4.bp.blogspot.com/-5tLFuFP-alU/Tzh8ae4bdCI/AAAAAAAAAMg/SDHDpyvWzC0/s200/Kathie_Kane_Willis_and_Clay_Wallace.jpg" width="200" /></a>“The number one reason why folks don’t call 911 is the fear of police
and prosecution,” said Kane-Willis, who has been advocating with
grassroots organizers since 2010 for bi-partisan passage of the new law,
which gives limited immunity from prosecution to those who call 911 or
who seek medical treatment in a drug overdose situation. <br />
<br />
With its passage, Illinois becomes the fifth state in the
nation (New Mexico, Washington, Connecticut and New York have approved
similar legislation) to grant limited immunity to drug users who are
overdosing and to those who reach out on behalf of a drug user in an
overdose situation. The law protects individuals from prosecution when
small amounts of most illegal substances are involved. It does not
protect drug sellers or traffickers. <br />
<br />
<i><b>In Illinois, the grassroots coalition that worked for passage of the new
law in 2010 and 2011 included parents who lost children to overdose,
researchers, Roosevelt University students in Kane-Willis’ Drugs,
Alcohol and Society class, Students for Sensible Drug Policy in Illinois
and drug-treatment providers.</b></i><br />
<br />
“We did background research and went down to Springfield to advocate for
the new law,” said Clay Wallace, a Roosevelt graduate sociology major (also pictured) who was the teaching assistant for Drugs and Society, a transformational learning class.
Wallace, a resident of Chicago’s Hyde Park neighborhood, enlisted the
support of his state representative, Democrat Barbara Flynn Currie, who
co-sponsored the Emergency Medical Services Access Act.<br />
<br />
“This was democracy in the making, and it showed me that lawmakers are
willing to look at things on a practical level. The bottom line is no
one wants people to die from a drug overdose and our lawmakers
understood that,” he said.<br />
<br />
“I hope this new law will someday be remembered as the first in a series
of policy reforms that helped lead to a substantial reduction in the
lives lost due to substance abuse,” said retired Chicago Police Captain
John Roberts, a resident of Homer Glen in Will County, whose 19-year-old
son died of a heroin overdose. Roberts is the founder of the Heroin
Epidemic Relief Organization (HERO) and a member of the broad-based
coalition that worked behind the scenes for passage of the new law.<br />
<br />
The bill’s sponsor in the Illinois House, Representative Kelly Cassidy
said “Simply put, this bill will save lives. I am thankful to the
advocates who worked so hard for so many years to pass this bill. I am
particularly grateful to the parents who shared the stories of their
tragic losses to raise awareness and hopefully prevent others from
enduring what they have."StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-8864108001397141712011-12-22T09:42:00.000-08:002012-02-12T16:15:39.216-08:00Promoting child literacy through transformational learningStudents in Tammy Oberg De La Garza's READ 320 collaborated with the Logan Square Neighborhood Association during Fall 2012 to promote child literacy through transformational learning.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/kE1QvlHecyA" width="420"></iframe><br />
<br />
Her students document how much they learned in compelling videos. These undergraduates describe how they not only helped others, but also how the experience affected their personal development.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/o5ievOl_qao" width="560"></iframe>StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-23134487155988212472011-12-11T13:19:00.001-08:002011-12-11T13:52:32.579-08:00Transformational Learning Update for 2011Transformational learning anchors the university's social justice mission in the classroom, allows students to reach out into the community as part of their coursework, and helps students become engaged citizens who have the tools to promote social change. The unique and innovative model of service learning that we have developed at Roosevelt University actively involves students in addressing social problems as it allows them to help individuals in our neighborhoods.<br />
<br />
We are happy to share that the use of transformational learning has dramatically expanded at Roosevelt over the past two years. Many instructors have started to use service learning as part of the Mansfield Institute's work in interrupting the "cradle to prison pipeline." Others faculty have embraced service learning through new partnerships between the MISJT and other units at the university.<br />
<br />
Consider this quick comparison that reflects the growth in transformational learning. In Fall 2009, instructors offered 16 classes that included transformational learning, with a total enrollment of 169 students. In Fall 2011, this number is now 42 sections, enrolling 623 students.<br />
<br />
Transformational learning has been infused as an option within the general educational curriculum. <a href="http://misjt.blogspot.com/2011/12/transformational-learning-in-libs-201.html">Jan Bone's section of LIBS 201 (Writing Social Justice)</a> is one innovative illustration. This growth has encompassed virtually all sectors of the university.<br />
<br />
We are pleased to expand our support of social justice-oriented courses and programs within the Heller College of Business, including their social entrepreneurship undergraduate business major and MBA concentration, internship programming, and applied opportunities to address chronic social issues (such as poverty and food security) through firm-level solutions. We are similarly happy to report that transformational learning has become emblematic of particular departments at Roosevelt: 18% of undergraduate classes offered by the Department of Psychology during Spring 2012 will have a transformational learning component.<br />
<br />
The Mansfield Institute has been able to support this work by providing grants, teaching assistants, and guidance about how to include service learning into coursework. We have deepened partnerships with community organizations that address social inequality to facilitate the placement process for students. These successes reflect the dedication of Roosevelt University faculty to the social justice mission and illustrate their commitment to using effective teaching methods that help transform students into socially-conscious individuals.StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-91996193337323054262011-12-11T12:58:00.001-08:002011-12-11T13:17:03.534-08:00Teaching Assistant Grant RecipientsWe are pleased to announce the recipients of the Mansfield Institute's Teaching Assistant Grant Program for Spring 2012. Each of these faculty members will be able to hire an undergraduate or graduate level teaching assistant to help them implement transformational service learning during the upcoming semester.<br />
<br />
This is the second year of this highly successful program, and we are happy to support innovative uses of service learning that will allow students to develop a deeper understanding of class concepts by their outreach in the community. Roosevelt University students in these classes, for example, will conduct background research for Occupy Chicago, analyze the effectiveness of programs offered by the Young Men's Educational Network in North Lawndale, help a community organization develop assisted housing facilities, and assist in the afterschool programs at Whittier Elementary School in Pilsen.<br />
<br />
Congratulations to this year's awardees:<br />
<br />
Jan Bone (English Composition)<br />
LIBS 201 - Writing Social Justice<br />
<br />
Jennifer Clark (Economics)<br />
ECON 102 - Introduction to Microeconomics<br />
<br />
Tammy Oberg De La Garza (Education)<br />
READ 323- Teaching Reading through Children's Literature<br />
<br />
Melissa Sisco (Psychology)<br />
PSYC 387 - Child Abuse and Family Violence<br />
<br />
Fabricio Prado (History)<br />
HIST 112 - The World since 1500<br />
<br />
Lisa Lu (Psychology)<br />
PSYC 310/BIOL 310 - Fundamentals of Behavioral Neuroscience<br />
<br />
Sofia Dermisi and Jon DeVries (Finance and Real Estate)<br />
REES 441 - Real Estate Design and Feasibility<br />
<br />
John McDonald and Jon DeVries (Finance and Real Estate)<br />
REES 451 - Public/Private Development<br />
<br />
Alfred DeFreece (Sociology)<br />
SOC 290 - The Research Process<br />
SOC 480 - Sociological Theory and Methods<br />
<br />
Erik Gellman (History)<br />
HIST/SOCJ 201 - Introduction to Social Justice Studies<br />
<br />
Tana McCoy (Criminal Justice)<br />
CJL 220 - Juvenile Justice<br />
<br />
George Seyk (Heller College of Business)<br />
BADM 398, MGMT 492, ACCT 492 - Internships<br />
<br />
Tom Farmer (Psychology)<br />
PSYC 381 - Children and FamiliesStevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com1tag:blogger.com,1999:blog-1342905428556739090.post-29238687866821962062011-12-06T06:07:00.001-08:002011-12-06T06:23:38.256-08:00Transformational learning in LIBS 201: Writing Social Justice<style>
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On the first day of class in
September, students in Jan Bone’s Fall 2011 Writing Social Justice course in
Schaumburg (Liberal Studies 201) did not know they had signed up for a course
that could include transformational learning. However, more than two thirds of
them opted to take part in the transformational project on domestic violence.
The rest of the class studied an alternative curriculum on immigration issues.
Those that chose to be a part of transformational learning were paired with
contacts provided by Agnes Masnik, Illinois State Senator Matt Murphy’s district
director and secretary of the <a href="http://www.endallabuse.org/">Northwest Suburban Alliance on Domestic Violence</a>,
headquartered in Palatine and near the Roosevelt/Schamburg campus. The contacts
Masnik provided to students were all members of the Alliance and are committed
to promoting prevention of domestic violence. </div>
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Over the 2011 summer, Bone and
Masnik met several times to coordinate how to make the partnership between
Roosevelt University students and the Alliance work effectively for everyone
involved. Together they hatched the idea of creating blog postings where
student authors would write-up their interviews with participating members of
the Alliance. Bone and Masnik both spoke highly of their experiences working
together on the transformational learning portion of the course; each wanted to
give the other lots of credit for her work. </div>
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The 16 students who chose to
partner with an Alliance member or agency went through a process of choosing a
partner, requesting an interview with them, interviewing them, preparing
questions, and actually interviewing. Interview questions were prepped as a
class assignment and reviewed by Bone before the students met their individual
contacts. </div>
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Students learned a great deal about
interviewing skills as well as skills geared toward writing up an acceptable
short interview report for their blogs on the Alliance website. Bone talked
with her students about audience and purpose and the need to consider both when
interviewing and writing up the material. Each interview piece went through
multiple revisions with the help of Bone and Masnik before being published on
the blog. Besides the end goal of posting their work on the Alliance’s blog,
the students also were working to finish their pieces as a promotional timed to
run concurrently and shortly after the Domestic Violence awareness event
co-sponsored by Roosevelt and the Alliance called “Break the Silence on
Relationship Violence” held on October 27th at the Schaumburg campus. </div>
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The partnership between Bone’s
students and the members of the Alliance was at times complicated, but it was also valuable. It took a lot of coordination between
the students and their designated contacts to find a time where they could even
talk about setting up a meeting, much less actually meet. Bone also reported
that she liked the challenge and will
run a similar transformational learning course in Spring 2012 with the help of
a teaching assistant using a $2000 grant from the Mansfield
Institute of Social Justice and Transformational Learning for the course. The $2000
scholarship will be applied to the student’s Spring 2012 tuition. </div>
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Masnik elaborated that in a
time where nonprofits are struggling to provide a service, the organizations
were able to have the students help spread their message of social justice. The
students’ blog entries were a new medium whereby attention was being drawn to
something that needed attention: the cycle of domestic violence. The students
also got a lot out of the experiences in the class as well. Not only did they
learn interviewing strategies and improve their writing skills, but also they had the chance to learn by experiencing and being able to work with someone in
the field. They enjoyed seeing their bylines published with their blogs, as
well as the credit line for Roosevelt’s Social Justice classes. </div>
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The students were able to go to the
sources to learn -- taking their learning a step farther than a textbook is able. Transformational learning also made the students feel involved, powerful,
and as if they were actually doing something meaningful. After all, how many
college sophomores get to interview a mayor or police chief and have their work
published? </div>
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Bone’s transformational learning
course gave them those opportunities. Her Spring 2012 class in Writing Social
Justice will work closely with staffers from <a href="http://www.cedaorg.net/www2/index.htm">CEDA Northwest Self-Help Center</a>, a
non-profit agency that works in partnership with 14 communities to achieve
self-sufficiency and improve their quality of life. CEDA Northwest serves the
communities of Arlington Heights, Bartlett, Buffalo Grove, Des Plaines, Elgin,
Elk Grove Village, Hanover Park, Hoffman Estates, Mount Prospect, Palatine,
Park Ridge, Prospect Heights, Schaumburg and Wheeling.<br />
<br />
Check out the students' blog posting on the Northwest Suburban Alliance on Domestic Violence page at <a href="http://endallabuseblog.blogspot.com/">http://endallabuseblog.blogspot.com/</a><a href="http://www.endallabuse.org/news.html"></a>.</div>
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<br /></div>StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-3188350523904702372011-11-21T13:17:00.001-08:002011-11-21T13:17:34.609-08:00Alternative Break Immersion 2012 applications availablePlease inform your students of a wonderful opportunity to impact a community in need and be part of an amazing team! During Spring Break 2012, Katie Mason will be taking a group of up to ten students to Goshen, IN where we will provide service for an organization called La Casa, Inc. La Casa, among many things, provides affordable housing for rent and to purchase for individuals who are considered in the low-to-moderate income status. They will spend the week doing housing repairs and learning about the community. Trip dates are March 10th-March 17th. Applications are available in the Center for Student Involvement (AUD 344) and are due by December 5th at 5pm. Questions? Contact Katie Mason at kmason@roosevelt.edu (Career Counselor in the Office of Career Development).StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-33636516555347334802011-10-17T09:34:00.000-07:002011-10-17T09:44:11.524-07:00Social action in transformational learning classes<b>What is our "brand" of service learning?</b><br />
<br />
<i><b><b>One of the most important ways in which service learning at Roosevelt differs from other universities is our frequent emphasis of creating social change through students' community work. For instance, many service learning placements across the country involve tutoring children who experience adversity, but fewer encourage their students to question and act on why those inequalities exist in the first place. This is where our social justice mission directs our work in a unique way for transformational service learning.</b></b></i><br />
<br />
<b><i><b>I recently read an example of this broader focus in an <a href="http://www.diversityweb.org/DiversityDemocracy/vol14no1/calderon.cfm">issue of the Diversity and Democracy newsletter published by the Association of American Colleges and Universities</a>. Here's an excerpt below. You'll find other examples from some of the previous posts on this blog.</b></i></b><br />
<br />
<b>Perspective-Taking and Community</b><br />
In my classes, I connect assigned readings directly
to challenges facing our local and global economies.
These challenges affect both students' lives and the
lives of the community members with whom they come in
contact. I use the course readings as media for enhancing
critical dialogue on the possibilities for new models
of democratic engagement and collaboration. To make
the readings concrete, I give my students the opportunity
to work alongside new immigrants in a Pomona day labor
center, day laborers on the street corners of Rancho
Cucamonga, farm workers in the San Joaquin Valley, and
labor and community organizers in diverse coalitions
throughout the region. The readings and our class discussions
become "real" when students meet with these
day laborers and community organizers to work on common
projects that emerge from their dialogue. Just as in
the classroom, students advance to new levels of collaboration
and civic engagement by practicing democratic exchange.<br />
<br />
Having identified problems that are relevant to the
workers, students use participatory community-based
research and action to locate solutions. Drawing on
their discussions with workers, students organize various
projects that push for social change. Students and workers
have collaborated to implement English classes, health
workshops, and immigration rights research projects.
Students have also organized petition drives, researched
the constitutionality of checkpoints, marched to protest
immigration raids, and campaigned to ensure continued
funding for the local day labor center. To combat negative
portrayals of new immigrants, students and day laborers
have organized community-wide art and pictorial life
history presentations. Thus the workers and students
join in raising their voices and ensuring that they
are heard. In all these projects, students come to accept
the day laborers as teachers. With the help of the Center
for Community Engagement and funding from alumna Susan
Hanson, the college hosts weekly <i>Encuentros </i>(Encounters)
lunches where day laborers share their life stories
and converse in Spanish with students and faculty. Students
also perform <i>teatro</i> (activist theater) in various
communities during their spring break.<br />
<br />
Through the projects and class readings, students become
more equipped to understand contemporary debates over
immigration, free trade, globalization, and the many
myths that circulate about farm laborers, union organizers,
and immigrant workers. By learning to respect each other's
perspectives and by pursuing specific outcomes that
benefit both campus constituents and workers, students
and workers have developed a genuine trust over the
years. In this way, the practice of perspective-taking
becomes a useful tool in understanding the diverse experiences
that intersect in the "border culture" between
academia and the world beyond. Students learn to value
the perspective of the "other": the poor,
the worker, the oppressed, the immigrant, or the person
of another color, class, gender, or sexuality. Similarly,
workers and community organizers grow to respect classrooms
as places where ideas can become deeds that advance
their efforts to be heard.StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0tag:blogger.com,1999:blog-1342905428556739090.post-91450023002560765672011-09-26T18:24:00.000-07:002011-09-26T18:25:52.417-07:00Mansfield Institutes Welcomes our New Fellow from AmeriCorps VISTA – ILCC<a href="http://3.bp.blogspot.com/-xsVz1LSB_SQ/ToElgqgf2lI/AAAAAAAAAME/1cJM5Eu0nBE/s1600/Photo+for+Steve.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-xsVz1LSB_SQ/ToElgqgf2lI/AAAAAAAAAME/1cJM5Eu0nBE/s200/Photo+for+Steve.jpg" width="130" /></a>My name is Nikita Stange and I am an AmeriCorps VISTA – ILCC with the Mansfield Institute for Social Justice and Transformation. I am the community outreach and special projects coordinator here.<br />
<br />
My undergraduate degree is in Sociology with a concentration in Health, Human Service, and Social Justice. My primary focus up until this point academically has been on racial studies and education and I am excited to continue learning about these issues while working with the Mansfield Institute. I believe that there are significant changes that need to be made in our education and penal systems so that individuals, young and old, can become productive members of society.<br />
<br />
I am confident that Transformational Learning is one way that we can work together to create meaningful social change. As a former Roosevelt student and a recent grad, I hope that I can be a useful resource for TL faculty and students. Currently I am working with SOC 325/425 (a TL course) where students are going to Morrill Elementary to work with students and teachers to bring a Restorative Justice model to the school. My role has been to support the professor and the students so that they can be successful at Morrill. My hope is to do the same for our current TL faculty as well as those faculty considering this pedagogy. Please consider me as a resource for TL course related work that may include helping to set up your community partnership, promoting your TL course, or helping you structure/organize your TL course projects. I am located in AUD 670 and can be reached at <a href="mailto:nstange@roosevelt.edu">nstange@roosevelt.edu</a>StevenMeyershttp://www.blogger.com/profile/14374185340632679202noreply@blogger.com0