Dukeengage.duke.edu



Session I: Purpose & DukeEngage (Synchronous Zoom meeting) Welcome & Introduction (5 minutes)Welcome! Introduce self & Clarice by linking this with subsequent bullet point. Contextualize training: this is something all DukeEngage participants have to do. Explain what first-round DukeEngage participants did. Explain the importance of training in laying a groundwork for an experience like DukeEngage. Share a few concrete examples of how training has mattered in the past. Examples from Round-1; Clarice can also supply with something her students have told her. Review logistical details – schedule and duration of sessions, munity Expectations (2 minutes) Briefly explain norms (prompt attendance, completion of all sessions, cameras on/mics muted [?], participatory engagement, respect) and ask if anyone has anything to add. Solicit responses as to what constitutes respectful dialogue; come to a consensus & agree to commit to the norms as a group. Develop an approach to holding each other accountable. Icebreakers (10-15 minutes) Clarice decide on and lead an icebreaker. Brainstorm: What is the purpose of DukeEngage? (10 minutes) Solicit responses about why students think DukeEngage exists – they can submit their answers via the Zoom chat feature. Compare students’ responses to DukeEngage’s stated mission statement; is there alignment between students’ responses and the mission statement?If no, ask 1) how students can account for the discrepancy and 2) whether or not it’s problematic that participants and “Big DukeEngage” have identified different purposes. Depending on what has been said, there may be a logical segue to the reading. If yes, proceed. Although there was alignment, we still need to closely examine our actions in doing this kind of work – when we think we’re “doing good”, we’re less likely to examine our actions with a critical lens. In that spirit, we’re now going to read a critique by someone who does not think DukeEngage is doing a good job of executing its purpose. Before jumping into the reading, have everyone submit (via chat box) one word to describe how they are currently feeling about DukeEngage (as an institution, not a specific program) at this moment in time.Reading-based discussion: (15-20 minutes) According to Wong, DukeEngage fosters performative altruism, or “doing good” for one’s own benefit. She lists social clout and a positive reputation as potential factors that motivate students to participate. Do you think she’s correct? What was your initial motivation for applying to DE? For deciding to proceed with a remote project? What *should* students hope to get out of DukeEngage? How can we intentionally move students from a self-focused orientation to an outward-facing one?How do DukeEngage’s values of humility & reciprocity intersect with its purpose? Change only happens through collaboration. Students need to understand they are not “saviors” and recognize & respect the expertise of their host communities. Wong asserts that a lack of interactions between community locals and DukeEngage students frames the students as “privileged outsiders” and undermines empathy. Presumably, a remote experience will exacerbate this dynamic. So, how can we build empathy through a screen?It may be interesting to bring in examples from the current pandemic – consider viral videos of Italians singing on balconies. Did that create feelings of empathy in others around the world? Did that empathy ever become action? Are 2020 DukeEngage students actually *better* primed for empathy than previous cohorts, considering everyone is collectively experiencing trauma, grief and loss on some level?What is the difference between empathy & sympathy? Why does that difference matter in the context of DukeEngage? Closing Activity: (5 minutes) The DukeEngage tagline is, “challenge yourself, change your world.” Ask students to take a moment to reflect and (privately, in their notebooks) record how they want their world to be changed by this unique DukeEngage experience. This is chance for them to think about who and how they want to be at this moment in time, and the steps it will take to get there. As students are, in effect, identifying their individual “purpose” for participating in DukeEngage, it is a good time to impress upon them the importance of this summer and this moment. DukeEngage in a global pandemic will look much different than in previous years, but now is the time to lean in and truly commit to a community, not to step back. Frame as an opportunity for students to find meaning and even happiness in this difficult time. End the class by having students once again submit one word to describe their current feelings about DukeEngage. If their words changed, it would be interesting to have a few students explain why. Session II: Identity & Community (Synchronous Zoom meeting)Welcome & Icebreakers (5-10 minutes)Prompt students to respond to a number of prompts (silly or serious) on a scale of 1-10 by holding up the corresponding number of fingers. Clarice, can you come up with some prompts? Strictly for fun: have students determine their “quarantine alias” by combining how they’re feeling and the last thing they ate, i.e. “grumpy hummus”. Share in the chat. Introductory Activity: Identity (15-20 minutes) Frame the session: students will soon be (virtually) entering into various communities. Before meaningful engaging in a community, we need to understand ourselves first. Therefore, the session will start with an activity on identity before moving into a discussion on community. Use the screen share feature to show students Social Identity wheels and explain that these identity markers influence how people experience power & privilege. Have them (privately, in their notebooks) record their responses to the five prompts in the center of the wheels.Follow-up question & activity: Question: how might your answers to these prompts change during DukeEngage?Note: students are not being asked if their actual identity will change; rather, if their experience of their identity will change. Prompt them to consider how their community partner might react to their age or their status as a Duke student, for example, as opposed to how those identities are perceived in other contexts.Activity: split students into pairs to review scenarios highlighting examples of how their experience of identity might shift across communities. Discuss how they might cope and/or support one another. Transition (and tie to last session’s discussion): does a shared identity ease empathy development? What are the implications for students working in collaboration with community members that are different from them on various dimensions of identity? Use students’ responses to transition to a discussion about community. Discussion: Community (15-20 minutes)What is the purpose of community? As a DukeEngage participant, what are the various communities to which you belong? Help students consider the following communities: DukeEngage as an institution; if applicable, their original cohort (including the Program Director); if applicable, their current cohort; their partner organization; and the community in which the organization is located. How do you want to relate to each of these communities we’ve identified, and why? What will that require of you?This is a good space to also ask students about behaviors that undermine community (perhaps citing examples from the past) and helping them understand why it’s important to avoid those behaviors. For instance, in the past, students have complained about some aspect of their homestay to their host mom, or talked disparagingly about their host city in front of coworkers at their partner organization. Obviously, this looks different in a remote experience, but there are still dos and don’ts for community building that we want to help students understand and consider for themselves. An in-person experience makes it easy to engage with both the partner organization and its surrounding community – students in Sherryl Broverman’s program, for instance, build connections with the WISER girls but also in the larger Muhuru Bay community. A remote experience makes that more difficult, but maybe not impossible – what ideas do you have for engaging in community outside of the partner organization? Is it even necessary? Why or why not?Think-Pair-Share on Ethics – review PowerPoint and using these principles, discuss: is it ethical that DukeEngage is choosing to give each participant $2500 checks this summer, as opposed to giving that money directly to community partners? What other ethical dilemmas can you identify with DukeEngage – and how would you think about resolving them? Closing Activity (5 minutes):Reflect & record in your notebook: what is something a specific community has taught you during this pandemic? What is a lesson you hope to learn from your host community this summer? Session III: Models of Engagement (Independent written assignment)Read an excerpt from The Nazareth Manifesto.In 250 words or more, respond to the ideas presented in this piece. Do you agree with the author’s assertions about the different models of engagement? Why or why not? How will his ideas apply (or not apply) to your community engagement work this summer? In your response, you should reference specific ideas discussed during your first two sessions of training. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download