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Integrating Community Engagement in a Digital Media Capstone Course
“Community-Engaged Learning (CEL), commonly referred to as service-learning (S-L), integrates meaningful community engagement with instruction and reflection to enhance the learning experience, promote civic engagement, and strengthen communities” (Slippery Rock University, 2023). Community-engaged learning provides students valuable opportunities to develop civic engagement skills through mutually beneficial partnerships and community activities. SRU’s Media Project Management capstone course has provided me a framework to design and develop a course to ensure the department’s advertising and digital media production students, as well as community partners, are addressing desired outcomes for both the community and course. This presentation will discuss the structure and strategies utilized for integrating community engagement into the course.
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Integrating Community Engagement in a Digital Media Capstone Course
- 1. Utilizing Community-Based Projectsin Strategic Communication & Media Courses
- 2. Presenters 2 Franklyn Charles ASSISTANT PROFESSOR DIRECTOR, FREDERICK DOUGLASS INSTITUTE Brittany Fleming ASSOCIATE PROFESSOR ADVISOR,WSRU-TV & THE ROCKET Allison Peiritsch ASSOCIATE PROFESSOR ADVISOR, ROCK PRSSA Doug Strahler ASSOCIATE PROFESSOR COMMUNITY-ENGAGED LEARNING ASSOCIATE
- 3. Learning from Elders:Utilizing the Students as Partners (SaP) Model for Preserving Culture By: Franklyn Charles
- 4. Student as Partners Model ●Engaging students actively in their learning is the most common form of partnership. Only where students are given a significant amount of autonomy, independence, and choice can this be considered partnership. “High impact” learning experiences in terms of retention and depth of learning and generating student engagement are characterized by active and experiential learning (Healey, Flint, & Harrington, 2016). 4
- 5. Student as Partners ●Foster inclusive partnerships ● Nurture power-sharing relationships through dialogue and reflection ● Accept partnership as a process with uncertain outcomes ● Engage in ethical partnerships ● Enact partnership for transformation 5
- 6. Applied Applications ● Fosterinclusive partnerships ● Engage in ethical partnerships 6
- 7. Collaborative Learning ● Acceptpartnership as a process with uncertain outcomes ● Enact partnership for transformation 7
- 8. Outcomes ● Professional Digital Repository ●Professional Conference Presentation 8
- 9. Team Building Through Community BasedLearning in Media Production Courses Dr. Brittany Fleming
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- 12. 12 COMM 454: Live BroadcastProduction ● COMM 454 serves a mix of students: ● Capstone course for the TV/Video majors ● Elective for Multimedia Journalism majors ● Different skill sets, backgrounds, interests, and goals. ● How can I… ○ Meet my students’ needs and the course objectives? ○ Ensure they create portfolio-worthy content and gain experience?
- 13. 13 Steps ● Learn moreabout the individual students. ● Allow them to bring what they know to the table. ● Create an environment where peer-learning is possible. ● Find a common goal that students buy in to. ● Make it less about the grade and more about the cause. ● Hold individuals, small groups and the overall group accountable.
- 14. 14 The Solution ● PersonalityIndex. ● Survey the campus on issues students find important. ● Create a news-magazine or feature program to address those issues. ● Personally being aware of what I’ve signed myself up for! ● Find resources that I can use to support my role in this course.
- 15. 15 COMM 454: Implementation 1.Forming • 16Personality Test • Audience Analysis Project 2. Storming • Program Proposal Project 3. Norming • Branding Package Project 4. Performing • Episodes 1-5 • Weekly production critiques • Weekly self and group reflections 5. Adjourning • Recognition Ceremony
- 16. 16 students: Four groupsof four, three producers, 1 executive producer (and studio positions) Program Objective: To inform SRU students about the many facets of DEI at our university and to serve as a platform for DEI conversations. Target Audience: Students who advocate for DEI at SRU AND those who do not seem themselves as a relevant part of the conversation Partner: Frederick Douglass Institute 16 students: Four groups of four, three producers, 1 executive producer (and studio positions) Program Objective: To inform SRU students about the many facets of DEI at our university and to serve as a platform for DEI conversations. Target Audience: Students who advocate for DEI at SRU AND those who do not seem themselves as a relevant part of the conversation Partner: Frederick Douglass Institute 16 No Judgment Zone 16 students: Four groups of four, three producers, 1 executive producer (and studio positions) Program Objective: To inform SRU students about the many facets of DEI at our university and to serve as a platform for DEI conversations. Target Audience: Students who advocate for DEI at SRU AND those who do not seem themselves as a relevant part of the conversation Partner: Frederick Douglass Institute
- 17. 17 Episode 1: What is DEI? Focus: informing students of the differences between diversity, equity and inclusion and their relationship to SRU. Episode 2 : Intersectionality and Allies. Focus: to help students recognize how overlapping identities combine to create privilege and discrimination. How to be an advocate. Episode 3 : Discrimination and Micro-aggressions. Focus: to shed light on types of discrimination and an individual's rights. Episodes/Segments Episode 4 : DEI Resources at SRU. Focus: Informing students on DEI initiatives by the university and where to find help. Episode 5 : Advancing DEI at SRU. Focus: Where do we go from here? Segment 1: On-the-street Interviews Segment 2: Student Roundtable Segment 3: Expert opinion
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- 19. Integrating Social Emotional Learning Strategiesinto a Capstone Course to Better Serve Students and Community Partners Dr. Allison Peiritsch
- 20. PR & IMCCampaigns Capstone ● Course brings together technical skills gained in undergraduate coursework in primary and secondary research, campaign proposal development, writing, media production and design, and presentation. ● Students are organized into client teams and assigned a role. ● Students work with a real client to produce a research-based proposal and implementation-ready campaign materials. ● Course follows the Public Relations Society of America’s Bateman case study competition model. 20
- 21. Student Learning Outcomes 1.Students develop the ability to demonstrate proficiency in project and campaign management. 2. Students develop the ability to work effectively in teams to accomplish campaign objectives. 3. Students demonstrate an awareness of a global perspective in recognizing how—when working with a team, clients, and other vendors—professionalism is the expected quality outcome. 21
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- 23. Social Emotional Learning Definedby the Collaborative for Academic, Social and Emotional Learning as a “process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” 23
- 24. SEL Course Strategies& Tools 1. Conduct codes, rules of engagement and accountability tools. 2. Check points for active reflection, discussion and course correction. 3. Lessons learned recap and advice for next semester’s students. 24
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- 26. Integrating Community Engagement ina Digital Media Capstone Course Dr. Doug Strahler
- 27. Applegate and Morreale(1999) proposed that service-learning both deepens understandings of communication practice and informs the process of service-learning. 27
- 28. Community-Engaged Learning isa teaching and learning strategy that integrates meaningful community partnerships with instruction and critical reflection to enrich the student learning experience, teach civic and social responsibility, and strengthen communities (MSU, 2022). 28
- 29. Media Project Management 400-levelcourse intended to develop student mastery of the emerging environment of digital information through a project-based, team-based course. ● Capstone: SC&M-Digital Media Production, SC&M-Advertising, Art- Graphic Design minors ● Deliverables: graphic design, social media, video, audio, web 29
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- 31. Reciprocal Partnerships Sustaining thereciprocal partnership between community partner, students and instructor. ○ Pre-semester meeting with community partners is conducted ■ "The Courtship Process", The Craft of Community Engaged Teaching & Learning, Welch & Plaxton-Moore ○ Develop a communication plan and tactics ○ Create a Community Partnership Agreement ■ Outline is designed to clearly identify mutually-beneficial outcomes that will be realized through community-based activities, as well as establish expectations, roles, and responsibilities 31
- 32. Partnership Outline What isincluded in a Partnership Outline? 1. General Partnership Information (Community Organization, Organization Representative(s), Faculty Member, Course Name) 2. Mutually-Beneficial Outcomes (Learning Outcomes & Community Outcomes) 3. Description of Community Activities (type of activity; timeline; roles & responsibilities) At SRU, we avoided the term "Partnership Agreement" for legal reasons 32
- 33. Reciprocal Partnerships (cont.) ●Establish touchpoints in your timeline to ensure partners and students are working together ○ Three presentations: partner presentation; student midterm proposal presentation; and student’s final presentation ○ “Impacts” or Hour requirement (verified by partners) 33
- 34. Reflection STUDENTS ● Presentations (midterm& final) ● Weekly Journaling (prompts; civic competencies) ● Directed Writing ○ Client presentation ○ Midterm presentation feedback ○ Final presentation feedback 34 Integrate critical reflection activities into the timeline COMMUNITY PARTNERS ● Instructor/Partner (“check-in” meetings every 2-3 weeks) ● Midterm Evaluation ● Final Evaluation
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