This session includes two, 30 minute presentations with Q&A and are listed in order of presentation.

Utilizing diverse sources of community data to prioritize outcomes in a collective impact partnership (00:00)

Presented by Jennifer Lucarelli and Charita Little, Oakland University

The Pontiac Collective Impact Partnership was launched in 2020 to bring organizational leaders and community partners together utilizing a collective impact framework. Oakland University is leading development of a Community Data Hub to support the group in selecting and evaluating outcomes. The Data Hub facilitated collection and exploration of multiple types and sources of data to aid the group in selecting priority outcome areas. This session will describe the process and use of conceptual frameworks, secondary data, a quantitative leadership survey, and a qualitative community survey in selecting outcome areas to prioritize the partnership’s work. Details about the development, collection, and analysis of data from the leadership survey and the community survey will be shared.

Key Takeaways – participants will understand at least 3 types of data that campus community partnerships can examine when prioritizing areas in which to work in.

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What a trip: social justice, virtual field trips and lessons learned from pandemic pedagogy (22:06)

Presented by Rachael Zeleny, University of Baltimore

This presentation details the evolution of an interdisciplinary course at University of Baltimore. The original course relied entirely on experiential learning to museums via field trips. During these trips, students conducted analyses of museums as rhetorical and political spaces. As a result of the pandemic, the course evolved into a course that relied entirely on students making virtual field trips for these cultural organizations and for those at home. In both courses, students focus on issues of social justice as they pertain to museums: issues of access (who is able/encouraged to visit the museum?), issues of diversity (which artists/works of art are featured and who is offered positions of power within the organization?), and issues of engagement (does the museum offer exhibits/programming that is relevant to the public they serve?). In the revised class, students 1) virtually met with museum representatives to discuss their needs 2) researched the types of resources, events, and objects that can be found in the different locations 3) learned how to use technology such as Nearpod as multimodal composing platforms and 4) created a virtual field trip to be used by that organization for educational and promotional purposes. By creating material for specific audiences, students not only learned the rhetorical skills of composing for diverse groups but also grappled with issues of equity, access, and engagement.Participants will have the opportunity to experience a virtual field trip and will receive all related materials/prompts.

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