Scholten - The Community Educator

The Community Educator

Jillian Scholten

Dr. Bo Chang

EDAC 648

            Community education has been growing in the United States for decades. As lifestyles become even busier, many people find community education to be a flexible way to earn a desired degree. Community education has a mission to help the community in which it resides. “Community Education is a philosophical concept which serves the entire community by providing for all of the educational needs of all its community members. It uses the local school to serve as the catalyst for bringing community resources to bear on community problems in an effort to develop a positive sense of community, improve community living and develop the community process toward the end of self-actualization,” states Dr. Jack Minzey, an instructor at Michigan State University. The community educator is a vital part of this process for a student. The educator is the one working with the student and helping them to be successful.      

            Laura Gregory is a community educator. She works at Ivy Tech Community College as an academic advisor. Community colleges are currently educating close to 50 percent of all undergraduate students in the country. While professors may be deemed some of the most important people in education, academic advisors play a key role in the success of each student. Without them, students would not be registered for courses and could possibly fall off track for graduation requirements. Some community educators play a flexible role at the institution. For instance, Gregory is an academic advisor, but she also teaches an introduction to college course. She is able to see student’s progress throughout their experience. The transition from high school or the working world to college can be difficult for many students. With this in mind, Gregory plans her lessons based on financial aid, career development, resume building, or anything that can lead students to success. It can be difficult to cater to the entire age range of her students because some students just graduated high school, while others graduated twenty years ago. She must create a plan that will reach the entire audience. Creating activities for community students is just one role of this generation of community educators.

            Now many community education systems are going to “one-stop” locations. Allowing students to work with admissions, advising, and financial aid in one building. As the world begins to revolve more around convenience, this is seen as a must for the Ivy Tech system where Gregory works. This shift is taking place in this community college across the state of Indiana. They are also cutting down on the number employees and making some multitask.  

Gregory and her coworkers are responsible for planning many events held on their campus. Many of these activities invite members of the community to be involved. Gregory helps put on festivals for those graduating and kick-offs for the incoming students. These events invite local businesses and schools to take part in college fairs and activities. Ivy Tech has been building a relationship with these community members for years. They have also built partnerships with the four-year institutions in hopes the students graduating will continue to earn a higher degree.

            Community educators at Ivy Tech, like Gregory, work with the community to get students involved. They feel it is important for the students to learn from those working in the profession and this helps the student to gain experience and network.

            Minnesota offers the Minnesota Community Education Association, a membership for community educators in the state. Staff and community members are welcome to participate. The service provides research, job postings, and recognition. The MCEA organization defines community education as an “opportunity for local citizens and community schools, agencies and institutions to become active partners in addressing education and community concerns.” Across the state of Minnesota, over 900,000 adults participate in the community education system held in this state. Members can join committees, which have a strong impact on the direction of the organization.

            Not far from Minnesota, in Missouri, the Department of Education believes community education is meant to enhance lives. This organization has a mission to find collaboration between family members of students and the community. Grades can be significantly higher for students if their parents play an active role in their learning experience. After school programs and volunteerism is highly encouraged in the state.

            Gregory works with students hoping to enroll at Ivy Tech with less than 15 credit hours. She is often the first contact students have with the college. Her day is spent answering emails and phone calls, as well as advising students. She began working in education at Ball State University with the Center for Organizational Resources. She was lucky to have worked in the department as a student and then transition to a full-time job. Her career has been mostly spent at Ivy Tech working in the Office of Financial Aid and Academic Advising.

            Gregory lives in the community near Ivy Tech. She thinks the word community can mean different things to different people. To her, community means students, faculty, staff, administration and community partners. She believes any educational institution in her area greatly impacts her community. Community colleges produce future leaders and educators for that area. Gregory sees a community educator as those who make a difference in the community, whether that is the Mayor, President, Chancellor of a College, staff members or even the students.

            A very important part about working in community education is knowing the community. They must be aware of who is a part of the community and any challenges that their community faces. The role of the community educator, according to Laura, is someone who wants to make the community better. The educator must be able to listen.

            The best part about Gregory’s job is making a positive impact on the students she is helping. What is her advice to anyone looking to work in community education? “To be a good role model. You have to be able to ‘walk the talk’.”

            As I have learned from Gregory, community education can have different meanings depending on whom you speak to about it but one thing is certain: education can be a lifelong process and a way of bringing communities together. A community educator plays a large role in this process, but it takes a whole community’s effort to be successful.

Table 1. Summary of the Community Educator

Items	The main ideas of the interview	Application of the main ideas in practice
Community educators – who are they? List some examples	Mayor, President, Chancellor, Faculty and staff members, students.	Teachers, administrators, support staff, community members working with local colleges.
Duties/responsibilities	Advise students who have less than 15 credit hours. Teach introduction to college seminar course. Set an example for students.	Community Educators work with members of the community to instruct and engage students in the learning process. They play many different roles.
Working environments	Working with others in the community to make improvements and train future leaders. Can be a classroom setting or mayoral office.	Many community educators work in community colleges, but could also work as volunteer coordinators, after school activities coordinators, or project leaders.
Career Path	Laura started out at Ball State University and transitioned to Ivy Tech as a Financial Aid advisor, she then moved over to advising and has been at Ivy Tech for 14 years.	Some grow up wanting to help their community through education. Others find it very rewarding to help others so they choose a job in this field.

References:

Reforming Public Schools through Community Education: Jack Minzey –

Kendall/Hunt: Dubuque IA 1994

"Who we are." Minnesota Community Education Association. MCEA, n.d. Web. 24 Jan

2014. <http://www.mn-mcea.org/who_we_are.asp&xgt;.

Warren, R. L. (1978). The community in America (3^rd ed.). New York: University

Press of America.

"What is community education." Missouri department of elementary and seconday

education. N.p., n.d. Web. 24 Jan 2014. <http://dese.mo.gov/eel/exl/eel-exl-

community-ed.htm>.

Zemlo, J. S., Clark, P.A., Lauff Jr, S., & Nelson Jr, E. G. (1990). A New Generation of

Community Education. Education Digest, 56(1), 72-75

            Dr. Chang, I commented on Jillian Scholten and Amanda Cruser's papers. Thanks.

                                                                                                                                     

“The Community Educator” 

Scott Rafalski

Dr. Bo Chang-EDAC 648

 What is community?

As time has passed the definition of a community has become harder and harder.  Many large cities have outlying areas (suburbs) that really are part of their own distinct community as they are their own city or town.  For example, if you look at even the northern part of the city of Indianapolis you will see that just outside of the city limits the emergence of Fishers, Noblesville, Westfield, Carmel and Zionsville just to name a few.  One may argue then that these individuals are not part of the Indianapolis community however a larger percentage of these individuals commute to work every day within the city limits of Indianapolis.  So, these individuals tend to have a vested interest within possibly more than one community. Communities can be rural or urban so the definition tends to be quite general in nature.  “One thinks of communities, large or small, as clusters of people living in proximity in an area containing stores and other service facilities for the sustenance of local people and industries whose produce is distributed through a much wider area (Warren, p. 1).”   Warren furthered this definition by describing communities through sociological, psychological and geographical perspectives.  Psychologists would argue the term community implies shared interests, characteristics or associations (Warren, p. 4).  Geographers would argue that community denotes a specific area where people are clustered (Warren, p. 4).  Sociologists blend those two definitions.  “Community is defined by two characteristics: first, a web of affect-laden relationships among a group of individuals, relationships that often crisscross and reinforce one another (rather than merely one-on-one or chainlike individual relationships) and second, a measure of commitment to a set of shared values, norms and meanings and a shared history and identity in short to a particular culture” Van Der Veen, p. 581).

            “We shall consider a community to be that combination of social units and systems that perform the major social functions having locality relevance” (Warren, p. 7).  To break this down what Warren was giving society is a community model.  That model is made up of five functions; production-distribution-consumption, socialization, social control, social participation and mutual support. Most of these are pretty self-explanatory.    Mutual support deals with the concept really of helping your neighbor out when they might be sick or have employment issues for example.  Social participation is the idea of getting and being involved in some way within the local community through possibly a church and other volunteer possibilities.  Socialization refers to the passing of knowledge and values to others within the community so think about the school system and the influence that they have.  Social control is normally thought of the power and influence of the law that is administered through local courts and the police.  Production-distribution and consumption refers to the access to goods and services that are normally provided by the local businesses and companies.  This model really makes up the foundation of a community and makes it specific and different from other communities. 

What is Community Education?

            Community education really refers to some sort of learning and the process behind that but arguments exist as to what and how it is learned and also how it can and should be taught.  “Community development is, almost tautologically, the process by which active citizens build their community, sometimes supported by a professional” (Van Der Veen, p. 580).  Van Der Veen breaks down community education into three distinct parts.  First, education takes place through some sort of training.  This is done through some sort of action oriented, on the job training through a facilitator. (Van Der Veen, p. 581). Second, education takes place through consciousness-raising.  Paulo Freire referred to this as “transformative learning” (Dirks, p. 2). “Critical consciousness refers to a process in which learners develop the ability to analyze, pose questions and take action on the social, political, cultural and economic contexts that influence and shape their lives” (Dirks, p. 3).   Taking individuals and educating them and in turn it is hoped that will lead them to some sort of action (Van Der Venn p. 581).  Freire believe that education was the key to fighting oppression.  Lastly, educating the community through service learning where the education of the community will in turn service the community (Van Der Veen, p. 581).  Examples could include affordable housing and/or health centers.  This breakdown really shows one the value of community education and the roles that citizens must play to accomplish this.   It is interesting that community education usually has a positive connotation associated with it yet the term community doesn’t.   Community education is action oriented and thought of as what is being done and accomplished to assist and help the community.

            Community education programs for active citizenship should be rational, balanced and neutral in nature (Tobias, p. 419).   Therefore, community education should not promote any type of political or religious affiliation or be actively seeking and marketing or promoting.  Programs should also take into account race relations, gender issues and promote equality for all individuals. This can be a difficult balance but individuals should not feel or be coerced or brainwashed in any way.  Smith summed it up best by saying “education for community within community”.  “In other words, something called community is not just the place in which education occurs fostering community is also a central concern” (Smith, p. 1). 

Who are Community Educators?

            The perfect answer to this question is that really anyone and everyone can be community educators.  Anyone that has a skill that needs to be taught or really anyone looking to volunteer and help out and support the community can provide a role and serve. 

-Labor unions-skilled craftsmen teaching pupils

-Churches-members within the church that are promoting “good works” within the community

-Adult education centers-teachers

-Anyone that speaks English that can help teach ESL individuals

-Senior citizens looking to give back

-Individuals with computer skills

-Local Law Enforcement individuals

-Activists/Environmentalists that try to teach and raise the consciousness of a particular issue or topic within the community

-Job Placement/Career Centers that are teaching readiness skills, interview skills and resume building

-Community centers offering GED prep and Adult Basic Education courses/classes

-Community Colleges offering programs, certificates and degrees

-Nurses and doctors at local hospitals

Center for Working Families Interview

Scott Horvath is the Director of the Center for Working Families located at the downtown Indianapolis Ivy Tech.  I had the pleasure of meeting with him on Thursday, January 23^rd, 2014 from 2:00-3:00 PM in his office.  The Center for Working Families (CWF) is an approach to help low-income families reach financial stability and move up the economic ladder.  The CWF offers an innovative framework for how families can increase their earnings and income (“Earn it”), reduce their financial transaction costs (“Keep it”) and build wealth for themselves and their communities (“Grow it”).  Ivy Tech Community College is a partner of the national CWF network.  They follow the national model with a focus on academic goal planning and achievement as the foundation of moving ahead.  The center is open to anyone, students, staff, faculty or community residents therefore the participants do not need to be students so it is a true community agency and also operates as a not for profit.  The CWFs provide academic, coaching, job training financial services, housing assistance and other supports to help residents secure employment, advance in their jobs and build assets through savings and homeownership.  The center is not just a referral source.  They work actively with individuals to assess, evaluate and put together a free comprehensive long-term plan towards financial stability and positive fiscal habits.  The initial time commitment is 3-4 hours and then individuals will develop a plan with quarterly goals and achievements.  Individuals will remain with the program as long as they are making progress and the commitment could be 2-3 years.  The college partners with over 100 community agencies to coordinate services for individuals. 

Usually the services provided include access to food pantries, emergency child care and homeless prevention.  Once established, the Center will focus on a broad financial snapshot which will capture one’s credit history and relationships leading to a financial plan that includes literacy, budgeting, repair and establishment of good credit.  The academic history will be established next and examined to provide on-going coaching and planning for attainment and credentials that lead to an established career and reaching career goals.  Lastly, the coach will work with individuals to secure employment and to help with the employment search through resume writing and interview prep. 

According to Scott really anyone can be a community educator.  He really believes those that learn best from his program learn from each other support each other and invest in one another because they have common goals and desires.  Scott sees the big community educators as schools (providing education and skills), banks (providing financial literacy and debt relief), YMCA, daycares (especially not-for-profit centers), community centers, groups like the business ownership initiative that promote entrepreneurships and CICOA which is a coalition on aging and works with that population. 

Scott really felt like he fell into his job and that is was a bit of a calling.  He was working through the college’s corporate college and had a background in sales when in 2008-2009 he received a call from the Children’s Museum and their community development leader.  He was informed about LISC (a nationwide non-profit community organization) that was looking to start a Center for Working Families in Indy through Ivy Tech.  They explained to him the mission and goal(s) and the desire to build a strategic plan based on a better quality of life for individuals.  Before he knew what was really going on he was on an implementation committee and then that moved to a planning committee.  This took over a year of committing and working with no pay and no guarantee that it would start and begin.  It took several months then to take this plan and to gather interest and market it to the community but also to get buy in from the college.  Eventually Scott was able to secure a grant and funding for the plan and the Center opened and started in 2011-2012.  He really wanted to point out that this definitely didn’t happen overnight and he did at times waiver and wander on the commitment and really wondered if it would happen.  He believes without his connections and relationships and background in sales that this never would have happened.  

Scott admits that he still feels he is a green beginner and not an experienced community educator.  He learned a lot of this as on the job training but he has been with the program from the start.  He also visited other CWF’s in the country and spoke with their directors and can ask them for support and help when needed.  Also, he has partnered with over 100 community agencies and groups so that is another network of support.  They have also learned to share a lot of resources.  Everything from transportation (buses) to gyms to computers. 

In a typical day Scott really works with the 6 neighborhoods that surround Ivy Tech at the downtown location.  He stated this week alone he met with a new pastor of a local church so he introduced that individual to the college and how they could get involved with some groups and organizations.  He also met with a couple of individuals that started a new business or changed ownership so these relationships are critical.  Most he stated just want to get involved and see what they can do but don’t know where to start but the CWF gives them a place to start.  Scott also met with a new police officer who he introduced to the schools head of security and to the program chair for the criminal justice program and walked him to the corporate college as they offer some classes in public safety and workshops.  This is on top of doing workshops, meeting one on one with individuals interested in joining his program and group, meetings, traveling to see other CWF’s, neighborhood association meetings and making other various community connections.  He couldn’t stress enough the importance of both the college and the CWF having a community voice and not just sitting back and letting individuals come to him. 

Scott stated his biggest responsibilities and duties include managing a lot of volunteers.  He also is responsible for his own budget so he has to manage that budget but also secure the funding to keep the CWF going.  A lot of his grants and investors also want to see progress and numbers so he is responsible for a lot of data and he has monthly numbers to meet and provide to these individuals.  He admits this is the most stressful part of the job because as he tries to invoke change and good in the community that it still all comes down to needing the funding or the program would fold. 

Lastly, the interview and conversation shifted when Scott discussed the knowledge and skills that community educators should have.  He stated that individuals needed to remain open minded and realize what the overall goal is and to always keep that in mind.  He also felt it was important to keep in mind whose interests one was looking out for.  For example, even if he felt passionately about some type or form of community education he still needed to consider if it was in the best interests of Ivy Tech since he was employed by them and representing them.  This brings up an interesting dilemma as one is trying to advocate for community education they may hit a roadblock and as emotional human beings this can be tough to deal with.  An example that Scott gave was when his implementation committee developed the plan for CWF a few groups disagreed with the plan or it didn’t fit their own interests so they fell off and did not continue to be a part of it. 

Findings

What I found out most from this interview is just how difficult being a community educator can be and how much hard work truly does go into it.  It isn’t as easy as just coming to work every day, getting paid and helping individuals.  That is definitely a misconception.  Most adult educators spend a lot of time fighting for their program and selling it.  Relationships are critical for this to take place and happen.  Volunteers and individuals will also come and go so having a strong work ethic also goes a long way.  Community educators also need to practice patience and be ok with slower results and really check their ego at the door.  They must learn to accept no as an answer also and be willing not to give up and move on.  These same individuals must also learn to be ok with investing time and energy into individuals that might not complete the program or keep coming back.  Lastly, these individuals must realize in their role that they are leaders and set a good example.  They are coaches, teachers, and mentors.  So adopting a moral compass, being ethical and then practicing what they preach is critical for success. 

Implications

I really learned from this interview that anyone can be a community educator. It doesn’t have to be a calling and for some people they just kind of fall into it.  For the most part it seems like people with good hearts become community educators.  People looking to change lives and make a lasting impact in a person’s life.  It doesn’t seem like anyone is really doing it for the money.  Also, this is a high stress position as finding funding tends to be an issue and working on a grant from year to year or months at a time can prove to be hard.  That also really limits what one can do and can really shape a program.  A lot of community educators tend to be volunteers looking to assist and help out also.  Work environments can prove to be tough.  High stress, trying to market the program, getting volunteer support and help, trying to manage volunteers, securing a budget, long hours, working evenings, finding a place to call home, traveling and being out of office a lot are just a few of the working conditions and environments for community educators.  Community educators have several responsibilities and duties.  Managing volunteers, budgeting (managing it and securing it), data collection, meetings, serving on boards and committees, workshops just to name a few. 

References

Dirkx, John M. PAACE Journal of Lifelong Learning, Volume 7, (1998) 1-14.

Smith, George. (July 12, 2008). Explore the theory and practice of community education. Infed,

Retrieved from http://www.infed.org/guides/community_education.htm 

Tobias, Robert. International Journal of Lifelong Education, Volume 19, Number 5, (September-

October 2000) 418-429.

Van Der Veen, Ruud. International Journal of Lifelong Education, Volume 22, Number 6, 

(November-December 2003), 580-596.

Warren, R. L. (1978). The community in America (3^rd ed.). New York: University Press of    

America.

Summary of the Community Educator Items
Community educators – who are they? List some examples -Labor unions-skilled craftsmen teaching pupils -Churches-members within the church that are promoting “good works” within the community or pastors or priests -Adult education centers-teachers -Anyone that speaks English that can help teach ESL individuals -Senior citizens looking to give back -Individuals with computer skills -Local Law Enforcement individuals -Activists/Environmentalists that try to teach and raise the consciousness of a particular issue or topic within the community -Job Placement/Career Centers that are teaching readiness skills, interview skills and resume building -Community centers offering GED prep and Adult Basic Education courses/classes -Community Colleges offering programs, certificates and degrees -Nurses and doctors at local hospitals
Duties/responsibilities -Managing volunteers -Budget (Managing it and securing it) -Data (showing progress and results, are we reaching our goals? And monthly and weekly reports and numbers to keep the grants and funding going -Meetings (neighborhood meetings, one on one with individuals interested in the program and those involved in it) -Serving on boards and committees within the community (Rotary club for example) -Workshops (financial literacy, orientation)
Working environments -High stress -Quite a bit of travel -Work evenings or a lot of meetings are in the evenings -Long hours -finding an office and being out of office a lot