ACU’s Mission Statement - Australian Catholic University Web viewCommunity engagement is the process through which Australian Catholic University (ACU) brings the capabilities of

Community Engagement

Student Reflection Journal and Log Book

Faculty of Health Sciences and

Institute for Advancing Community Engagement

Seeing and Reflecting

Doing With

Being With

Learning and Growing

Table of Contents

ACU’s Mission Statement...........................................................................................................................3

ACU’s Community Engagement Definition..................................................................................................3

What is Community Engagement?..............................................................................................................4

Your Community Engagement Journal and Log...........................................................................................5

Making your Community Engagement Work...............................................................................................5

How does Community Engagement link with my studies and profession?...................................................6

Preparing to commence your Community Engagement...............................................................................7

Personal Skills Assessment.........................................................................................................................8

Skills Development Checklist......................................................................................................................9

Community Engagement Agency Reflection..............................................................................................10

Community Engagement Checklist............................................................................................................11

Structuring your thoughts during Community Engagement.......................................................................12

Community Engagement Journal Cover Sheet...........................................................................................13

Community Engagement Journal..............................................................................................................14

Community Engagement Log....................................................................................................................15

Community Engagement Assessment Activities........................................................................................16

The Institute for Advancing Community Engagement (IACE)......................................................................17

Appendix 1: Social Transformation and Advocacy....................................................................................18

Appendix 2: Australian Catholic University Community Engagement Confidentiality Policy......................22

Appendix 3: Student Incident Report.......................................................................................................23

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ACU’s Mission Statement

The Mission Statement of Australian Catholic University (ACU) compels it to make a specific contribution to its local, national and international communities guided by a fundamental concern for justice and equity, for the dignity of all human beings, and a commitment to serving the common good.

Australian Catholic University explicitly engages the social, ethical and religious dimensions of the questions it faces in teaching and research, and service. In its endeavours, it is guided by a fundamental concern for justice and equity, and the dignity of all human beings.

Excerpt: Australian Catholic University Mission Statement

Read ACU’s full Mission Statement at www.acu.edu.au/45153

ACU’s Community Engagement Definition

Community Engagement brings ACU’s Mission alive.

ACU defines Community Engagement as:

Community engagement is the process through which Australian Catholic University (ACU) brings the capabilities of its staff and students to work collaboratively with community groups and organisations to achieve mutually agreed goals that build capacity, improve wellbeing, and produce just and sustainable outcomes in the interests of people, communities, and the University.

The University values community engagement as:

a key means of advancing its Mission in serving the common good and enhancing the dignity and wellbeing of people and communities, especially those most marginalised or disadvantaged;

integral to its teaching, learning and research; and

affirming relationships that depend on trust and genuine partnerships with community organisations, institutions and

corporations.

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“Educating the mind without educating the

heart isno education at

all”. Aristotle

What is Community Engagement?

Community Engagement provides a vital opportunity for students to widen their horizons, learn new skills and make a difference in the wider community.

In community engagement, students undertake Community Engagement within a community setting where they are:

Working with individuals and partners in the community; Putting the theory of their studies into practice; Creating real social and personal change.

Students benefit personally and professionally from their community engagement strengthening their:

Communication, organisational, teamwork and leadership skills; Understanding of local, national and international community issues; and Employability.

Community Engagement relationships are transformative and create hope for a better tomorrow through:

Trust fostered through shared vision, goals and values Capacity building, new knowledge, new opportunities Research creating new knowledge Openness to learning and change Developing, maintaining and consolidating partnerships Developing new benchmarks of best practice

Community Engagement is both a responsibility and a privilege, allowing us to enter into the space of others, be enriched by the wisdom and gifts they have and to respond to their invitation towalk beside them to bring about positive change.

It is important to go in with an open mind, willing to learn, rather than an attitude of having the know- how or knowledge to “fix” their problems. Community Engagement is about “doing with” not “doing for” people. It is about mutually beneficial relationships and the sharing of knowledge.

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“They may forget what

you said, but they will never forget how you

made them feel”.

Carl Buechner

Your Community Engagement Journal and LogThroughout your Community Engagement you will be required to complete 6-8 journal entries, assisting you to collect your thoughts, feedback and reflections throughout your Community Engagement. This will enable you to monitor your own development towards the learning outcomes and graduate attributes defined in your Unit outline.

This journal will allow you to record your community engagement journey – a transformation in the way you view and interact in the world around you. (See pages 9,10,11 for journal and log templates)

Making your Community Engagement Work

In community engagement you are required to:

Respect and uphold the values and ethos of your host organisation;

Honour the dignity of co-workers and clients;

Be keenly aware of, and respect, cultural differences;

Respect the right of others to work free from discrimination;

Maintain confidentiality about the host organisation and its clients;

Comply with all policies and procedures of the host organisation and instructions given to you by your on-site supervisor;

Be willing to learn, and to seek advice when unsure of what is appropriate;

Take reasonable care of your safety and health and that of others;

Report all known or observed hazards, safety incidents and injuries immediately to your supervisor in the community organisation; and any safety incidents and injuries to your lecturer in charge within 24 hours; and

Report any incidents of sexual harassment, racial vilification or poor personal security to your on-site supervisor immediately and to your lecturer-in charge within 24 hours.

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“They may forget what

you said, but they will never forget how you

made them feel”.

Carl Buechner

“The transformative power and mutual benefits of our community

How does Community Engagement link with my studies and profession?

The Core Curriculum

All units undertaken in your degree, course specific units and the Core, work simultaneously, bringing together ACU graduate attributes and the ACU Mission. Community Engagement forms part of the Core Curriculum unit offerings. Community Engagement values and philosophy is embedded in many of your disciple based units. All students undertake a community engagement experience during the course of their degree. This will provide you with an opportunity to engage first hand with people and communities.

Graduate Attributes and Learning Outcomes

Each unit in your course contributes in some way to the development of the ACU Graduate Attributes that you will be able to demonstrate by the time you complete your course. ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. Your Community Engagement experience will enable you to:

GA1 demonstrate respect for the dignity of each individual and for human diversityGA3 apply ethical perspectives in informed decision makingGA4 think critically and reflectivelyGA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or

profession.GA7 work both autonomously and collaboratively

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“The transformative power and mutual benefits of our community

Preparing to commence your Community Engagement

As you prepare for your community engagement here are some questions and activities that are intended to help you reflect on your own experience of communities, the qualities, attitudes and skills you bring with you to your Community Engagement, and the personal growth you may experience as a result of your relationships with people in your Community Engagement.

Answer these questions:

1) What communities do you currently belong to and what is your role within them?

2) Choose one of these communities and list any issues that you think require attention/reflection.

3) How do these issues impact upon you? Can you think of ways that you could begin to address the issues?

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Personal Skills Assessment

The Personal Skills Assessment will assist you in identifying personal skills, values and attitudes that you will bring to your Community Engagement as well as notice any changes to these that may occur over the course of your Community Engagement.

Prior to yourCommunity Engagement

After yourCommunity Engagement

Personal Strengths

Values

Knowledge & Skills

Attitude

Previous Experience

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Skills Development Checklist The Skills Development Checklist will help you to focus on skills and attributes you choose to

address in your Community Engagement.

Skill or CompetencyRating prior

to your Community Engagement

Rating after your

Community Engagement

Personal Characteristics

Enthusiasm & optimism

Persistence

Ability to ask questions

Listening skills

Working collaboratively

Ability to build rapport

Manage my own and others’ emotions

Manage conflict

Build trust

Consult and make decisions

Work orientated skillsUnderstanding the field of Health Sciences where my Community Engagement will take place.Willingness to seek out and understand the vision and mission of the host organisation

Specific skills and knowledge relevant to this community engagement

Understanding what is expected/required of a person in this field

Ability to maintain confidentiality

Ability to respect the dignity of people I work with – both colleagues and clients

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My personal rating1 2 3

Weak Developing Strong

Community Engagement Agency Reflection

Now you’re ready to reflect on the organisation hosting you for Community Engagement. Answer these questions to do that.

Answer these questions:

1) Who is the organisation/agency hosting you for Community Engagement, and what is their core role in the community?

2) Can you think of a way that your Community Engagement might make a difference to the host organisation?

3) What are your hopes and expectations of your engagement with this organisation?

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Community Engagement Checklist Prior to beginning your Community Engagement please ensure that you have attended to the following:

Please Tick

Have you accessed Community Engagement on the ACU website IACE: www.acu.edu.au/461005 Student Community Engagement Opportunities:

www.acu.edu.au/296022

Has your Lecturer in Charge approved your Community Engagement choice?

Have you met with the Community Agency prior to starting to negotiate your Community Engagement and course requirements?

Have you supplied the relevant Community specific documentation e.g. police check, Blue Card?

Have you signed the Community Engagement Confidentiality Policy? (See appendix 1)

Have you attended any orientation or information sessions required by the community agency, prior to you commencing your community engagement?

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Structuring your thoughts during Community Engagement

Below is a useful model for structuring you thoughts and reflections during your Community engagement experience:

SEE What exactly is happening? (observation) What effect is this having on people? (consequences) Why is this happening? (causes)

JUDGE What do we you think about this? What do we you think should be happening? What does our faith/morals/beliefs say?

ACT What do we want to change? (long-term goals) What actions should be taken immediately? (short-term goals) Who can be involved in this action? (engagement)

EVALUATE Have we achieved our short-term goals? How are we going with our long-term goals? Did we have the right resources for our project?

CELEBRATE What change is evident as a result of our action? How did we generate hope? What more is there to do? (observation)

Adapted from http://www.ccidd.org/see_judge_act.htm

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Community Engagement Journal Cover Sheet

You will need to complete 6-8 journal entries during the course of your field experience. Make use of the model on Page 11 to assist you in your reflection.

Student Name:

Student Number:

Host Agency/Organisation:

Unit Name:

Unit Code:

Dates: From……………………………… To……………………………………………

Supervisor:

Journey Log completed and reviewed:

Prior……………………… Interim………………. Final……………………………

Hours completed: Hours absent:

Signature: Date

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Community Engagement Journal

Date of Entry:

List the People and Events of Today:

How did you and the people welcome each other?

What went well? Any Challenges?

Something I’ve learnt today about community engagement or people or myself:

What connections can I see between my Community Engagement work and what I’m learning at university?

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Community Engagement Log

Whenever you spend time at your host agency/community organisation as part of your community engagement, you must record the details on this log sheet and have this validated by your supervisor.

Date Start Time

FinishTime

Summary of activityundertaken

Student’ssignature

Supervisor’ssignature

Totaltime

TOTAL HOURS COMPLETED

I certify that this is a true and accurate record

Student name: ____________________ Signature: ___________________ Date: ___/____/20__

Supervisor’s name: _________________Signature: ___________________ Date: ___/____/20__

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Community Engagement Assessment Activities

Please complete the following Community Engagement assessment activities.

Community Engagement Assessment Activities

1) Within your professional Code of Conduct find examples of attitudes and behaviours that help the profession achieve such values as:

Human dignity; Common good; Concern for vulnerable persons; Social inclusion; and Participative decision making

2) Read the address by Robert Kennedy (link below) and relate a key point he made to a current social issue affecting your community today. What could you do to address this issue?

http://www.americanrhetoric.com/speeches/rfkcapetown.htm

3) Submission of 6-8 Journal Log entries over the course of your Community Engagement.

Community Engagement Assessment Activities

Completed Assessment 1 Date ___/___/___

Completed Assessment 2 Date ___/___/___

Completed Assessment 3 Date ___/___/___

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The future isn’t easily determined; life is ever changing and people evolving. This is how it should be. What I would like to see are university graduates with real life defining moments which are eye opening and life altering; students graduating with a sense of who they are and who they want to be within our community. Not solely defined by the vocation they have chosen but by the

The Institute for Advancing Community Engagement (IACE)

The Institute for Advancing Community Engagement (IACE) facilitates University-community partnerships that enhance the wellbeing and dignity of people and their communities locally, nationally and internationally.

IACE offers students flexible and challenging CE Experiences.

Community Engagement Prayer

Blessed are you, Lord our God.You call each of us to life in this wondrous world,and invite us to engage with you and others to establish justice,to promote the dignity of all peopleand the well-being of all creation.

We have been graced to hear the Good News of Jesusand desire to respond,through who we areand that which we do.

Give us hope and strength to be your witnesses in our world.Make us agents of transformation for those we walk with.Give us ‘a grace-filled attentiveness to people, contexts and outcomes’so that together with all women and men of goodwillwe might usher in your Kingdom, on earth as it is in heaven.Amen

IACE Contact

For more information about IACE or Community Engagement please contact us at:

email: [email protected]: www.acu.edu.au/iace

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The future isn’t easily determined; life is ever changing and people evolving. This is how it should be. What I would like to see are university graduates with real life defining moments which are eye opening and life altering; students graduating with a sense of who they are and who they want to be within our community. Not solely defined by the vocation they have chosen but by the

Appendices

Appendix 1: Social Transformation and Advocacy

Appendix 2: Australian Catholic University Community Engagement Confidentiality Policy

Appendix 3: Student Incident Report

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Appendix 1: Social Transformation and AdvocacyThe media and other genres are used successfully as a means to raise awareness, invite participation and transform society. Can you see how the following could be used in your community engagement and in your everyday life a an active citizen as a means of advocacy, education, networking and connection, and participation?

Film Music Art Celebrity/Politicians Social Media You Tube

Films (by order of date)

Of Gods and Men (2010) “Under threat by fundamentalist terrorists, a group of Trappist monks stationed with an impoverished Algerian community must decide whether to leave or stay.”

Avatar (2009)“A paraplegic Marine dispatched to the moon Pandora on a unique mission becomes torn between following his orders and protecting the world he feels is his home.”

Blood Diamond (2006)“A fisherman, a smuggler, and a syndicate of businessmen match wits over the possession of a priceless diamond.”

Shooting Dogs (Beyond the Gates) (2005)“In April 1994, after the airplane of the Hutu President of Rwanda is shot down, the Hutu militias slaughter the Tutsi population…”

The Constant Gardener (2005)“A widower is determined to get to the bottom of a potentially explosive secret involving his wife’s murder, big business, and corporate corruption.”

As It Is In Heaven (2004)“The power of song defeats Lutheran gloom in a stirring attempt to save the world.”

Hotel Rwanda (2004)“The true-life story of Paul Rusesabagina, a hotel manager who housed over a thousand Tutsi refugees during their struggle against the Hutu militia in Rwanda.”

The Motorcycle Diaries (2004)“The dramatization of a motorcycle road trip Che Guevara went on in his youth that showed him his life’s calling.”

John Q (2002)“A down-on-his luck father, whose insurance won’t cover his son’s heart transplant, takes the hospital’s emergency room hostage until the doctors agree to perform the operation.”

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Rabbit-Proof Fence (2002)“In 1931, three aboriginal girls escape after being plucked from their homes to be trained as domestic staff and set off on a trek across the Outback.”

The Pianist (2002)“A Polish Jewish musician struggles to survive the destruction of the Warsaw ghetto of World War II.”

Erin Brockovich (2000)“An unemployed single mother becomes a legal assistant and almost single-handedly brings down a California power company accused of polluting a city’s water supply.”

Remember the Titans (2000)“The true story of a newly appointed African-American coach and his high school team on their first season as a racially integrated unit.”

The Green Mile (1999)“Death Row guards at a penitentiary, in the 1930’s, have a moral dilemma when they discover one of their prisoners, a convicted murderer, has a special gift.”

The Matrix (1999)“A computer hacker learns from mysterious rebels about the true nature of his reality and his role in the war against its controllers.”

Three Kings (1999)“In the aftermath of the Persian Gulf War, 4 soldiers set out to steal gold that was stolen from Kuwait, but they discover people who desperately need their help.”

Kundun (1997)“From childhood until adulthood, Tibet’s 14th Dalai Lama deals with Chinese oppression and other problems.”

Life is Beautiful (1997)“A Jewish man has a wonderful romance with the help of his humour, but must use that same quality to protect his son in a Nazi death camp.”

Dead Man Walking (1995)“A nun, while comforting a convicted killer on death row, empathizes with both the killer and his victim’s families.”

The Shawshank Redemption (1994)“Two imprisoned men bond over a number of years, finding solace and eventual redemption through acts of common decency.”

Born on the Fourth of July (1989)“The biography of Ron Kovic. Paralysed in the Vietnam War, he becomes an anti-war and pro-human rights political activist after feeling betrayed by the country he fought for.”

Do the Right Thing (1989)“On the hottest day of the year on a street in the Bedford-Stuyvesant section of Brooklyn, everyone’s hate and bigotry smoulders and builds until it explodes into violence.”

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Romero (1989)“The life and work of Archbishop Oscar Romero who opposed, at great personal risk, the tyrannical repression in El Salvador.”

Cry Freedom (1987)“South African journalist Donald Woods is forced to flee the country after attempting to investigate the death in custody of his friend the black activist Steve Biko.”

The Color Purple (1985)“The life and trials of a young African American woman.”

A Passage to India (1984) “Cultural tensions come to a boil when a white female tourist accuses a young Indian doctor of rape during a visit to some caverns. A study of colonial relations and the nature of memory. Based on E. M. Forster’s novel.”

The Killing Fields (1984)“A photographer is trapped in Cambodia during tyrant Pol Pot’s bloody “Year Zero” cleansing campaign, which claimed the lives of two million “undesirable” civilians.”

Gandhi (1982)“Biography of Mohandas K. Gandhi, the lawyer who became the famed leader of the Indian revolts against the British rule through his philosophy of non-violent protest.”

Want more? This is by no means an exhaustive list. The following website provides an excellent overview of more films about social justice: “Opening Our Eyes: Social Justice in Film,” Intervarsity, Student Soul, 2007.

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Appendix 2

Australian Catholic University Community Engagement Confidentiality Policy

Various Australian codes for health professionals and State legislations demand that they maintain the privacy of information relating to the people they care for or interact with in the course of their practice. Maintaining and protecting privacy of personal information is a serious issue.

ACU students are required to abide by the agency or organisation confidentiality policy and procedures. Where an agency/community organisation does not have an active confidentiality policy the Community Engagement policy is enacted. All students will be required to complete and submit a Confidentiality Declaration as part of their Community Engagement Assessment. Students are expected to be aware of the codes and legislation governing their profession in their state. If students do not understand this agreement or any of the relevant codes and or legislation please discuss this with the Lecturer in Charge or Community Engagement Coordinator.

Confidentiality Actions I will abide by confidentiality and privacy laws, codes and policies in my practice as a student. I will abide by confidentiality policies and procedures of the host agency or community organisations in which I undertake community engagement. I will seek to further my knowledge regarding laws, codes, policies and procedures relating to each host agency or organisation in which I undertake community engagement. I will treat all information about the people for whom I interact with, as strictly private and I will only use information about the people for whom I interact with for the benefit of their physical and/or mental wellbeing. I will share information about the people for whom I interact with only with other health professionals or community organisation workers directly involved in their situation unless a court of law or the person themselves otherwise authorises. When using a person's personal information for the purpose of study/research I will remove all identification details prior to removal of any details from the host agency or community organisation. I will ensure that this agreement is made available to staff of the agency, community organisation or community engagement supervisor upon request.

CONFIDENTIALITY DECLARATION I hereby declare that I have read the ACU Community Engagement Confidentiality Policy and I understand my responsibilities with regard to the privacy and protection of personal information of the people I interact with during my community engagement experience. I am also aware of my requirement to adhere to the Confidentiality Policy and Procedures of the Host Agency or Community Organisation in which I am attending.

STUDENT’S NAME_________________________________ STUDENT ID__________

STUDENT’S SIGNATURE ____________________________ DATE______________ SUPERVISOR’S SIGNATURE_________________________ DATE_______________

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Appendix 3

Student Incident Report

Name and position of person reporting incident:

Address:

Telephone No.:

Date of incident:

Nature of incident or injury:

Location of incident:

Name of witnesses (if any):

Address:

Telephone:

Description of incident:

Action taken:

Signature of Reportee: _______________________________________Date: _____________________

Important Note: The student is required to follow up any injury or illness with their medical practitioner or to follow the Health Care Agency policies. Please attach a copy of the Health Care Agency or Community Organisation’s Incident Report Form to this report (if available).

OFFICE USE ONLY: Must be received by the LIC within 24 hours of the incident. Report received: Date: _____________ Signature: ___________________________________________

Reported to LIC: Date: ___ _____ Signature: ______ _________________

This incident has been reported in accordance with the facility's policy Yes No

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