As S-LCE professionals, many of us are adept in navigating the complexities of working with students, community partners, and broader members of the community. Often, our work with faculty partners and academic departments can be more daunting, in large part due to a dearth of frameworks guiding this work. Building upon the presenters’ recently released edited volume, Reconceptualizing Faculty Development in Service-Learning/Community Engagement, the overarching goal of this session is for participants to analyze and situate their work with faculty partners in an array of best practices, emerging with ideas, resources, and support structures that advance S-LCE faculty development on their campuses.

In this webinar, there will be a presentation with built-in opportunities for interaction. We will provide an overview of the book, and then hone in on topics most pertinent to our goals, pulling from our book chapters to offer ideas and perspectives. Through engagement in this webinar, participants will make progress toward: (1) Identifying three research-informed practices in supporting S-LCE faculty; (2) Learning approaches to reconciling and navigating factors that influence educational engagement in S-LCE (e.g., P&T practices, community tensions, student resistance); and (3) Developing strategies for engaging faculty in S-LCE on their campuses

 

Presenters:

Becca began at Northeastern’s Center of Community Service in February 2013, and is now the Director of Service-Learning. Previously, Becca served as the Coordinator of Experiential Education in the Center for Engagement, Learning, and Teaching at Keene State College, in Keene, New Hampshire. She has also served as a Course Director for Business Ethics and Social Responsibility at Full Sail University in Orlando, Florida and worked at Rollins College in Winter Park, Florida facilitating leadership education and development initiatives on campus both in the curriculum and the co-curriculum. She has a Bachelor’s degree in Biology from Butler University, a Master’s degree in College Student Personnel from Miami University, and a Ph.D. in Environmental Studies from Antioch University New England.

 

A proud alumnus, Dr. Cara Meixner returned to James Madison University in 2008. Currently, Cara serves as Executive Director of the Center for Faculty Innovation and Associate Professor of Graduate Psychology. Cara teaches courses in research methods, leadership development, organizational behavior, hunger and homelessness, and gender studies. With a penchant for qualitative and mixed methods research, Cara maintains an active research agenda in brain injury advocacy and enjoys contributing to the scholarships of engagement, discovery, and teaching & learning. She’s co-author and co-editor of a new text, Reconceptualizing Faculty Development in Service-Learning/Community Engagement.

 

Patrick is the Executive Director (founding director) of the Center for Experiential Learning at Loyola University Chicago and a clinical instructor of experiential learning. Dr. Green received his doctorate in education from Roosevelt University (Chicago, IL), and his research interests include the intersections of experiential education. He is coeditor of Crossing Boundaries: Tension and Transformation in International Service-Learning (Stylus Publishing, 2014) and Re-conceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections and Models of Practice (Stylus Publishing, 2018). Dr. Green serves as an Engaged Scholar with National Campus Compact and, having served on the Board of Directors of the International Association for Research on Service-Learning and Community Engagement (IARSCLE), currently serves as a Scholar-in-Residence with IARSLCE.

 

Emily is the Director for the Center for Service Learning at the University of Kansas. Previously, Dr. Rountree was at Old Dominion University in Norfolk, Virginia, where she was charged with creating and developing ODU’s service-learning initiative as the first service-learning professional at the institution. She’s received several major grants to develop service-learning projects that address sea level rise, climate change, and conservation, one with the U.S. Fish & Wildlife Service and the other from Virginia Sea Grant. She also recently published an edited volume, entitled Reconceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections, Frameworks, and Models of Practice. Dr. Rountree received her PhD and MS in Human Dimensions of Natural Resources from Colorado State University. With a fellowship from the Center for Collaborative Conservation, she completed her research on international service-learning in rural Panama. She chooses to work in service-learning because of its complexity, global-local significance, and the belief that collaborative processes between universities and surrounding communities can enact real social and environmental change.