PACE 2021 Workshop Descriptions

PACE 2021 Agenda & Workshop Descriptions 


Agenda at a Glance

Time Activity
9:30 a.m. Opening Session

Welcome and Overview – Leslie Garvin, Executive Director, NC Campus Compact
Presentation of annual Engagement Awards

·         Engaged Faculty Award
·         Community Engagement
Professional of the Year
·         Community Partner Award

Keynote Address

“We are not the same, but we are not separate: Awakening partnerships to the work of restorative practices”

Emily M. Janke, Ph.D., Director, Institute for Community & Economic Engagement; and Associate Professor, Peace and Conflict Studies, UNCG

Michael A. Hemphill, Ph.D., Assistant Professor, Kinesiology, UNCG, 2020 Ernest Lynton Award Recipient

11:15 a.m. -12:15 p.m. Workshop Block 1
12:15 p.m. – 1:15 p.m. Lunch break
1:15 p.m. – 2:15 p.m. Workshop Block 2
2:25 p.m. – 3:25 Workshop Block 3
3:35 p.m. – 4:35 p.m. Workshop Block 4
4:45 p.m. – 5:00 p.m. Closing Plenary, Release of the Primer on the Benefits & Value of Civic and Community Engagement in Higher Education, Door Prize giveaway


Thank you to our 2021 sponsors: Stylus Publishing and The Collaboratory.




Workshops are all standard (one presentation in one hour workshop) unless noted as a Mini-Session  (two presentations on the same topic in a one hour workshop)

BLOCK ONE: 11:15 a.m. – 12:15 p.m.

Esse quam videri: guided self-reflection on critical service-learning practices
Category: Pedagogy

We will present a new self-reflection tool for instructors to implement critical service-learning practices. Participants will reflect on and discuss their own critical service-learning practices. All will leave with a deeper engagement with critical service-learning, an electronic copy of the newest version of the tool, and a list of curated resources to deepen their investigation beyond this conference.

Dane Emmerling, PhD Candidate, Health Behavior, UNC-Chapel Hill
Michaela Stith, Research Associate, Duke Service-Learning, Duke University
David Malone, PhD, Director Duke Service-Learning, Duke University
Patti Clayton, PhD, SLCE Practitioner-Scholar & Consultant, PHC Ventures & Senior Scholar, IUPUI & UNCG
Robert G. Bringle, PhD, Chancellor’s Professor Emeritus of Psychology and Philanthropic Studies, IUPUI
Kathy Sikes, MEd, Program Director, Duke Service-Learning
Ryan B. Nilsen, MTS, Senior Program Officer for Community Engagement, Carolina Center for Public Service, UNC-Chapel Hill (contributor)

The Power and Place Collaborative: Co-creating & Assessing Cross-Course, Place-Based CBL
Category: Community Partnership Development and Sustainability

This session offers strategies for co-designing, facilitating, and assessing cross-course, place-based learning opportunities that respond to the constraints and opportunities of our overlapping social crises. Participants will learn about the work of the Power and Place Collaborative, examine the power-laden processes of place production, and explore opportunities for co-creating curricula and research projects that enact mutually beneficial processes and outcomes.

Danielle Lake, PhD, Director of Design Thinking, Associate Professor, Elon University
Bobbi Ruffin, Director, Mayco Bigelow North Park Center
Charlotte Morgan, Human Service Studies senior, Elon University
Sandy Marshall, PhD, Geography, Elon University
Vanessa Drew Branch, PhD, Human Service Studies, Elon University    

“Finding Common Ground:” Diverse Student Experiences in Community Engaged Learning
Category: Research and Theory

Featuring student perspectives, we present a case study of a Community Engaged Learning (CEL) course on immigration that showcases CEL’s potential to teach humility and understanding of difference. In contrast to literature depicting divided classrooms and “hidden curricula” of whiteness, we show how an assets-based “hidden curriculum” empowers students and a shared commitment to relationship-building with partners creates a unified classroom across diverse student experiences.

Emily Schell, MA, Doctoral Candidate, Graduate School of Education, Stanford University
Paitra Houts, MA, Director of Community Engaged Learning in Education, Haas Center for Public Service, Stanford University
Vicky Isarraras, Undergraduate Student, Stanford University
Kayley Gould, Undergraduate Student, Stanford University

Cultivating an Informed an Engaged Citizenry: The 2020 Election and Beyond    
Category: Dialogue & Civil Discourse

Colleagues from five institutions across North Carolina will reflect on lessons learned during the 2020 election. The conversation will then shift to how campuses can continue this momentum and challenge students to shape the future of democracy through engaging with beliefs different than their own, understanding multiple perspectives, and learning how to utilize civil dialogue to find common ground with others.

Bob Frigo, MA, Associate Director, Kernodle Center for Civic Life, Elon University
Alex Dennis, MS, Assistant Director, Center for Leadership and Civic Engagement, East Carolina University
Brian Mathis, MEd, Associate Director, Leadership and Civic Engagement, North Carolina State University
Lane Perry, PhD, Executive Director, Center for Community Engagement and Service Learning, Western Carolina University
Kristina Gage, MEd., Associate Director, Associate Director for Civic Engagement, UNC Greensboro  

MINI-SESSION TOPIC: Creating and Sustaining an Engaged Campus
Bringing Local Teens to Campus for Philosophy and Civic Engagement

The Freedom and Citizenship program at Columbia University introduces local high school students to college-level work in the humanities through an intensive political philosophy course in preparation for lives of informed and active citizenship. Five other universities now operate similar programs. Learn how to adapt this highly successful model for any campus with financial support from the Teagle Foundation.

Jessica Lee, PhD, Executive Director, Freedom and Citizenship, Columbia University

Strengthening Service-Learning by Strengthening Faculty and Student Partnerships     

Aligned with conference goals of introducing practices for strengthening the engaged campus, this presentation describes a faculty and student Fellows initiative focused on enhancing service-learning at a Carnegie engaged institution while persevering during COVID19. The presenters will introduce the five-part program they developed—“disarm,” “dream,” “discover,” “design,” “deliver,” and “don’t settle”–and share resources for use in participants’ own contexts.

Scott Hicks, PhD, Professor and Director, Department of English, Theatre & Foreign Languages and Teaching & Learning Center, UNC Pembroke
Sandy Jacobs, MAT, Associate Director for Service-Learning, Office for Community & Civic Engagement, UNC Pembroke

BLOCK TWO: 1:15 p.m. – 2:15 p.m.

Advancing Democratically-Engaged Partnerships & the Transformational Evaluation Relationship Scale (TRES)
Category: Community Partnership Development and Sustainability

In the service of developing democratically-engaged partnerships the Transformational Evaluation Relationship Scale (TRES) was developed. TRES evaluates the transactional and transformational elements of partnerships providing an opportunity for partners to assess and reflect on their relationship. In this session, we invite participants to interact with an updated tool, TRES II, and contribute to future inquiry and practice on partnerships.          

Lori Kniffin, PhD, Assistant Professor, Department of Leadership Studies, Fort Hays State University
Jasmina Camo-Biogradlija, PhD, Research Specialist, University of Michigan-Ann Arbor
Patti H. Clayton, PhD, SLCE Practitioner-Scholar & Consultant, PHC Ventures & Senior Scholar, IUPUI & UNCG
Robert G. Bringle, PhD, Chancellor’s Professor Emeritus of Psychology and Philanthropic Studies, IUPUI

Ethical Issues in Participatory Action Research with communities experiencing Homelessness
Category: Research and Theory

This session will examine the approaches, benefits, and ethical challenges of utilizing participatory methods in community-based research. This presentation draws on lessons learned from a participatory action research study conducted from 2018-2020 in collaboration with individuals experiencing homelessness in Greensboro. Participants will leave with concrete strategies that they can employ in their own engaged research/teaching practice and community work.

Sonalini Sapra, PhD, Assistant Director, Institute for Community and Economic Engagement (ICEE),  UNC Greensboro
Justin Harmon, PhD, Assistant Professor, Department of Community and Therapeutic Recreation, UNC Greensboro
Krista Craven, PhD, Associate Professor, Justice and Policy Studies, Guilford College
Marcus Hyde, BSW, Community Organizer, Homeless Union of Greensboro          

Leveraging Resources Collaboratively: Student Engagement (Peer-to-Peer Engagement) & Service-Learning in the Times of COVID-19 and a Global Pandemic
Category:  Community Partnership Development and Sustainability

COVID-19 brought with it many challenges for communities, economies, and campuses. Through a grant with 6 institutions and an important community partner in WNC, an army of (93) student health ambassadors were hired, trained, and deployed across 6 campuses to help inform students, positively reinforce healthy COVID-19 practices, and be a positive example to peers. This session discusses what was done, what was learned, and what can continue into, thru, and beyond a global pandemic.

Lane Perry, PhD, Executive Director, Center for Community Engagement and Service Learning, Western Carolina University
Brian Garland, MM, Operations Coordinator, Center for Community Engagement and Service Learning, Western Carolina University
Amy Joy Lanou, PhD, Professor and Executive Director, NC Center for Health and Wellness, UNC Asheville
Jordan Perry, MPH, Healthy Campus Liaison, UNC Asheville
Kol Gold-Leighton, MPH, Mountain Area Heath Education Center  

MINI-SESSION TOPIC: Creating and Sustaining an Engaged Campus
Graduate Community Engagement in the Context of Crisis

In this session, the advisor and one fellow of the 2020 cohort of Community Engagement Fellows at UNC-CH will share ongoing reflection and analyses of the experiences of this cohort with emphasis on how the pandemic has impacted their development of graduate student competencies and putting their experiences in dialogue with crisis disciplines as a model of engaged scholarship.

Ryan B. Nilsen, MTS, Senior Program Officer for Community Engagement, Carolina Center for Public Service, UNC-Chapel Hill
Maja Jeranko, MA, 2020 CEF, Department of Anthropology, UNC-Chapel Hill

 The Value of Connecting: Faculty Outcomes in Service-Learning

The purpose of this study was to identify faculty member’s memorable experiences with students in service-learning classes. In 30-minute interviews, 22 university faculty recalled memorable service-learning experiences with students. Faculty reported experiences including students forming connections with community partners, getting out of their comfort zone, jumping right into the work, and demonstrating caring about the work. Implications were discussed.

Alexa Darby, PhD, Professor, Psychology, Elon University
Lauren Willingham, Student, Psychology, Elon University
Tammy Cobb, Associate Director for Community Partnerships, Kernodle Center for Civic Life, Elon University


MINI-SESSION TOPIC: Empowering Students as Colleagues
A Blueprint For Crafting Student Colleagues Through Signature Work         

Attendees will discuss how leveraging signature work projects with community partners in the classroom creates a blueprint for civic engagement and leadership in a way that affords students a sense of agency and social responsibility. We will review a course model that lends itself to many different iterations and alternatives while empowering students as colleagues.

Shawn Bowers, MFA, Director, First Year Writing, Queens University of Charlotte

Capoeira Angola: Sports Based Youth Development and Social Justice   

Youth development and sports dialogues on values and its impact on social constructs have come a long way. However, if contemporary youth sports development models are to be particularly supportive of marginalized communities they may require that extra steps in practice and analysis be made. As social injustice for marginalized communities persists, an intersection of SBYD and social justice may allow for the emergence of interesting solutions that may transform social conventions.

Santos Flores, MA, PhD, student in Kinesiology; Student Scholar of the Institute for Community and Economic Engagement (ICEE), UNC Greensboro

BLOCK THREE: 2:25 p.m. – 3:25 p.m.

Engaging in Community Centered Research Through the UACS Model
Category: Research and Theory

The University Assisted Community Schools Bass Connections team is a partnership between Duke University and North Carolina Central University that was established to help support Durham Public Schools. In this workshop, we will discuss unique insights from our innovative student-driven inter-institutional research and ways in which attendees can start implementing and conducting intentional community driven projects.

Alec Greenwald, MS, Research Team Lead, Bass Connections, Duke University
Nellie Sun, Undergraduate, Research Fellow, Bass Connections, Duke University
Ce’Ondra Ellison, Undergraduate, Research Fellow, Bass Connections, Duke University
Jasmine Benner, Undergraduate, Research Fellow, Bass Connections, North Carolina Central University

Broadening the tent: Rethinking definitions of academic service-learning and community-engagement
Category: Capacity-building, institutionalization

This workshop will investigate the current language used to describe service-learning and community-engagement at our institution–and at yours. Our goal is to examine how we might better capture, communicate, and extend the community-engaged work currently occurring at our institutions by thinking more carefully and expansively about how we define these experiences.

Phillip Motley, MFA, Associate Professor and Faculty Fellow for Service-Learning & Community-Engagement, Communication Design, Elon University
Mary Morrison, MS, Director of Kernodle Center for Civic Life, Elon University
Vanessa Drew-Branch, PhD, Assistant Professor, Human Service Studies, Elon University  

What does the Literature Say? Using Scoping Review Methodology to Describe How We Know What We Know about Partnerships
Category:  Research and Theory

Have you ever needed to reference the partnership literature, but felt overwhelmed trying to find it? This session shares a scoping review conducted across seven community engagement journals that culled 141 articles, which were then described according to eight categories. This session will help you understand what a scoping review is, introduce you to a novel dataset of partnership articles, and help scholars identify research questions that can use the dataset.

Emily Janke, PhD, Director of the Institute for Community and Economic Engagement (ICEE), Associate Professor, Peace and Conflict Studies, UNC Greensboro
Kathleen Edwards, PhD, Associate Director, ICEE, UNC Greensboro
Santos Flores, MA, PhD student, ICEE Student scholar, UNC Greensboro

Developing a BRIDGES Program: Helping Refugee Students Transition to College
Category: Pedagogy       

Wake Tech’s BRIDGES (Building Refugee Initiatives to Develop Goals for Educational Success) program is a partnership designed to support refugee high school students in gaining understanding of the college entrance process and cultural expectations. We will describe the formation, implementation and impacts of Bridges and provide opportunities to consider how participants can adapt and apply similar programs.

Wendy Johnson, MS, Professor of Mathematics, Service-Learning Coordinator, Wake Tech Community College
Traci Rowe, Associate Professor Communication, Service-Learning Coordinator, Wake Tech Community College
Kayte Thomas, MSW, LCSW, PhD Candidate, Social Work, Baylor University         

MINI-SESSION TOPIC: Promoting Equity and Inclusion
Journey to Joy: Joy as Resistance for Young Folx of Color

JOY. IS. RESISTANCE. The gifts necessary for systemic, institutional shifts are often realized and cultivated in spaces (what I will call reframe spaces) where people can develop their leadership from a place of deep joy and passion. This session will present a rationale and current example of a reframe space, Journey to Joy, a reframe space for young people of color to explore and practice what brings them joy. Participants can expect to walk away with strategies for cultivating reframe spaces in their contexts.

Erica Wrencher, MAT, Graduate Student, UNC Greensboro

Leveraging Service-Learning to Advance a Diverse, Inclusive Society       

Critical service-learning courses provide the conditions to accelerate psychosocial development and meaningful engagement in our diverse democratic society. Attendees of this mini-session will hear perspectives on leveraging service-learning partnerships to nurture diversity and inclusion and amplify civic engagement. Presenters represent multiple constituents of a service-learning collaboration through NC State’s Caldwell Fellows Program: a professor, a community partner, a TA and a student.

Riley Stephenson, BS, Undergraduate Student, Chemistry, NC State University
Maggie Lally, Teacher Licensure, Undergraduate Student, Education, NC State University

BLOCK FOUR: 3:35 p.m. – 4:35 p.m.

Conceptualizing, Enhancing, and Assessing Civic Learning
Category: Pedagogy

Civic learning is an intentional learning objective in community engaged teaching.  However, the nature of civic learning is often an underdeveloped aspect of service learning courses and civic programs. The purpose of this workshop is to share information about the nature of civic learning, how to enhance its development in designing courses and programs, and how to assess it.

Robert G. Bringle, PhD, Chancellor’s Professor Emeritus of Psychology and Philanthropic Studies, IUPUI
Patti H. Clayton, PhD, SLCE Practitioner-Scholar & Consultant, PHC Ventures & Senior Scholar, IUPUI & UNCG

The Atlantic Coast Pipeline, Interdisciplinary Collaboration, Community-Engagement & Service-Learning
Category: Pedagogy

This presentation describes the community-engaged, service-learning project entailing collaboration between two seemingly disparate disciples: Biology and Social Work. The focus of the project was the Atlantic Coast Pipeline, which was slated to end three miles from UNCP. The purpose of the service-learning project was to look at the ACP from the perspectives of social work, biology, and the local community.

Tamara Estes Savage, PhD, Assistant Professor, Social Work, UNC Pembroke
Amber Rock, PhD, Assistant Professor, Biology, UNC Pembroke
Susan Wilson, BSW Student, Social Work, UNC Pembroke           

Campus Conversations: Towards a Discursive Model of Social Justice
Category: Civil Dialogue & Discourse   

Intentional dialogue is vital for communities working to remove implicit biases, celebrate difference, and heal from trauma(s). This workshop presents a discursive model of social justice, along with potential avenues for its implementation in university contexts. Additionally, attendees will participate in a “Campus Conversations,” an NC State initiative that promotes dialogue and develops critical thinking, cultural competency, empathy, and self-awareness.

Chandler Marr, BA, Graduate Student, Communication, North Carolina State University Riley Stephenson, Undergraduate Student, Chemistry, North Carolina State University
Cyrus Rad, Undergraduate Student, Electrical and Computer Engineering, North Carolina State University
Janice Odom, PhD, Director, The Caldwell Fellows, North Carolina State University
Lily Morrell,
Undergraduate Student, Management & Economics, North Carolina State University  

Creating & Coordinating Scalable Media Literacy Curricula Across Ages & Spaces
Category: Media/Information Literacy

In this workshop, the panelists will discuss various projects they have worked on, are working on, and hope to work on in education, locally and nationally. They will also moderate a discussion with attendees about how to synergize and coordinate efforts between people working on media literacy curricula in different capacities in higher education, K-12 schools, and in the community.

Mark Sanders, PhD, Senior Lecturer, Philosophy, UNC Charlotte
Jimmeka Anderson, PhD Student, UNC Charlotte; Founder and Executive Director, I AM not the Media, Inc.
Natalie Ornat, MSLS, Humanities Librarian, Atkins Library, UNC Charlotte
Catherine Tingelstad, MLS, Instruction & Curriculum Engagement Coordinator, Atkins Library, UNC Charlotte

MINI-SESSION TOPIC: Addressing Health Disparities
Mental Health Champions @ WSSU- Support for Continuum of Care      

This session will focus on initial insight gained from our Mental Health First Aid collaborative model. Faculty and staff who are trained in MHFA have offered office hours and campus walks to students to discuss issues such as stress management and campus resources. Participants will reflect on innovative strategies to address mental health disparities on their campuses.

Cheraton Love, PhD, Dean of Experiential Education, Division of Student Development and Engagement, Winston-Salem State University
Terri Tilford, EdD, LCMHC-S, Director of Counseling Services, Winston-Salem State University

Transformative Encounters: Telling the Stories of Breast Cancer Survivors         

This session will focus on storytelling as a mechanism for community collaboration with an emphasis on the narratives of those who are often unheard and unseen. Specifically, the session will include a discussion of the transformative power of individual connections between students and cancer survivors.

Tracey Rich-Perez, MA, Instructor, English Department, Queens University of Charlotte