ProCreativity Project with Sharman Haley & Joy Mapaye

Sharman Haley, Professor, ISER, and Joy Mapaye, Assistant Professor, Journalism & Public Communications, worked together for three years to put together a project that would address youth development with a vulnerable population of young women who became pregnant in their teens and to create media that would be used in teen pregnancy prevention. Earlier efforts with the Rasmusson Foundation and the Alaska State Arts Foundation became false starts that didn't seem to "get off the ground," and they started from scratch with the funding from CCEL to begin anew. "The grant from CCEL made it happen," Sharman told a group of faculty and staff at the April 13th Breakfast Colloquium, "it put us over the hurdle." The grant made it possible for them to pay for child care and to pay the film director, Betsy Douds. Betsy and Joy Mapaye taught the first 1 credit course in the Spring of 2010, giving students high school or college credit to learn story craft and film production to make short biographical films of their experiences as pregnant or parenting teens. In Fall 2010 the course was repeated at Crossroads Secondary School.

Ten of these young filmmakers had the opportunity to show their work at a January 29th premiere at Out North Theater, and they were joined by family and community members who came to see and discuss the films. Sharman and Joy, along with Betsy Douds, hope to continue the project to create a documentary that will be used for teen pregnancy prevention efforts aimed at middle school students locally. Sharman showed the faculty audience several film clips produced by a range of teenagers who were telling their stories. Some were more cautionary than others, as one teen mother emphasized the changes in her body and her social life, both unwelcome, even though she loved the baby. Some of the films emphasized the amount of care and the unanticipated demands of parenthood, while others reflected upon their interrupted adolescence, their dependence upon their own parents, and the unsurety about next steps in education, career, and lost opportunities.

Alice Friend and Sharman Haley produced a brief evaluation of the project. They emphasized that participants came from every walk of life and a diverse group of ethnicities, "highlighting the need for community wide support to tackle this problem." They stressed that "multiple participants agreed that if they regretted anything, it was the loss of their own childhood . . . unequivocal in their love for their child, however, stated that they wished they had delayed motherhood so as to enjoy their own youth." One goal of Sharman Haley's was to help the young women develop their voice and to be pro-active. The evaluation stated "the experience of documenting their journey into motherhood appeared to have given participants an intentional space to reflect upon their lives. They were the masters of their own story and were given complete control over how they portray their decisions."

The ProCreativity Project was a partnership between Out North Contemporary Art House, the UAA Department of Journalism and Public Communications, Crossroads Secondary School, Planned Parenthood, supported with grants from the UAA Center for Community Engagement & Learning, the Alaska Association of School Boards Initiative for Community Engagement, product donations from Best Buy, and individual donors.

The Food Bank Partnership: Cultural Diversity & Community Service Learning

Tracey Burke began her Social Work 243 class in the Spring of 2005, but she says the first year or so she was experimenting with how to engage students effectively in the community. Now she thinks she has found a good answer in a partnership with the Food Bank of Alaska and other community organizations that allow her students to spend time in the warehouse, at food pantries and kitchens, and providing outreach to families who may qualify for food stamps. The course is organized around hunger, which enables students to see patterns in diversity as a mechanism for social inequality. Students learn through experience that anyone can be hungry, but that race and ethnicity, gender, family structures, etc. shape who is more likely to be hungry.

Prof. Tracey Burke teaches SWK 243

SWK 243 Cultural Diversity & Community Service Learning meets a Social Science GER requirement, and students typically are social workers, for whom it is required, Early Childhood majors, for whom it is a selective course, or students from a variety of other majors. The service-learning literature suggests that 20 hours of engagement in the community is a "tipping point" for a meaningful experience, and Dr. Burke is focusing on increasing the "learning side" by integrating student experiences through intentional reflection.

Dr. Burke organizes reflection assignments now around a model espoused by Patti Clayone & colleagues called DEAL -- DEAL stands for Describe, Examine, & Articulate Learning. Student experiences of the course material and the community engagement have supported students in a deeper level of questioning this year. Students have described themselves in their reflections as confronting their opinions and biases: "This process has changed the way in which I evaluate issues and people," was a typical blog entry. Dr. Burke teaches SWK 243 each fall and spring and will also offer it for the first time this summer.

Professor Burke is the recipient of the 2011 Selkregg Award for Community Engagement & Service Learning for an additional research project with the Food Bank of Alaska. Burke and several students will be conducting interviews with clients of the Food Bank to capture their stories and further elucidate a picture that quantitative research, already available for Anchorage, does not fully portray.

Patti Clayton's manual on implementing reflection in service-learning is available for faculty in the CCEL office/learning library.

Sociology before Geology: Community is Critical

Bruce Harvey, Chief Advisor, Aboriginal &Community Relations

The Center sponsored a speaker this week from the mining industry, and you might wonder why?  Bruce E Harvey, Chief Advisor, Aboriginal & Community Relations for the Rio Tinto Mining Company spoke to several faculty and a room full of students from a Conservation Biology class, Civic Engagement Interns and Geology students yesterday at noon in Commons on the importance of community relations and “participation agreements” in the mining industry. 

Harvey stressed the difference between community, those who are directly impacted by the proposed development and often have little voice, and stakeholders, who are typically in positions to make themselves heard but may not be impacted, or only indirectly, by proposed projects.  These definitions of community and stakeholders are those embraced by the World Sustainable Development Summit held in Johannesburg in 2002, Harvey told the audience.  Social consent and participation agreements are the key ingredients of successful projects in which “employees and host communities understand the goal and support the project."

Students in our Civic Engagement Internship class are reading about "collaborative leadership," and the concept of engaging communities and how to give little heard communities a voice is a very important topic for civic engagement.  What builds communities?  What does it mean to be a community leader, and how does one empower and enable people who are being impacted by all sorts of issues in their lives so that they become actors in the scenario, rather than "those that are done to." 

Harvey gave several examples of mining projects, both managed by Rio Tinto and other companies, in which the success or failure of the project was determined by the degree of employee and community agreement.  Sometimes those agreements took up to 18 or 20 years to achieve.  Social consent and “above-ground issues” were found to be responsible for 73% of project delays in a sample of 190 projects surveyed by Rio Tinto staff, and Harvey told students having the competencies to achieve these is a good career field! Harvey and others at Rio Tinto have developed an entire curriculum around what he calls “new-age competencies” for working with communities. 

Prior to the public talk, Harvey met with a small group of faculty in Business and Public Policy, Biology, Sociology, and Civic Engagement.  They talked more informally about the impact of existing and potential mining projects on Alaska from those different perspectives.  Harvey stressed again how often the problems and pitfalls of working in communities are “all sociological solutions.”  Even though the science is critical to be able to speak and plan from, the competencies required of scientists and mining companies now are to understand communities and relationships in an entirely different way.  In earlier decades, Harvey told them, society demanded and expected exploration and development and quickly – governments participated in moving right over residents who got in the way.  Today, society expects something entirely different, and companies need to adjust and be responsible for the kind of behavior that had preceded them. 

This new model of community engagement uses agreed upon principles that the community comes to adopt from the early days of a project, and they are in use right through implementation to closure, however many years that takes.  This is what our students are learning, and I think it gives us a vision for a different future and changing models of power distribution and use in the world.  

Harvey coined the term, “Sociology before geology” and made that presentation at the Sustainable Development Conference, Minerals Council of Australia in November, 2002.  In that paper, he stressed,

"This ‘interconnectedness of things’: environmental, cultural, social, economic and governance, is the essence of the sustainability agenda. These things are inextricably entwined. To Indigenous communities, cultural sustainability and economic sustainability are linked to environmental sustainability." 

Exactly - the interconnectedness of things is not only important on the sustainability agenda, although if you look at sustaining a world for us to live in, all of the issues we address as human beings fit on that agenda.  And isn't this what we would want students to be learning? 

Food Security Project is Underway

Food Security in our Own Backyard(s)! 

Professor Mark Carper in Geography/Environmental Studies is passionate about food – and not just the act of feeding himself, as he pointed out, but both “nutritional density” and food security for the state of Alaska.  Professor Carper was funded by the Center last spring to begin a study of food security that began with a very extensive agenda and has since, with the advice of a team of UAA faculty, been trimmed back to a step-wise approach to an impressive research agenda that will be implemented over time.  This year, Carper and a team of students headed by Kyla Byers and Aleks Pfaffe have finalized a survey regarding access to food and fresh food and are currently distributing it around Anchorage. 

Students working on the project also include Zoe Meade, Danielle Giles, Kent Spiers, Brittany Murphy, Kaustav Kakati, and Rebecca Barker.  The students who are distributing the surveys  are “citi-certified” meaning they have completed the Institutional Review Board training to understand the protocols and restraints of research guidelines to protect human subjects.  The team will finish up surveys in April or May and begin the data analysis.  Data will also be gathered on food outlets that will be classified into “types” such as local markets, national chains, convenience stores, etc. and mapped using a GIS system. 

Professor Carper and his team are working with the Alaska Food Policy Council, and they will publish the final report on their website.  Carper’s other interests include further research on food security for households in the state of Alaska, community gardens, and disparities in access to fresh and nutritionally dense food as food equity for disadvantaged or rural populations in Alaska.

Mark Carper speaking at the Faculty Colloquia Series, also pictured are John Dede, Tracey Burke, Judy Owens-Manley, and Rose Ebue.

Generations X and Y Stand Up and Be Counted!

Were you born after 1965?

The research suggests that you opt for a more collaborative model of leadership . . . favor teamwork and bringing other perspectives to discussions. The skills you value are collaboration, networking, communication, being adaptive and understanding context, creativity, inclusiveness, confidence, and thinking broadly about issues. And guess what? You have fewer racial and gender stereotypes than leaders who came before you. You think (and we can only hope!) that when you are in leadership roles, racial and gender issues will improve! You have, (and this is so encouraging), a renewed commitment to civic engagement! For more information about this research http://cumuonline.org/documentpreview.aspx?d=690.

If you are of Generation X or Y (born after 1981), what examples of engaging in civic leadership do you see among your peers? If you're a bit older, what do you see, or what gives you hope about these next generations and civic engagement?
Post a comment below!

For more information about how you can be a leader in your campus community and Anchorage community, come see us in the Center for Community Engagement & Learning (www.uaa.alaska.edu/engage).

What is a CESA?

By Stephanie Wonchala
11.9.2010

UAA’s Center for Community Engagement & Learning (CCEL) is now accepting applications for Community Engaged Student Assistants (CESAs). Hidden within the acronym lies an opportunity for UAA students to create connections within the community and work alongside faculty.

As the name implies, students utilize their major’s skill set to further their education. As a CESA, students are able to gain work experience with community members and faculty, as well as earn tuition waivers to compensate for work performed.

“A Community Engaged Student Assistant is someone that has a desire for social justice and impacting their community in a positive way,” said CCEL’s program coordinator Shauna Dunn. “We pair this passion with a faculty member so that students can practice their skills in community engagement while assisting a faculty member with their project.”

Stephanie Stamm, whose project focuses on breast and cervical health among women with disabilities, considers being a CESA an invaluable opportunity.
“It never ceases to amaze me how much Anchorage is lacking compared to other cities,” said Stamm. “It’s up to the youth to come up with even better programs and ideas to improve the lives of others.”

While CESA positions and tuition waivers are faculty driven, interested students can speak to a faculty member who has received waivers before or contact CCEL directly.

CESA work varies greatly among assistants but can generally be tailored to a student’s interests and educational path. UAA Professor of Geography Dorn Van Dommelen utilizes a group of 14 CESAs to further his Geography and International Studies 101 course.

Students in Dommelen’s class are exposed to important global and regional issues through case studies. In order to reinforce what is learned in class, students are required to do a service project. Partnered with Hiefer International, a non-profit charitable organization dedicated to relieving global hunger and poverty, 14 CESAs guide 150 students through service projects and relay progress to Dommelen.

“What it’s become is a de facto mentorship and leadership program whereby students not only mentor, but also lead the service projects and make sure it’s done well,” said Dommelen. He believes that if students feel courses are more than GER boxes to be checked off, they can use their experience as a CESA to truly make a difference. “It’s about learning to be a citizen in the fullest sense of the word,” he said.

CCEL supports the program because everyone involved benefits. “It deepens (students’) resolve to be true change makers in their community,” Dunn said. “It takes the knowledge they’re learning everyday in the classroom and demonstrates its true power.”

More information is available at www.uaa.alaska.edu/engage.

Award Encourages Students to “Bridge” out

Stephanie Wonchala
11.9.2010

Most everyone has crossed a “first bridge” of sorts. Whether having experienced a racial injustice, acclimated to a culture shock or struggled with poverty, these events have molded our life experiences and prepared us for a “second bridge.”

Funded by an anonymous donor, UAA’s Center for Community Learning & Engagement (CCEL) is now accepting applications for the first ever Second Bridge Scholarship Award. This award allocates $1,000 to a motivated student looking to stretch the boundaries of traditional education by immersing themselves in a service-oriented project.

“The name of the award is a metaphor for something that is a little bit adventurous, a little out of the mainstream,” said the donor. “Crossing the first bridge is going somewhere that is a little challenging and out of your comfort zone, and crossing the second is for students to take a little risk and do something they normally wouldn’t do.”

The Second Bridge Scholarship was created as an attempt to encourage divergent thinking and to prepare individuals for a future world that will be very different from today. The donor encourages students to think about sustainability, alternative forms of education, charitable service, or even mission ideas when formulating their proposal.

“I just want to see UAA students doing really cool, interesting things that are out of the box. Out of the box is very important to me,” said the donor. “Students who are willing to take risks like this are also likely to become leaders in society.”
Both domestic and international project ideas are applicable and may be executed in conjunction with other projects or travel.

For example, a UAA student studying women’s issues may utilize the award while traveling abroad and volunteer in a foreign women’s shelter. Another student could use the award to travel to rural Alaska to better smaller communities. The award could supplement a trip to Iceland to study eco-villages, or contribute to expanding the arts into underprivileged communities.

A defining characteristic of this award is its allowance for creativity – learning in an environment that is intriguing or important to you. It provides some financial incentive for undergraduates in any degree-seeking program to convert classroom lessons into more meaningful real-world experiences. Applicants should be motivated to work out of their comfort zones.

“Our world faces some grave challenges and requires people willing to take some risks,” said the donor. “Many of the rewards set up through the University reward students excelling scholastically… or doing undergraduate research, doing ‘what they are supposed to do.’ I hope this scholarship awards students who are not doing what they traditionally are supposed to do, but things that ultimately will help.”

To apply for the Second Bridge Scholarship Award, students must submit their proposal along with a faculty letter of support by November 23rd to engage@uaa.alaska.edu. More information is also available at www.uaa.alaska.edu/engage.