Town Gown Together An Integrated FirstYear Experience Drew

Town & Gown Together: An Integrated First-Year Experience Drew Pearl & Robert Scott University of North Georgia Sherry Morris Fannin County Family Connection Appalachian Higher Education Network Conference Tuesday, June 27, 2017 Daniels, WV

University of North Georgia Mission statement: The University of North Georgia, a regional multi-campus institution and premier senior military college, provides a culture of academic excellence in a student-focused environment that includes quality education, service, inquiry and creativity. This is accomplished through broad access to comprehensive academic and co-curricular programs that develop students into leaders for a diverse and global society. The University of North Georgia is a University System of Georgia leadership institution and is The Military College of Georgia.

UNG’s Blue Ridge Campus • UNG’s Blue Ridge Campus opened in Fall 2015 and offers a variety of educational pathways that include dual-enrollment courses for high school students, a full-time program for first-time freshmen with courses that will enable students to complete degrees in regional high -demand disciplines, courses for adult learners getting started in college or returning to college to complete a degree, as well as continuing and professional education programs for career growth or personal enrichment.

UNG Community Engagement • Community engagement describes collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. • UNG received the Community Engagement Classification in 2010 • Process has begun for reclassification with 2020 cohort

Blue Ridge Scholars Program The University of North Georgia Blue Ridge Campus offers an innovative, interdisciplinary first-year opportunity for students. The inaugural Blue Ridge Scholars cohort has maintained an active role in changing the community by attempting to identify potential solutions with regard to substance abuse.

The Blue Ridge Scholars combines psychological science, ethics, political science, mathematics, and English courses in hopes of combining skills learned in each course to benefit the Fanning county community. We also provide additional academic support as part of the program: students participate in a public leadership seminar and meet regularly with an academic success coach.

1 st Semester • ENGL 1101 • MATH 1111 • POLS 1101 • PSYC 1101 • 1 Hour non credit leadership course • Meetings with Academic Success Coach • Explore theme of Drug & Alcohol Awareness through course assignments • Volunteer at the Fannin County Teen Maze

2 nd semester • ENGL 1102 • MATH 2400 • Global Politics 1503 • PHIL 2200 (Global Ethics) • 1 Hour non credit leadership course • Meetings with Academic Success Coach • Additional course assignments related to theme • Presentation to students at Fannin County High School

Philosophy: Ethics from a Global Perspective Assignment 1 – Short position paper on the ethics of drug policy v. Apply an ethical theory studied (Kant and/or Mill) to the issue of drug policy ØExplore ethics of medical marijuana and non-medical drug use. Students defend a position and explore how one of the ethical theories can be applied to national and/or state drug policy. (500 -800 words)

Philosophy: Ethics from a Global Perspective Assignment 2 – Applying Virtue Ethics to problems of drug and alcohol abuse. v Explore ways in which Virtue Ethics Theory may provide insight or guidance in addressing individual and social problems that arise from drug and alcohol abuse. (500 -800 words)

What is academic service-learning? …a course-based, credit-bearing educational experience in which students: • participate in an organized service activity that meets identified community needs, and • reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility. Bringle, R. , & Hatcher, J. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2, pp. 112 -122. )

What is academic service-learning? …a course-based, credit-bearing educational experience in which students: • participate in an organized service activity that meets identified community needs, and • reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility. Bringle, R. , & Hatcher, J. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2, pp. 112 -122. )

What is academic service-learning? …a course-based, credit-bearing educational experience in which students: • participate in an organized service activity that meets identified community needs, and • reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility. Bringle, R. , & Hatcher, J. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2, pp. 112 -122. )

What is academic service-learning? …a course-based, credit-bearing educational experience in which students: • participate in an organized service activity that meets identified community needs, and • reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility. Bringle, R. , & Hatcher, J. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2, pp. 112 -122. )

What is academic service-learning? …a course-based, credit-bearing educational experience in which students: • participate in an organized service activity that meets identified community needs, and • reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility. Bringle, R. , & Hatcher, J. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2, pp. 112 -122. )

Key components of academic service-learning Academic Material Critical Reflection Relevant Service Reciprocity Academic Service-Learning The application of academic skills and knowledge to address a community need, issue, or problem, and to enhance student learning.

Fannin County Family Connection • The mission of Fannin County Family Connection, Inc is to improve the well-being and health conditions of families in Fannin County through a collaborative system of physical, mental, emotional, and spiritual supports.

Fannin County, GA Total Population : 23, 554 Median Household Income: Fannin: $35, 474 Georgia: $47, 125 Individuals in Poverty: Fannin: 21. 5% Georgia: 19. 2% Families, with children, with annual incomes less than 150% of the federal poverty threshold: Fannin: 44. 3% Georgia: 32. 7%

The Issue: Drug and Alcohol Abuse • Nationally, about half of junior high and senior high school students drink alcohol on a monthly basis • 14% of teens have been intoxicated at least once in the past year. • Nearly 8% of teens who drink say they drink at least five or more alcoholic drinks in a row (binge drink).

Underage Drinking in Fannin County • 13. 4% of high school students have had at least 1 alcoholic drink in the past 30 days • The age of on-set for underage drinking in Fannin Co. is 9 -18 years old, with 9. 6% of middle schoolers having one drink and 36. 7% of high schoolers have had at least 1 drink by the age of 18 Source: Ga Student Health Survey, Fannin County 2014 -15

Underage Drinking in Fannin County • 30. 5% of Middle School students saw slight to no risk of people harming themselves physically or in other ways by having 5 or more drinks one or two times per week. 40. 2% of our High School students saw no to little harm for the same. • 34% of Middle Schoolers say its ok to have one or two drinks every day. 39% of our high schoolers say the same. Source: Ga Student Health Survey, Fannin County 2014 -15

Underage Drinking in Fannin County • 10% of our Middle School students use alcohol at home, in a car with friends, and at a friend’s house. • 34% of our High School students use alcohol at home, in a car with friends, and friends house. High school students say that 25% of their friends use alcohol at HOME! • 4% of middle schoolers have ridden in a car with someone who is drinking alcohol. 5% of our High Schoolers have ridden with someone who is drinking alcohol.

What are some effects of underage drinking? • Alcohol decreases teens' ability to pay attention. • Teens who have experienced alcohol withdrawal tend to have difficulties with memory. • The teenage brain that has been exposed to alcohol is at risk for being smaller in certain parts. • Drug overdose deaths in Fannin County • When statistically modeled, Fannin County falls into the highest category in Georgia with only 11 other counties at a whopping >20 per 100, 000 residents

Now it’s your turn… Liberating Structures: 1 -2 -4 -All

• 1 Minute: Silent Self-Reflection What are some of the most critical issues in your region of Appalachia? What are the strengths in your community/at your institution that can be leveraged to address these issues? • 2 Minutes: Generate ideas in pairs, building on ideas from selfreflection. • 4 Minutes: Share and develop ideas from your pair in foursomes (notice similarities and differences). • 5 Minutes: The whole room comes together, and each group shares one important idea that stood out during the conversation

• 1 Minute: Silent Self-Reflection What are some of the most critical issues in your region of Appalachia? What are the strengths in your community/at your institution that can be leveraged to address these issues? • 2 Minutes: Generate ideas in pairs, building on ideas from selfreflection. • 4 Minutes: Share and develop ideas from your pair in foursomes (notice similarities and differences). • 5 Minutes: The whole room comes together, and each group shares one important idea that stood out during the conversation

Blue Ridge Scholars Service-Learning Project November 2016: BRS volunteered at a Teen Maze, facilitated and organized by FCFC, in order to inform high school freshmen about the dangers of drunk driving and drug use Students also collected survey data from Fannin County High School which were applied in a statistics project

Teen Maze Journals (Service-Learning Project, Reflection Prompts) • Think about the Teen Maze in which you participated this week. • What message(s) is the Teen Maze trying to convey? • Do you think it was successful in getting that message across? • What about it specifically do you think was successful? • What about it specifically do you think was unsuccessful? • Was there anything that you think should have been done differently? If so, what?

Blue Ridge Scholars Service-Learning Project • Spring 2017: Students returned to Fannin County High School to distribute and present a pamphlet they designed.

Early Success • Based on Pre-Post Survey Results, Students Felt That: • They would learn more from their courses if more time was spent in the community • The community service-learning project enhanced their relationship with their professors • They are more interested in enrolling in additional service-learning courses at UNG. “The Scholars Program has introduced me to new people, both in school and in the community” “[The Scholars Program] really opened my eyes to the need and sparked ideas on how to meet the need and fight this problem”

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Problems and Adjustments for Next Year • Coordination for the service-learning project ØWorking to better establish deadlines, project, etc. ahead of time • Student accountability for service-learning project/leadership course ØAttaching “creative” credit-based component to both • Students indicated an interest to learn even more about the community, particularly different issue areas ØNew site visit components added to the leadership course

Lessons Learned • Do’s • Seek out enthusiastic and dedicated community partners – like Family Connection! • Invite a few prospective community partners to campus to discuss project possibilities with instructors and staff. Communication with the community partner should be clear, open, and accessible • Build on existing/established program, if possible • Have the experts speak to the students about empirical research related to the project. • Discuss and clarify the needs of the community with the students • In the classroom, emphasize the importance of empirical research for community engagement work • Use data to draw inter-disciplinary links

Lessons Learned • Do’s • Keep the focus on student learning in relation to academic material as much as possible (vs. simply volunteering) • Emphasize importance of “best behavior” when your students are in the community • Do allow student input to influence the direction of servicelearning • For the first year, at least, allocate teaching staff planning time to designing the general curriculum and establishing a community partner well in advance (e. g. , during the summer)

Lessons Learned • Don’ts • Don’t attempt to start a project from scratch (be sure to find a community partner to work with) • Avoid partnering with a faith-based group (especially at public institutions), unless the project can be ecumenical (importance of inter-faith cooperation) • Don’t leave your students unsupervised, especially on the first few outings (ensure best behavior)

Principles of Good Community-Campus Partnerships (CCPH) 1. Partners have agreed upon mission, values, goals, and measurable outcomes for the partnership. 2. The relationship between the partners is characterized by mutual trust, respect, genuineness and commitment. 3. The partnership builds upon identified strengths and assets, but also addresses areas that need improvement. 4. The partnership balances power among partners and enables resources among partners to be shared.

Principles of Good Community-Campus Partnerships (CCPH) 5. There is clear, open and accessible communication between partners… 6. Roles, norms, and processes for the partnership are established with the input and agreement of all partners. 7. There is feedback to, among, and from all stakeholders, with the goal of continuously improving the partnership and its outcomes. 8. Partners share the credit for the partnership’s accomplishments. 9. Partnerships take time to develop and evolve over time.

Be sure to consider… • Logistics and transportation • Risk management issues. These might include: • Background checks • Orientations • Supervision on-site • How to prepare students for the placement • How and when the schedule will be set and/or modified • Consider a partnership agreement, or even a formal Memorandum of Understanding (MOU)

Questions? Comments? THANK YOU! Drew Pearl Robert Scott Director of Academic Engagement Assistant Professor of Philosophy University of North Georgia Sherry Morris Executive Director Fannin County Family Connection