Presented byCarlynn Hartman-Kurtz, MA

University of Nebraska at Omaha Service Learning Academy

CU Expo 2008University of Victoria

Victoria, B.C.6 May 2008

We needed to engage faculty with the community --- part of our annual strategy to further service learning.

The CNCS and MCSLHE guided us to focus on youth in disadvantaged circumstances and to use intergenerational dialogues

We were already looking at ways to focus on community asset-based projects

I learned that IGD’s . . . Were a way to deepen partnerships Allow university folk to know community

folk better, hopefully would lead to more equal collaboration and sustainability of partnerships

Can empower youth to create their own solutions

Allow for a rich diversity of perspectives and solutions

Create collaborative solutions that are more durable

In North Omaha, there is a high rate of African-American poverty which translates into hopelessness in the minds of the children

There is a lot of gang/gun violence In South Omaha, Latino immigrant families

struggle with economic and language/culture challenges.

In the low income communities youth have multiple challenges that beckon them from the path to success

SLA has existed at UNO since 1999 We now have at least 120 SL courses per year Strong partnerships with youth organizations and

Omaha Public Schools exist UNO has many sustainable partnerships with the

community for other aspects of civic engagement. SLA has made a concerted effort to do outreach in

both North and South Omaha and to take faculty to meet the community there thru three community seminars

We want to develop sustainable SL partnerships between new SL faculty members and non profits.

Invited community members who represented each generation grouping: (Legacy, Boomers, Diversity, Millennials)

Made sure that the individuals who were invited held a stake in the part of the community and/or the partnering organizations targeted

KEY: Created questions that “drilled down” from identified needs / assets / values . . . to possible solutions.

Created a fun, fluid atmosphere to put folks at ease. Had good food!

Scheduled first dialogue day for March 13, with a follow up planning dialogue for March 23 and invited folks early (2 months prior)

Tried to get a balance of all generations Explained the purpose and process of the

dialogues Sent reminder emails to all attendees. Trained UNO Goodrich Students to be table

hosts and scribes

Welcome/Opening: Who are we as individuals and what gifts do we bring to the table?

(Name Tags – Hands – Head – Heart Gifts)

Mapping Generational Experience: What formed our values when we were youth?(Decade Charts – Global/National/Local/Personal)

Getting down to business: As we reflect on our own youth and what we know of our present community, what are the major challenges for the youth today?

From Challenges to Solutions: What solutions can we identify for the

challenges of today’s youth?

Ten Days later . . . Planning Session to create projects that implement solutions.

The Dialogue Frames: Linking into community

Who are we as individuals and what gifts do we bring to the table?

Exercise: Name Tags – Hands – Head – Heart Gifts . . . Make own name tag, then find partner and share about your gifts. Be prepared to introduce your partner.

What formed our values when we were youth? (Decade Charts –

Global/National/Local/Personal)

As we reflect on our own youth and what we know of our present community, what are the major challenges for the youth today?

Report Out

What solutions can we identify for the challenges of today’s youth?

Report Out

Ten Days later . . . Planning Session to create projects that implement solutions.

The challenges and interventions identified fell into six key clusters:◦ Need for Role Models / Mentors◦ Health Concerns/Health Education◦ Youth Voice: Councils / Forums◦ Parenting / Parent Education / Education of after

school program staff◦ Employment readiness / pathways to success◦ Media education

Thirteen Mini-grants written to fund projects in 16 courses

Developed effective working partnerships that should be sustainable over multiple semesters and may become interdisciplinary projects.

Projects were more focused on community need than just satisfying learning objectives.

Boys & Girls Club – TAG Team

Dialogue was held July 19

August 19 – Teens had a kick off celebration/barbeque. They cleaned up graffiti on a local business near their club.

They are planning to create community murals and events to express their wish for a graffiti-free neighborhood.

The students in Dr. Brignoni’s class were so engaged that they will continue to work with the BGCO members to create a web site that tells the story of their ongoing project.

The Questions are the Key Keep it simple and move along Community organizations are eager for these

partnerships. The youth have great ideas and are realistic about

their situation and needs The answers are within us, as an aggregate

community – no one has all the answers – there are many assets in the community

Being willing to listen, more than talk, is key to getting down to meaningful partnerships / projects

Books:◦ James V. Gambone, Ph.D., Together for Tomorrow:

Building Community through Intergenerational Dialogue◦ John P. Kretzmann and John L. McKnight, Building

Communities from the Inside Out: A Path toward Finding and Mobilizing a Community’s Assets.

Web sites:◦ www.conversationcafe.org◦ www.convergingvoices.com/oband◦ www.droppingknowledge.org