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|2013 CESS Theme|
The Civic Engagement Showcase and Symposium (CESS) brings together faculty, staff, student and community partners from IUPUI to celebrate the outcomes of community-campus collaborations in teaching, research and service. The CESS Poster Session is one of the day's signature events.
Important Poster Dates & Times
Proposal Application opens: Friday, January 17, 2013
Questions or concerns? Contact the Center for Service and Learning at 317-278-2662. Last update 1/31/13.
This year's CESS invites poster proposals that address practices, scholarship, and research associated with civic and community engagement. These year's poster presentation tracks include:
To learn more contact Mary Price or Michelle Like in the Center for Service and Learning at 317-278-2662.
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Guidelines for poster preparation and expectations vary depending on who the lead presenters will be. To review poster selection criteria, select the option that best describes your presentation:
Please note that the CESS program committee encourages the inclusion of active community voice in CESS poster presentations.
| Graduate, undergraduate and professional students are encouraged to submit individual and/or collaborative posters for inclusion in the Civic Engagement Showcase and Symposium (CESS). Students may work individually or in groups to create posters related to:
Content and Structure
To have a poster considered for inclusion in this year's CESS, interested faculty and staff should complete a poster application. In addition to basic demographic information, all applications should include an abstract and description:
As you prepare your application, please consider the following guidelines to assist in writing your abstract and later, to develop your poster. Posters and abstracts do not need to answer every question below. Â However, presenters should attempt to respond to each of the three main categories:
Don't have a lot of experience writing an abstract?
No problem, check out Abstracts 101 to get started. Please note that finished posters are due the date of the Showcase and not at the time of application.
NOTE: Applications that include abstracts and descriptions that are poorly written or that excessively exceed the above stated word limits will not be considered for inclusion in the CESS.
Faculty, staff, and administrators are encouraged to submit individual and/or collaborative posters for inclusion in the Civic Engagement Showcase and Symposium (CESS). Posters may address a broad range of topics related to civic and community engagement.
The committee welcomes connections to best practices and research drawn from individual disciplines, interdiscipinlinary lens, as well as those grounded in specific community-campus constituencies.
This year’s showcase & symposium seeks to highlight campus and community collaborations that yield positive outcomes for youth and families. The African Proverb, “it takes a village to raise a child”, is one that is referenced in many discussions to describe the importance of collective action in preparing youth to become healthy and productive citizens. Traditionally, villages organize for collective action based upon close personal relationships. Developing close personal relationships in today’s “village” confronts us with challenges of scale, competing goals and priorities, finite resources, political rhetoric, and equity. The “village” in today’s climate crosses many sectors in our society including businesses, community and faith-based organizations, educational institutions, government, and countless others. Despite this complexity many, including those in higher education, have taken on the challenge to partner with communities to (re)build the supports that youth need to fare well in our society. This includes developing programs, interventions, and policies as well as the social networks and infrastructure necessary to sustain youth and families.
In addition to our regular programming, at this year's Robert E. Bringle Civic Engagement Showcase & Symposium, attendees will have any opportunity to explore the following questions related to this year's theme:
Poster presentations offer a unique way for individuals and groups to share the outcomes of their projects and scholarship; however, not everyone is familiar with this mode of communication. To assist those who may not have presented their work in a poster format, CSL staff has assembled some materials to assist presenters in designing content and preparing their posters. Please select from the appropriate links below to locate resources of interest. Should you have any questions not addressed in these materials, please do not hesitate to contact Michelle Like or Mary Price in the Center for Service and Learning at 317-278-2662. You can also send an email to email@example.com.
POSTER DESIGN REQUIREMENTS
For the showcase, there a few hard and fast guidelines for poster design. The CSL has arranged to have (L) 6' x (W) 2.5' tables set-up to display posters. To accommodate the largest number of requests, two posters will be assigned to each table (back to back).
Poster Size and Type
Community capitals Framework
Researchers at the University of Iowa have developed the Community Capitals' Framework (CCF) as one way to broaden the way those who work in and with communities think about what counts as IMPACT. Advocates of the CCF identify seven forms of community capital. These include: Natural, Cultural, Human, Social, Political, Financial and Built. For communities to thrive, they need to be strong in all seven; however, most communities struggle in one or more areas. The outcomes of projects, partnerships and scholarship associated with collaborations between campuses and communities contributes to the seven capitals in a variety of ways. The Center for Service and Learning is interested in tracking the range of contributions make through campus-community collaborations. To learn more about the capitals, continue reading below.
The Seven Community Capitals:
Natural Capital: A community’s environmental assets which may include water, land, air, or other natural amenities and beauty.Those assets that abide in a location, including resources, amenities and natural beauty.
Cultural Capital: Reflects the way people “know the world” and how to act within it. Cultural capital includes the dynamics of who we know and feel comfortable with, what heritages are valued, collaboration across races, ethnicities, and generations, etc. Cultural capital influences what voices are heard and listened to, which voices have influence in what areas, and how creativity, innovation, and influence emerge and are nurtured. Cultural capital might include ethnic festivals, multi-lingual populations or a strong work ethic.
(Projects that contribute to a community's cultural capital include but are not limited to: advocacy, development, study and/or celebration of cultural heritage and creative expression, intergroup dialogue, diversity and cross-cultural understanding, boundary-crossing, conflict resolution, access and inclusion, etc.)
Human Capital: The skills and abilities of people, as well as the ability to access outside resources and bodies of knowledge in order to increase understanding and to identify promising practices. Human capital also addresses leadership’s ability to “lead across differences,” to focus on assets, to be inclusive and participatory, and to be proactive in shaping the future of the community or group.
(Projects that contribute to a community's human capital include but are not limited to: organizational and leadership development initiatives [with community-based organizations, neighborhood groups, engaged departments and institutionalization of civic engagement in higher education, policiy development to support community engaged scholarship, etc.], educational outcomes associated with service learning and community service, workforce development, initiatives to increase college access, retention and graduation, citizen and/or community-led learning initiatives, public health and well-being, etc.)
Social Capital: Reflects the connections among people and organizations or the social glue to make things happen. Projects that contribute to a community's social capital may support the development of close ties that build community cohesion (bonding social capital) or support the development of social networks that create and maintain bridges among organizations and communities (bridging social capital).
( Projects that contribute to a community's social capital include but are not limited to: advocacy, development, study of social movements, organizations, entities, technologies that promote engagement. )
Political Capital: The ability to influence standards, rules, regulations and their enforcement. It reflects access to power and power brokers, such as access to a local office of a member of Congress, access to local, county, state, or tribal government officials, or leverage with a regional company.
( Projects that contribute to a community's political capital include but are not limited to: policy forums, crafting of policy briefs, analyses and editorials, lobbying practices and their study, voter recruitment, voter drives, etc.)
Financial Capital: The financial resources available to invest in community capacity building, to underwrite business development, to support civic and social entrepreneurship, and to accumulate wealth for future community development.
( Projects that contribute to a community's financial capital include but are not limited to: advocacy, development, and/or studies that increase capital flows into underserved communities, innovative equitable financing models, social entreprneurial iniatitives, grant writing, market analysis, etc. )
Built Capital: The infrastructure that supports the community, such as telecommunications, industrial parks, main streets, water and sewer systems, roads, etc. Built capital is often a focus of community development efforts.
( Projects that contribute to a community's built capital include but are not limited to: advocacy, development, and/or studies that yield physical structures that result in an improved quality of life in neighborhoods and communities. )