RP&SE Lecture One

Introduction and instructor kick-off

  • Preet introduces herself as the CBL intern for the semester (not a TA; not grading your work). She is a UW senior studying psychology, consumer behavior and marketplace studies, with certificates in criminal justice and entrepreneurship. She is interning with multiple courses (civil engineering and art class as well) this semester. Includes email for contact.
  • Land acknowledgment reads aloud: UW–Madison rests on ancestral Ho-Chunk land (Dae Jo) with a history of colonization and forced cession in 1832; acknowledgement of sovereignty of the Ho-Chunk Nation and 11 other First Nations of Wisconsin; emphasizes how this history informs the future of collaboration in the class and volunteering.
  • Purpose of the Mortgage Center for Public Service and CBL at UW–Madison
    • The Mortgage Center is the main volunteering hub on campus; hosts Badger volunteers each semester; offers an 11-week program with fall and spring opportunities.
    • > 75+ partner sites available; students can volunteer 1–4 hours per week, depending on their schedule; transportation and other supports provided.
    • Also conducts civic engagement initiatives (e.g., voter registration and education) given Wisconsin’s swing-state status.
    • Supports CDL classes and many other opportunities (fellowships, mentorships, research opportunities).
    • Described as a space where students connect with the community, earn credit, and gain real experience.
  • Reflection prompts and purpose of the session
    • Three reflection questions to discuss at tables:
    • Do you have prior experience in a community? What did you learn?
    • How are the key principles from the slides relevant to your work in this course?
    • How can you uphold the idea of civically engaged, community-based work that UW–Madison emphasizes?
  • Transition to the core topic: What is community-based learning (CBL)?

What is Community Based Learning (CBL)?

  • Core idea: integrating meaningful community engagement with academic work, plus guided reflection.
  • Three guiding components (as per the slides):
    • Community defined needs: understand what a community actually needs; avoid assuming you know; work collaboratively with partners to identify needs.
    • Equitable partnerships: base work on mutual respect and mutual benefit; learning occurs on both sides, not a one-way transaction.
    • Addressing root causes: avoid “band-aid” or performative work; focus on systemic issues and meaningful impact.
  • How CBL works in practice within this course:
    • Integrate course content with community experiences at volunteering sites.
    • Return to class for reflection and discussion, linking experiences to academic content.
    • Build reciprocal relationships through collaboration with community partners; emphasize mutual benefit.
    • Continuous reflection on identity, impact, and course material.
  • Four pre-entry concepts before embedding in a community:
    • Cultural humility: recognize personal biases; language sensitivity; implicit biases.
    • Intersectionality: individuals carry multiple identities; cannot assume someone’s experiences or challenges; engage through dialogue.
    • Communication: essential for understanding intersectionality and building relationships; avoid assumptions about what others want.
    • Mutual benefit: minimize power imbalances; avoid savior narratives; engage as equals; learn from communities while contributing.
  • Saviors vs. authentic engagement: critique of “savior complex”; emphasize learning from communities and meeting actual needs.
  • Active engagement strategies (to practice at sites):
    • Active listening: listen to understand, not to respond immediately.
    • Relationship building: cultivate authentic connections for long-term impact.
    • Remaining cognizant: awareness of power dynamics and ongoing biases; stay engaged and proactive with community partners.
  • Reflection prompts for ongoing engagement (journal or discussion):
    • What does community engagement mean to you, and how might your definition shift after this session?
    • How will you motivate yourself to visit a site when you don’t feel like it (
      considering competing demands like classes, sports, work)?
    • What concerns or worries do you have about engaging in this experience?

Before you enter a community: four foundational concepts

  • Cultural humility
    • Recognize biases and implicit biases; use careful, respectful language; reflect on how biases affect interaction.
  • Intersectionality
    • Understand that people have multiple, intersecting identities affecting their experiences.
  • Communication
    • Proactive dialogue with partners; verify needs and requests rather than presuming.
  • Mutual benefit (and avoiding the savior mindset)
    • Aim for egalitarian relationships; ensure benefits flow both ways; avoid imposing own norms on others.

Active engagement toolkit

  • Active listening
    • Listen to understand, then respond with thoughtful consideration.
  • Relationship building
    • Invest time to build trust and connections with partners, youth, elders, etc.
  • Remaining cognizant
    • Be mindful of power dynamics; reflect on own biases; stay present and engaged.
  • Practical tips for engagement
    • Take initiative: if you’re bored or think you’re not contributing, proactively ask how you can help and stay engaged.
    • Engage with the people you’re serving (youth, elders, etc.) and learn from their experiences.

Reflection prompts (in-class activity)

  • What does community engagement mean to you?
  • How might your definition change after this presentation?
  • How will you stay motivated to visit a site when you’re busy or tired?
  • What worries might you have about engaging in this experience?

Logistics and logistics-related details

  • After you review the community partner sites list, you will apply or reach out to sites of interest via Canvas (Excel sheet). If a site is far, transportation can be arranged via:
    • Bus (anything 35 by metro bus would be considered far)
    • Lyft, bicycle (b-cycle) pass provided via MCPS (two-week pass via b-cycle)
    • Email Preet or Dr. Sue with transportation questions.
  • Important reminder: reach out to sites early to ensure schedules fit with your semester.
  • Contacts:
    • Preet’s email (provided in slides)
    • Dr. Sue (for guidance on CBL) and the team
  • Break policy in class
    • University policy requires two 10-minute breaks in the 3-hour class; option to take both breaks, or to add extra time at the end to finish early. Preference has been to keep two breaks historically, so the plan is to take two breaks.
  • Live discussion and Q&A
    • Students asked questions about site communications, combining hours across sites, and accommodations; the instructor encouraged reaching out and being proactive, with emphasis on timely follow-up and persistence when contacting sites.
  • Transportation and study-site logistics
    • Students will use the Excel sheet on Canvas, plus additional communications for site preferences and scheduling. The instructor plans to use Microsoft tools for accessibility.
  • Accessibility and accommodations
    • If you have accommodations with the McBurney Center or other campus services, disclose them and work with the instructor to ensure accessible participation; students can contact McBurney Center if accommodations are needed.
  • Book club and syllabus overview
    • Disability Visibility is the core textbook; available in multiple formats (print, audio, etc.). Choose a book, but avoid purchasing too early to allow group sharing if preferred.
    • A book club component will involve two reflections and a book talk; sign-ups and group formation will be coordinated in Canvas.
  • Tools for engagement and feedback
    • Top Hat for anonymous polling and engagement; used for questions and quick checks during class.
  • Disability topics and materials
    • “DB” stands for Disability Visibility in the course materials; other readings and TED Talks supplement the book.
  • The course timeline and grading-lite structure
    • Weekly attendance and participation; periodic individual reflections; book club activities; two book reflections; a final group presentation project in lieu of a traditional final exam.
  • Syllabus highlights
    • Week-by-week topics and materials; asynchronous week scheduled for the Wednesday before Thanksgiving; one asynchronous class day, with the rest in-person.
  • Study abroad opportunity: Belize (May–June)
    • Cross-cultural study of disabilities, access, and inclusion in Belize; two partner schools; 3-week intensive program; includes cultural excursions (Mayan ruins, markets, river jungle cruise, snorkeling, local cultural experiences).
    • Preferences and eligibility: School of Education majors prioritized; Rehabilitation Psychology and Disabilities Rights and Services certificates receive special consideration; open to freshmen–seniors.
    • Early bird scholarship opens November 3; funding available; application considerations and deadlines will be posted on Canvas.
    • Contact and program leaders: Dr. Rupar, Dr. Dahl, Dr. Smitima (Smitima is affectionately noted as fun and engaging).
  • People-first vs identity-first language (Module 2 preview)
    • Objective by end of next week: describe people-first and identity-first language; understand why language matters in disability contexts; provide examples and non-examples of disability etiquette; explain the myth of the average.
    • Resources for Module 2: a quick-read resource and a TED Talk; students will respond to a prompt (300-word written or a 2-minute audio narrative) relating the material to life or future applications.
    • Submission logistics: two responses for the book club integration; references must be properly credited (e.g., Todd Rose and the myth of the average).
    • Rubric snapshot for individual reflections: 7–10 points possible (depending on timeliness, length, connection to personal experiences, and clarity); late submissions incur point deductions; accommodations honored per McBurney Center or other offices.
  • Final reflection and project
    • No final exams; final project is a group slideshow/presentation that reflects on the learning experience and how to pay it forward in personal/professional life.

Course materials, book club, and assessment details

  • Disability Visibility (textbook) as core resource; availability in multiple formats; link to purchase or access.
  • Book club dynamics
    • Pick a book by the Sunday deadline; consider whether to join a group or read individually; the instructor will form groups for book discussions and a book talk.
  • Book club logistics and sign-ups
    • A Canvas form will collect book choices and participant emails; avoid purchasing a book before grouping to maximize group compatibility; a few students may have the same book choice and form groups accordingly.
  • Accommodations and accessibility
    • McBurney Center is the primary contact for accommodations; notify if you need accommodations to participate; professors will work with you to ensure accessibility; previously used accommodations include flexible submission and attendance.
  • Support and resources on campus
    • Student Support Services, Counseling, University Health Services, Financial Aid, Writing Center; these resources are highlighted as part of student success support.
  • Practical tips for success in the course
    • Start outreach to community partners early; set realistic schedules; manage time considering classes, work, sports; maintain active engagement and timely communication with partners.
  • Belize trip: practical considerations
    • Preference given to School of Education, Rehab Psychology, and Disabilities Rights and Services certificates; trip is a three-week intensive experience; experiential learning with communities in Belize; accommodations planned; funding resources and scholarships are available; updates posted on Canvas.

Quick activity recap and next steps

  • In-class activity: theme-based grouping of community partners
    • Example themes could be Arts, Youth, and Disabilities Advocacy. Use the Excel sheet as a base to group partner sites into five or so themes to better understand fit.
    • The poster activity involved writing or charting where each partner fits within a given theme; the goal is to help you identify your interests and the best site for your volunteering.
  • What you should do this week
    • Review the community partner sites and update your preferred sites in Canvas; email or contact sites to initiate outreach; ask questions if needed.
    • Complete the two reflection prompts if you didn’t finish in class; prepare a note on book club choices and your initial book preference.
    • If you’re interested in the Belize trip, discuss with the instructors and consider applying for the early bird scholarship when it opens.
  • Final reminders
    • Attendance and active participation are essential; the class structure centers on reflection, group collaboration, and integrating course content with real-world community engagement.
    • If you have questions, raise your hand in class or email Preet, Dr. Su, or the other course contacts.
    • The class is designed to be flexible and inclusive, with multiple paths to engage with disability-related work and community engagement across numerous UW–Madison sites.

Quick glossary and notes on terms used in this session

  • People-first vs identity-first language: two approaches to describing disability; the course aims to help you understand both and apply context-appropriate language.
  • 504 and civil rights language: reference to the 504 Plan and disability rights obligations; part of the City of Madison Disability Rights and Services discussions.
  • Mutual benefit: principle to ensure both community and students gain value from the experience; avoids one-way service.
  • Savoring the experience vs. performing: a notable caution against “performative” volunteering; emphasizes genuine engagement and reflection.
  • Top Hat: platform used for anonymous engagement and quick questions during class.
  • McBurney Center: campus resource for accommodations and accessibility planning.
  • Study abroad: Belize program described as a cross-cultural, disability-focused study abroad with structured fieldwork and cultural experiences.
  • Book club and Disability Visibility: central readings structured with optional formats (print, audio, etc.), highlighting different ways to engage with disability literature.

Note: The above notes reflect the full scope of the provided transcript, including introductory remarks, core principles of CBL, site descriptions, logistics, study abroad, book club details, and ongoing assessment and reflection prompts. For exam preparation, focus on understanding the three core CBL components, the four pre-entry concepts, and the practical steps for initiating and sustaining community engagement (outreach, scheduling, transportation, and reflection). Also be familiar with the major site categories and the general differences between direct service versus programmatic/administrative roles in the partner sites.