Dr. Luke Terra, Director of Community Engaged Learning and Research Associate Director of the Haas Center for Public Service Stanford University
Dr. Luke Terra is the Director of Community Engaged Learning and Research and Associate Director of the Haas Center for Public Service at Stanford University. Prior to his role at the Haas Center, Dr. Terra managed international civic education programs at the Center for Civic Education and served as Assistant Director of the Center for Service and Learning at Colorado College. A former secondary teacher, he has taught U.S. and World History in public and public charter schools in Colorado. Dr. Terra’s research focuses on history and civic education in post-conflict settings such as Northern Ireland, and comparative studies of education policy and social studies curricula.
Wokrshop 1
| Topic: | How the difficult past prepares students to engage with a difficult present |
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Date: 8 December 2020 (Tue) Time: 12:30pm – 2:00pm
In the U.S., like many countries, the study of history in schools was partly designed to transmit a shared history of the nation to the next generation of citizens. This civic function of history encouraged the teaching of periods, events, and characters that reinforced a positive image of the nation; and obscured or silenced those periods, events, and characters that would undermine this positive portrayal. Yet students need to understand the tragedies as well as the triumphs of the past if they are to make sense of the complexities of the present. Historical antecedents offer important lessons that can help us understand, for example, the failure of many countries (especially the U.S.) to adequately respond to the COVID-19 pandemic, or the threat posed by rising autocracy and far-right political groups around the world. In this workshop, we will define five qualities that make difficult histories difficult and consider how teaching about the difficult past can prepare students to engage in the difficult present. |
Workshop 2
| Topic: | Virtual Engagement: Community Engaged Learning in a time of COVID-19 |
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Date: 11 December 2020 (Fri) Time: 12:30pm – 2:00pm
With the shift to remote learning in response to the COVID-19 pandemic, many instructors have had to pivot their service-learning and community engagement (SLCE) efforts online. Remote community engagement presents a number of new challenges, but also opens up exciting new opportunities. Given that online learning is likely to remain a part of our teaching practice in the coming years, instructors will need to develop flexible strategies that allow for both face to face and online projects. In this workshop, participants will explore the affordances and constraints of online SLCE courses, discuss course examples from a range of disciplines at Stanford University, and apply these considerations to their own courses. |
Workshop 3
| Topic: | Promising New Directions in Service-Learning and Community Engagement |
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Date: 15 December 2020 (Tue) Time: 12:30pm – 2:00pm
As the field of Service-Learning and Community Engagement (SLCE) matures, we see new innovative approaches emerging across the U.S. For example, where for many years individual faculty carried out their own projects independently, we see a shift towards more institutionalized and coordinated efforts, often designed to bring to bear the various assets of the institution to tackle social or environmental challenges facing a specific community. Such place-based initiatives increase the potential impact of university-community partnerships and allow for sustained efforts over time. Other emerging practices include capstone programs that provide structured ways for upper level students to apply their disciplinary learning to address community needs, policy labs that leverage faculty expertise to contribute to policymaking, and research practice partnerships in professional schools that strengthen the connection between researchers and practitioners. In this workshop, participants will learn about these and other innovative approaches to SLCE and consider how they might apply to their own institutions and individual teaching practice. |
