Optical Illusion Presentation by Sharon K. Briggs Computer Science 30 George Washington University.
Presentation - University of Washington
Transcript of Presentation - University of Washington
Partnership forCommunity-UniversityCompetency Building
Sue Sohng, Ph.D. Stella Chao, MSWAssociate Professor Executive DirectorSchool of Social Work International DistrictUniversity of Washington Housing Alliance
©2001 Sue Sohng & Stella Chao
AbstractCurriculum model integrates teaching and research tosupport grassroots organizations serving low-income,immigrant, and refugee communities in Seattle
The model takes faculty and students out of theclassroom and into the field for yearlong field-basedlearning via collective service/research initiatives,designed by faculty and students with agency staffparticipation
©2001 Sue Sohng & Stella Chao
Creation of CollaborativeLearning Sites
Aimed at assisting capacity building for community-based and grassroots organizations in the Int’lDistrict, Native American, immigrant and refugee,and African American communities
Comprised of small, voluntary agencies that providethe first line of linguistic and culturally based services,often with limited funding and staff resources
Lack of professional staff in these communitiesprevents them from being practicum sites forstudents
©2001 Sue Sohng & Stella Chao
New Central BuildingPracticum in Int’l DistrictFaculty/Agency Directors created practicum sites
in the multi-service neighborhood center:
WA Alliance for Immigration and Refugee JusticeFamilies Against Substance AbuseInt’l District Housing AllianceInternational Health ClinicWomen & Family Safety CenterCross Cultural HealthSafeFuture
©2001 Sue Sohng & Stella Chao
Native American Learning SiteCommunity representatives from Native Americancommunities and MEP faculty work together.
A similar learning site is being developed wherefaculty/students engage with native people forproject design, outreach/advocacy, and “native wayof learning” modules.
One PAR product of these efforts is the videoproduction, “Makah Whaling: Tribal Members Speakof History, Controversy, and Meaning.”
©2001 Sue Sohng & Stella Chao
Development of CollectiveCommunity Research Initiatives
Onsite faculty and students designed theintegration of field-based learning via collectiveresearch/service initiative with agency staffparticipation.
Research Initiatives:Directly addressed one major research/evaluation need ofcommunityProvided community access to faculty research expertiseIncreased student access to applied research training andhands-on experience
©2001 Sue Sohng & Stella Chao
Examples of PAR ProjectsCoalition Building in the Wake of TWOExpanding Home-bound Citizenship TutoringPutting on a face on the housing trust fund:An impact study of housing trust funds onresidentsWhere are your papers? Racial profiling ofLatinosListening to Mien Community:Youth NeedsAssessment
©2001 Sue Sohng & Stella Chao
Examples of PAR ProjectsPromoting Diversity in a Com-Based Arts OrgWorking with Elderly Immigrants fromthe former Soviet UnionDialogues with White People onRacism:Finding our roles in ending itProgram evaluation: Homebuilders withSquamish Indian TribeMusical Migration: Music as culturalpreservation
©2001 Sue Sohng & Stella Chao
Extension of CommunityAccess to Training
One example of this initiative is the 16 weeklong, grant-writing course taught at theagency:13 staff and 7 students completed.Jointly funded by UW and Non-ProfitAssistance Center:Training offers step-by-step instructions about grant-writing processes and competenciesAt the end of the course, 13 proposals weresubmitted and 6 of them were funded
©2001 Sue Sohng & Stella Chao
Wrapping of AcademicCoursework
MEP faculty collaborated with human serviceprofessionals to substantially restructure MEPcurriculumAcademic coursework and research “wrapped”around field experiencesFaculty-designed structured and impromptulearning experiences teach fundamentalpractices and research content in ways thatcapitalize upon field experience
©2001 Sue Sohng & Stella Chao
Restructuring of MEPcurriculum
Advanced Foundation course of 6 hours/week for 5 weeks,allowing remaining part of quarter for modular courses in keyareas of practice
Series of six 5 week, intensive modular courses that focus onhoning advanced practice skills
20 week-long combined social policy and participatory actionresearch sequences, closely integrated with students’ practica
Course sequence culminates in collective capstone project thatapplies policy and action research skills to practical needs
Five week “capstone seminar” integrates MEP principles andcontents and a “conference” format opportunity to shareprojects
©2001 Sue Sohng & Stella Chao
Multiethnic PracticeConcentration Curriculum
Autumn Winter SpringWeek 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Introduction to Intergroup Dialogue Ethnographic Interviewing I and II Community Practice Women and Poverty Multiethnic Practice 2 Credits 2 Credits 3 Credits 1 Credit 1 Credit 4 Hours x 5 Weeks (Second Section)
Community Practice Practice With Workplace Diversity Conflict Resolution MEP Policy Refugees
2 Credits 1 Credit 1 Credit 1 Credit 1 Credit 2 Hours x 10 Weeks (First Section)
Field-Based Seminar on Multiethnic Participatory Action Research Capstone Seminar
4 Credits ALL 2 Hours x 20 Weeks
MEP Practicum 18 Credits
20 Hours x 30 Weeks
©2001 Sue Sohng & Stella Chao
What is PAR?
Three Key elements that distinguishPAR from traditional approaches tosocial inquiry:
PeoplePowerPraxis
©2001 Sue Sohng & Stella Chao
What is PAR?PEOPLE centered in the sense that inquiry isinformed by and responds to the experiencesand needs of community people.
By “Community” we mean either geographiccommunity or a community of interest – thatis, people with similar experience or sharedproblems.
©2001 Sue Sohng & Stella Chao
What is PAR?
PAR is about POWER.
Power is crucial to the construction ofreality, language, meanings and ritualsof truth
©2001 Sue Sohng & Stella Chao
What is PAR?PAR is also about PRAXIS.
The truth and appropriateness of theviews and decisions of PAR cannot betested other than in action.The power to name the conditions ofinjustice must be accompanied by thepower to act.
©2001 Sue Sohng & Stella Chao
Goals in PAR
I see PAR as having three goals:Learning knowledge and skills relevantto the task at handDeveloping relationships of partnership,alliance and coalitionEngaging in effective action that winsvictories and builds self-sufficiency.
©2001 Sue Sohng & Stella Chao
Functional Roles in PAR:Every PAR project has FOUR Functional
Roles That must be filled in order toachieve those three goals.
ANIMATORORGANIZERFACILITATORPARTICIPATORY RESEARCHER
©2001 Sue Sohng & Stella Chao
What is the Animator?
The animator’s job may be the mostgeneral;
part translator,part facilitator,part self-esteem builder,but in essence is to help people develop asense that they and their issues areimportant.
©2001 Sue Sohng & Stella Chao
What is the Organizer?
The Organizer role, as a catalyst, is to
Stimulate people,Emphasize process over productDon’t focus just on solutions toproblems but also on humandevelopment
©2001 Sue Sohng & Stella Chao
What is the Facilitator?
The Facilitator sets up situations
that allow people to discover forthemselves what they already know
along with gaining for themselves newknowledge.
©2001 Sue Sohng & Stella Chao