April Summary

John posted on Groups 1 & 4
Scott Posted on Groups 1 and 4 also
 

Scott’s Comments

This month provided me with the opportunity to share a community education article and also a few useful tools for community educator use. The article I picked focused on motivational strategies for ABE programs. I think that is so important for the success of a community education program but also the continued livelihood of it as it continues to evolve over time. For a tool I focused on the education coalition out of Columbus, IN. The coalition was such a powerful word for me because it really emphasized a partnership and collaboration that is so critical for community education programs. When I looked at the coalition it was truly that as so many different groups and individuals had teamed together to make this program work.

The rest of the semester was spent on the community education toolbox. Honestly if you do the work and work as a group and a team on each of the prior assignments then the toolbox is pretty easy to put together as it allows for a group to highlight what they have accomplished, researched and learned throughout the semester. I think it is a cool assignment because it allows you to go back and see everything you did throughout the semester (a lot of hard work) but also shows a student how everything relates and comes together at the end. In a way our brochure tells a story of our journey in this class.

Jillian’s Comments

Compiling our education toolbox was a great conclusion to the semester. A lot of times I do not reflect back on all the work that I do, but the toolbox allowed me to do that. We created a brochure about community educators and each had our own portion to complete. I think each of us brings different qualities to the table and it was nice to see it all come together once again this semester. I can’t believe the semester is almost over!

We also worked on our survival memo. I think this is a useful tool for future students in this program and course. It can be very intimidating starting a class with a new professor, but allowing students to reflect on what worked and didn’t work for them is something that should be done more often.

John's Comments

I think April demonstrated how we've grown as a group/unit. Compared to February and March we communicated much better, each sharing our input and asking questions of one another via email. The community educator toolbox brought all of our assignments together so that we could see the full progression of our work. This toolbox helped me to personally appreciate the overall value of this course. Much of what our interviewees said at the beginning of the semester can be mirrored in the final toolbox. The emphasis on partnerships, flexibility, organization, and the creation of sustainability are all intertwined in our brochure. Professionally this course enables the student to really value the effort needed to create substantial impact within their community. Moreover, the survival memo points to the realization on our part that communication cannot be taken for granted. Just as in professional life, nothing is going to get done unless you pick up the phone or send an email. I'm happy to say that we adjusted to this necessity, and collaborated positively from mid-semester onward.

                                                                  Katrina’s Comments

For the month of April as a group I do believe we have all pulled together and worked well in the end. We are all busy professionals however have managed to bring what was needed to complete our assignments. Out of all the assignments the community toolbox was the most engaging for me. The toolbox did allow me to reflect and put together all the work we have done this semester. Like Scott I too discover the community educator coalition founded in Columbus, IN. I had not read Scott’s suggestion in week 13 discussion before I posted about the same thing. It was very enlightening to read how this coalition began along with the initiatives that have been created within. Also in the same discussion there were other suggestions for tools that I plan to use in the future with edweb being one of them. Overall for our last month working together as a group I think we collaborated very well. I am proud of our toolbox along with our survival memo. Hopefully others will gain suggestions or ideas from what we have contributed to this class.

Audio Introduction

Here is the link to my audio introduction:
http://vocaroo.com/i/s1fnwttcCKVc

Jillian's video introduction:
http://screencast.com/t/t2EzvOgM4j

Overview of Project and Survival Memo

John commented on Groups 2 & 4
Scott also commented on Groups 2 and 4. 

Your final project: tell us what you have done in your project, and what are the most significant parts or creative parts of your project. 

Scott’s Comments

We picked a brochure because it would allow us to really simplify and pick what was more important for our projects. We did 4 major assignments up to the toolbox so we thought a 6 page brochure would allow us a title page and the last page could be used for resources while the other 4 pages could cover each of those assignments. I would say the simplicity of our project is the most significant part. By being simplistic it allows for a quick read and overview of community education and it really catches a person’s eye and would be attractive to individuals interested in getting some quick information without getting too involved. The resource page then allows an individual to get more in depth information and dive deeper into the material and subject.

 Katrina’s Comments

We also choose a brochure as a method/format because this is a great tool to use when trying to engage others to learn or try something new. Also brochures are generally used to deliver a message to people that can be issued in a form of a small package. From our final project we expect community educators to gain tools, methods, strategies and tips in regards to community-based learning, programs and partnerships.

Jillian’s Comments

 Our project shows the different roles and responsibilities of a community educator. This is a convenient, grab-and-go option for those looking for more information. Each side illustrates our work throughout the semester in a personal manner. Everyone has different takes on information, but I think you can see our collaboration and growth as a team through this project.

 John's Comments

 We created a toolbox that can be reviewed, navigated, and disseminated easily. The idea was for the reader to be able to see at a glance the main components involved with being a community educator and how to best create partnerships and create a program of your own. We streamlined this information, but at the same time provided links to allow for further research on the reader's part. In other words, we allow the reader of our brochure to be informed quickly, but empowered to gain additional insight as they deem necessary.

 Your Survival Memo, and your suggestions for future students: you may ask one group member to represent your whole group to introduce each of your survival memos and your suggestions for future students; or each of your group members can briefly introduce your survival memo and suggestions for future students. 

Scott’s Comments

Future students really need to follow the rubrics that are provided. If those are followed it is really hard not to do well (grade wise). I would also say it is important for every project to communicate early and get to know your group. Especially when determining everyone’s schedule. It isn’t a bad idea to find out what everyone strengths are either because every project is made up of several parts. Once that is done it is so important to create due dates, revision dates, final copy dates and roles for everyone within the group for each project. Lastly, I would tell future students to review a community that they are truly interested in or have a vested interest. I think it is definitely more interesting when you do this and you have more of a vested interest.

 Katrina’s Comments

 For me the points below highlight what should be suggested to future students: There is a lot of required course work assignments with short deadlines that will keep one very busy so therefore schedule your courses accordingly to avoid overload.   Time management is very important and be sure that you can allow the amount of time needed to successfully complete assignments. Be sure to communicate regularly with group members Create a schedule of roles and responsibilities for the group discussions Utilize and create a course calendar to keep track of when assignments are due and not the syllabus itself.

 Jillian’s Comments

I would really emphasize putting together a calendar or schedule with the due dates and all the assignments. The deadlines are inconsistent from week to week, so the due dates sneak up on you. We have already mentioned the importance of communication, but that is definitely important with all the group work required for this course. An easy way to communicate can be through a group email. Understanding your group members may have different schedules than you is also important. Some people like to do work early, while others complete their projects at the last minute. Try to distribute tasks based on the availability of others. For example, we would have one person combine the paper and create the chart. This might be best for the person who wants to do the project a couple of days before it is due, while the others complete their tasks earlier.

John's Comments

The main objective of this course is to essentially walk in the footsteps of current community educators (gaining knowledge on theory, practice, and tools), and then creating your own path by utilizing the knowledge that you've acquired. It is quintessentially a step-by-step learning process that allows you the ability to build upon knowledge received, and create your own perspective of what it means to be a community educator, and the impact that accompanies this role. In regards to “survival”, this course requires you to be disciplined in creating both an individual work schedule, as well as a collaborative work schedule with your team members. If I would stress one thing above all others, it would be communication, communication, communication! Nothing gets accomplished without it. Furthermore, I highly recommend that you establish within yourself why this course is important to you personally. What do you hope to take from it? How will it help you grow professionally, or personally? Otherwise, you will lose sight of the value, and get mired in the weekly to-do's, failing to recognize each assignment's real significance.

Scott Commented on Blogs # 1 and #4 on 4/21/2014
John Commented on Blogs #1 and #4 on 4/27/2014
Jillian commented on groups 4 & 5 on 4/27/2014

Group #3: Scott -Community based learning module and included the references section, Katrina-one page paper and community based programs module, Adam picked our format and completed who community educators are module and Jillian  completed community based partnerships module




Community Educators Toolbox

Scott Rafalski (brochure module), Jillian Scholten (brochure module), Katrina Owens (one page paper)and Adam Murray (brochure module)

Ball State University-EDAC 648

April 18, 2014

                As a group we have learned of many different community programs, theories and stories of educators that have aided in the success of that particular community.  The most significant ideas we have learned as a group consist of:

·         The importance for community educators to know how to identify the problems of the community and its stakeholders

·         Who the community educators are along with identifying what the duties/responsibilities, working environments and career paths are

·         Community based learning activities which included the four dimensions: duration, scope, intensity and reflection

The most concrete ideas in which we learned from the above referenced were to learn of the outreach engagement, network theories and critical social theories that applied to that particular community.  Secondly discover who the key players are and how one can come together with those to collaborate and develop programs that will address the community needs. And lastly in the community based learning activities project the case studies taught us the overall importance of community involvement.

Attached you will find that our group created a brochure for community educators.  We choose a brochure as a method/format because this is a great tool to use when trying to get others people interested in learning or doing something new.  Also brochures are generally used to deliver a message to people that can be issued in a form of a small package.  From this brochure we expect community educators to gain tools, methods, strategies and tips in regards to community-based learning, programs and partnerships. 

What is a Community Partnership?    A community partnership is created when educators evaluate the community and determine the main problems that lie within. The next step in forming a partnership is finding stakeholders to help solve these problems and bring the community together. Spotlight on a Community Partnership…   The United Way has a mission to help people learn more, earn more and live safe and healthy lives in Central Indiana. A recent Act by the Indiana General Assembly works to increase the number of early childhood opportunities for underprivileged children. This and other similar legislation brings hope to nearly 25,000 children in the state. The primary stakeholders in this operation have been Gov. Mike Pence, Speaker Brian Bosma and Senate Minority Leader Tim Lanane, as well as PNC Bank, Indiana and Indianapolis Chamber of Commerce, Eli Lilly and Company, and Glick Family Foundation.

Resources for Community Educators          Reed, S.C. & Marienau, C. (Eds.). (2008). Linking adults with community: Promoting civic engagement through community based learning. New Directions for Adult and Community Education, 118. Stein, D.S. & Imel, S. (2002). Adult learning in community: Themes and threads. New Directions for Adults and Community Education, 95. Community education job description. (n.d.) Wisconsin Department of Public Instruction. Retrieved from http://fscp.dpi.wi.gov/fscp_cejobdes  Van Der Veen, R. (2003). Community development as citizen education. International Journal of Lifelong Education, 22(6). Warren, R.L. (1978). The community in america (3rd Ed.). New York, NY: University Press of America. Zemlo, J.S., Clark, P.A., Lauff Jr, S., & Nelson Jr, E.G. (1990). A new generation of community education. Education Digest, 56(1).

Community Educator Toolbox by John Murray, Katrina Owens, Scott Rafalski, Jillian Scholten EDAC 648:  Dr. Bo Chang

The Community Educator:  An Overview Multiple community educators were interviewed in order to gain an enhanced understanding of their occupational titles, roles, duties, surroundings, and career track.  Items Interview Main Ideas Application of Main Ideas in Practice Examples of Community Educators Program Coordinators, Outreach Directors, Church Leaders, City Officials, School Faculty The commonality is that they are all leaders within the community, responsible for distributing information or increasing public knowledge for communal betterment. Duties and Responsibilities -Educate public on services, events, opportunities -Assess program success, risk, and sustainability -Identify outlets and resources for growth Via recurrent and enterprising programs, help educate and empower citizens to become active participants in social change and community development Working Environments Comm.  Centers, Churches, Schools, City Hall Flexibility needed, Stressful,  Long hours, Logistical issues, Fractured Belief Systems Career Paths Higher education, Community entry-level position,  Possible volunteer experience Various backgrounds, both formal and informal, lead to servicing their constituency in multiple modes

Community-Based Learning/ Service Learning INTRODUCTION: How do Community Educators Organize Community Based Learning Activities from a Micro-Level Perspective? Main ideas/features of Community Based Learning/Service Learning 1.        Developing and implementing a non-profit strategy, tracking daily progressions, and participant relationships are vital to success 2.        Orientation plays a big role in preparing volunteers for their activities. Relationships must be built between college and elementary students to assure success. 3.        Many subject areas can be covered in a community based learning activity as a whole. Community members must be as motivated to study as students. Suggestions for Community Educators:  Keep number of credit hours at amount where students can learn from experience, but not be a burden on other schoolwork. Journal or video journal assignments and final project at end of semester                                                 Be sure to cover as much information as possible at orientation. College students need to be reliable, so that elementary school students are able to find success and build a relationship.   Keep programs very specific to subject-area. This opportunity will increase relationship with university and community. Tools, Methods, Strategies and Resources Community Educators can use……       Have a purpose (mission, vision, goals)- For example unify with the community and recognize empathy for the participants       Make the participants responsible and accountable -Students complete a daily reflection journal, oral review with the professional staff before exiting the facility, 30 hours of service learning must be complete, reflection paper at the end of the semester are all good examples.  Connecting areas of study with the community. The goals vary depending on the issue studied. Gathering information to see how practices and academics influence what is learned from these experiences.  Working with non-profits in the community to collect data, share research and share the results. COLLABORATE!!

Community-Based Programs     Community-based programs play a huge role in influencing some of the successful outcomes within that particular community. These programs also provide the teachings and answers to many questions posed by the society, culture, economy, health, safety and the environment in which it is rooted. The purpose of developing programs, initiatives and projects within a community is to: ·         Increase awareness ·         Prevention ·         Enhance quality of life Below you will find some helpful tips on how you can implement programs, initiatives and projects in your community. Search for other organizations or groups whose mission could be  supported by your project, program or initiative. Define what your targeted outreach community will be  Identify resources and assets-this is to see what is available along with what is needed