Our subgroup has worked intermittently but inspirationally on a plan for an RLC since the initial ideas of entry 10\/23\/06. Here’s the latest plan, a bit more shaped and focused.<\/p>\n
\n
<\/p>\n <\/strong><\/p>\n \n \n <\/p>\n Pawprints<\/strong><\/span><\/p>\n <\/em><\/span><\/p>\n <\/p>\n 1. Theme<\/p>\n <\/strong><\/span>Making sustained positive differences in the lives of Burlington children and families through our Pawprints, intentional actions of civic awareness and community engagement.<\/p>\n <\/em><\/span><\/p>\n 2. Objectives<\/p>\n <\/strong><\/span><\/p>\n \n Major Objective A. Make a positive difference in the lives and aspirations of children and families of the Burlington Schools.<\/strong><\/p>\n \n Major Objective B. Develop the civic awareness and social responsibility of each participating resident.<\/strong><\/p>\n \n Major Objective C. Establish, monitor, and assess the connected relationships between UVM participants and Burlington\u2019s children, youth, and families. These relationships are our Pawprints.<\/strong><\/p>\n <\/p>\n Objectives<\/strong><\/span>:<\/span> <\/strong><\/span>Collectively, Pawprints will:<\/p>\n 1. demonstrate a visible UVM commitment to children, youth, and families in Burlington<\/p>\n 2. provide venues for UVM students to establish relationships with children and youth<\/p>\n 3. establish relationships with children and youth that are sustainable beyond the usual semester to semester brackets of time and task<\/p>\n 4. create and nurture cross disciplinary student inquiry<\/p>\n 5. create aspirations for higher education for first generation children and youth<\/p>\n 6. establish and nurture personal multiage friendships between UVM students and Burlington children and youth that enrich the lives of both<\/p>\n 7. create an awareness of the need for life-long civic awareness and community engagement in UVM\u2019s young adult participants<\/p>\n 8. explore the role and range of various forms of public engagement, the kinds of public engagement that create responsible and caring communities<\/p>\n 9. develop and affirm the power of social interest in both the UVM student and their prot\u00e9g\u00e9s in the public school<\/p>\n 10. utilize technology to connect and extend communities of learners<\/p>\n 11. utilize technology to create and express stories of connection<\/p>\n 12. utilize technology to learn and communicate about community structure and function, especially with regard to forms and distribution of personal and political power<\/p>\n 13. assess community building developmental assets across the entire range of projects<\/p>\n 14. equip every UVM participant with a laptop computer (making Pawprint an Apple Computer Project)<\/p>\n <\/em><\/span><\/p>\n 3. Outcomes<\/p>\n <\/strong><\/span>As a result of Pawprints, we would hope to see\u2026<\/p>\n 1. increased efficacy in University participants in community development<\/p>\n 2. increased pro-social behavior of children and youth<\/p>\n 3. research projects and presentations from a variety of disciplines<\/p>\n 4. Burlington children and youth visiting campus for specific events<\/p>\n 5. targeted instruction for UVM participants related to community development<\/p>\n 6. increased knowledge of how the different populations within the Burlington community access and take advantage of community resources<\/p>\n 7. the ongoing development of student understanding, action and commitment to the responsibilities of citizens in a democracy to make communities positive places to live for all their diverse groups of people<\/p>\n 8. \u201cPawprints\u201d from every student: a reflective record of their connections with a child or youth from the Burlington community<\/p>\n 9. an increase in community building developmental assets<\/p>\n 10. a home page for Pawprint that stores a video record of each participants inquiry<\/p>\n <\/em><\/span><\/p>\n 4. Academic Component<\/p>\n <\/strong><\/span>1. participation in a required one credit civic awareness seminar lecture series<\/p>\n 2. an electronic collection, record and reflection of civic engagement<\/p>\n 3. Pawprints: a defined, enacted, and evaluated service learning components that frames the civic engagement of each participant<\/p>\n 4. an assessment of community building developmental assets across all participants, focused on but not limited to:<\/p>\n \t\u2022 planning and decision making<\/p>\n \t\u2022 interpersonal competence<\/p>\n \t\u2022 cultural competence<\/p>\n \t\u2022 resistance skills<\/p>\n \t\u2022 integrity<\/p>\n \t\u2022 youth as resources<\/p>\n <\/em><\/span>5. Experiences<\/p>\n <\/strong><\/span>If successful in enacting a modicum of our objectives, we would hope to see experiences like the following:<\/p>\n A drummer who organizes a salsa rhythm section at the boys and girls club.<\/p>\n A baton champion who organizes a twirling group for girls 8-11 years old.<\/p>\n The engineering student who directs an egg drop contest.<\/p>\n The environmental education major who organizes a waist watch program at the girls and boys club.<\/p>\n An evening with the Superintendent of Schools, talking about what it means to run an urban school district.<\/p>\n A psychology major who studies the developmental assets of a group of middle school students.<\/p>\n A guitar playing composer who posts his songs, composed with two youth, on U-Tube.<\/p>\n An afternoon with the Mayor, talking about how to keep a community alive and functioning and solvent.<\/p>\n A biology major who builds a living environment with a group of fourth grade girls.<\/p>\n The multi-racial poet who starts a poetry slam every Friday afternoon in city hall with youth from the high school.<\/p>\n The middle school teaching candidate who begins an after school digital story telling project with a multiage group of middle school students.<\/p>\n A doctoral student teaching four evening seminars on her personal research of what it was like to grow up poor.<\/p>\n The people of this University and its home community celebrating together, in one place, \u201cdowntown,\u201d its shared symbiotic bonds and relationships.<\/p>\n <\/em><\/span><\/p>\n","protected":false},"excerpt":{"rendered":" Our subgroup has worked intermittently but inspirationally on a plan for an RLC since the initial ideas of entry 10\/23\/06. Here’s the latest plan, a bit more shaped and focused. Pawprints 1. Theme Making sustained positive differences in the lives of Burlington children and families through our Pawprints, intentional actions of civic awareness and community … Continue reading RLC’s revised<\/span><\/a><\/p>\n","protected":false},"author":95,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-217","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blog.uvm.edu\/crathbon\/wp-json\/wp\/v2\/posts\/217","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.uvm.edu\/crathbon\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.uvm.edu\/crathbon\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.uvm.edu\/crathbon\/wp-json\/wp\/v2\/users\/95"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.uvm.edu\/crathbon\/wp-json\/wp\/v2\/comments?post=217"}],"version-history":[{"count":0,"href":"https:\/\/blog.uvm.edu\/crathbon\/wp-json\/wp\/v2\/posts\/217\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.uvm.edu\/crathbon\/wp-json\/wp\/v2\/media?parent=217"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.uvm.edu\/crathbon\/wp-json\/wp\/v2\/categories?post=217"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.uvm.edu\/crathbon\/wp-json\/wp\/v2\/tags?post=217"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}