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The Hunger Project
Mobilizing First-Year Students in
Service Learning Around the Issue of
Food Insecurity
33rd Annual Conference on the First
Year Experience
San Diego, CA – February 16, 2014
Developing knowledgeable, ethical, caring and inclusive leaders for a diverse
and changing world.
Contacts:
Kerry Priest (presenter) - [email protected]
Mike Finnegan (presenter) – [email protected]
Tamara Bauer – [email protected]
Leigh Fine – [email protected]
103 Leadership Studies Building
Manhattan, KS 66506
785-532-6085
https://www.k-state.edu/leadership
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LEAD 212: Introduction to
Leadership
LEAD 212 serves multiple purposes for the
benefit of our students, our School, and KState, and the local community.
• Leader development
• First-year experience
• Introduction to the academic
minor and programs
A History of Service:
10 years of Food
Collection
18,000
15,811
15,498
16,000
13,860
14,000
12,384
12,000
11,130
11,085
9,688
10,000
8,000
6,500
6,000
4,000
3,500
2,903
2,749
2003
2004
2,000
0
2005
2006
2007
2008
2009
2010
2011
2012
2013
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Past Perspectives … 2006
Changing Paradigms
• Exercising socially
responsible leadership …
– Leadership for what?
– Leadership with who?
The Social Change Model of Leadership
(HERI, 1996)
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Distinctions Among Service Programs
Recipient
BENEFICIARY
Service
FOCUS
Provider
Learning
Service-Learning
Community Service
Volunteerism
Field Education
Internship
Source: Furco, A. (1996) Service-learning: A balanced Approach to Experiential Education. In B. Taylor
(Ed.), Expanding Boundaries: Serving and Learning (pp. 2-6). Washington DC: Corporation for National
Service.
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From community service
to service-learning
•
Leadership for social change is often
best-learned through service (HERI,
Preparation
1996)
•
Service-learning invites you to bring
who you are, what you know, and
what you can do into the classroom
and the world beyond (the wall-less
classroom) in applying your whole
self to creating community change
Evaluation
Action
(Rietenaur, 2005)
•
Putting who you are and what you
know into practice will change who
you are and what you know and
enlarge your understanding of
yourself and the world of others who
are both different from and similar to
you (Rietenaur, 2005)
Reflection
PARE Model of Service Learning
(UMD, 1999)
What is the Hunger Project?
Working as a team with your Learning Community, you will
plan and execute a group project related to hunger in the
Manhattan community though a seven week service-learning
experience.
•
Purpose:
– Start to answer the question of “Leadership for what?” in
relation to your own personal purpose and values.
– Engage deeply with the core concepts of leadership we
have learned in our class.
– Exercise leadership within your Learning Community.
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Why Hunger?
Hunger is an oftentimes invisible tragedy. Hunger in America exists for over
50 million people. That is 1 in 6 of the U.S. population – including more than
1 in 5 children. (Feeding America Website)
Our purpose is to not become experts on hunger, but on analyzing this
challenge through a leadership lens.
It’s about the process …
Weeks 6-8
Preparation
•Individual Study (Research on Hunger)
•Group Study (Hunger Tree, Set Learning Goals, Talk about
Team Strengths, Identify Plan of Action/Timeline)
•Cats for Cans – Mobilizing Can Collection in Neighborhoods
•Drop off bags and flyers, pick up donation, deliver and sort at
Flint Hills Breadbasket
•Other?
Weeks 9-12
Action
Weeks 11-12
Reflection
•After-action review (worksheet)
•Group reflection in learning community
Evaluation
• Group evaluation to articulate learning (in form of your
choice, e.g., portfolio, presentation, video, etc.)
• Group meeting with Instructor for evaluation
•Hint: Do P-A-R well … E will be a natural overflow of your
learning!
Weeks 13 (Draft)
Final Meeting After
Thanksgiving
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Preparation Stage:
Learning about Hunger
• Outside “Lecture”
(Documentary)
• Individual research
• Group preparation guide
and discussion about
hunger
– Hunger Tree (see World Food
Programme Resources)
– Hunger Continuum (How
Academic
Civic
Personal
–
–
familiar are you with issue?)
Goal Setting (Academic, Civic,
Personal)
Team Strengths Grid (Gallup
Strengthsfinder)
Action Stage: Community Food
Collection
• Prep bags/flyers to deliver in neighborhoods
(announcing food collection)
• Return to neighborhoods to collect food
– Partnership with City for use of Online Mapping
• Take collected food to Breadbasket
• Sort food
• Assist in food “basket” assembly and
distribution
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Reflection Stage
Critical reflection with your Learning Community
is an opportunity to …
 think critically about your experience;
 understand the complexity of your service
experience and put it in a larger context;
 challenge your own attitudes, beliefs, assumptions,
privileges, prejudices, and stereotypes; and
 transform a single project into further involvement
and/or broader issue awareness (Ash & Clayton, 2004)
Reflection: Using DEAL model
• Describe the
experience
• Examine the
experience through
personal growth,
academic content, or
civic responsibility
• Then, articulate the
learning
Ash & Clayton, 2009
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Evaluation: Articulation of Learning
YOU Decide How!
As a learning community, you will engage with the following five questions, which
come from the DEAL model of articulating learning (Ash & Clayton, 2009):
•
•
•
•
•
What did we learn from the Hunger Project?
How did we learn it?
Why does it (the learning) matter?
What will I (the individual members of our group) do as a result of the Hunger
Project?
What will we (the entire group) do as a result of the Hunger Project?
As long as your group engages in some manner with these five questions, the
group is free to dictate the expression of the answers in whatever mater it
chooses. Again, the purpose of this assignment is to evaluate your experience –
your group should take the freedom offered to here to explore the questions in a
way that is authentic to everyone in the group.
Some Common Themes of Learning
•
•
•
•
•
•
•
Using strengths
Servant leadership
Inclusive Leadership
Transactional vs. transformational leadership
“More than a project for class”
Connection to Manhattan community
“Making a difference” through simple acts of
serving
• Awareness of the issue of hunger
• Challenges of working as a group
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Evaluation Example - Video
• https://www.youtube.com/watch?v=BHAhgK4
exEk&feature=youtu.be
Implications of the Hunger Project
• Service-learning enhances student engagement and
leadership development in a large, first-year class
• Multiple stakeholders and systems are involved in
this kind of project; consideration of resources is
important when engaging in the high impact
practice of service learning (Kuh, 2008)
• This type of project supports educational needs of
21st century: educating for civic engagement,
preparation for a life in diverse society; a time of
profound change (Levine & Dean, 2012)
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Question for Discussion
• What issues are important to our
community (that could frame service
learning?)
• How does your university utilize service
learning/critical reflection in your first-year
courses?
• What might be some obstacles to
incorporating service learning?
• How do you meaningfully assess learning?
References/Resources
 Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to
reflection and assessment. Innovative Higher Education, 29, 137-154.
 Ash, S. L., & Clayton. P. H. (2009). Generating, deepening, and
documenting learning: The power of critical reflection in applied learning.
Journal of Applied Learning in Higher Education, 1, 25-48.
 Feeding America. (n. d.) Hunger in America.
http://feedingamerica.org/hunger-in-america.aspx
 Furco, A. (1996) Service-learning: A balanced Approach to Experiential
Education. In B. Taylor (Ed.), Expanding Boundaries: Serving and Learning
(pp. 2-6). Washington DC: Corporation for National Service.
 Gallup (n. d.) StrengthsQuest team talent map. Retrieved from:
http://www.strengthsquest.com/content/141422/TeamDevelopment.aspx
 Higher Education Research Institute [HERI]. (1996). A social change model
of leadership development. Los Angeles: University of California Los
Angeles, HERI.
 Jacobson, K. (Producer, Director), & Silverbush, L. (Producer, Director).
(2013). A Place at the Table [Documentary). USA: Magnolia Pictures.
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3/1/2014
 Kuh, G. (2008). High impact educational practices: What they are,
who has access to them, and why they matter. Washington, DC:
AAC&U Press.
 Levine, A., & Dean, . D. R. (2012). Generation on a tightrope: A
portrait of today’s college student. San Francisco: Jossey-Bass.
 Reitenaur, V. L. (2005). Becoming Community: Moving from I to we. In
C.M. Cress, P. J. Collier, V. L. Reitenauer (eds.), Learning through
serving: A guidebook for service-learning across the disciplines (pp.
33-42). Sterling, VA: Stylus.
 Saltmarsch, J. Hartley, M., & Clayton, P. (2009). Democratic
engagement white paper. Boston, MA: New England Resource Center
for Higher Education. Retrieved from:
http://futureofengagement.files.wordpress.com/2009/02/democratic
-engagement-white-paper-2_13_09.pdf
 University of Maryland [UMD]. (1999). Faculty handbook for servicelearning. College Park, MD: Author. Retrieved from:
http://www.snc.edu/sturzlcenter/docs/UMD_service_learning_facult
y_handbook.pdf
 World Food Programme (n. d.). The hunger tree. Lesson plan retrieved
from
http://documents.wfp.org/stellent/groups/public/documents/webco
ntent/wfp202399.pdf
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