We develop Changemakers, students who are active participants in society accountable to and responsible for the common good. Their willingness to act and ability to lead transforms visions into reality. In doing so, they are able to negotiate diverse views and adapt behaviors to work with others as agents of positive and ethical change.
Established in 1994, the original version of the Social Change Model approaches leadership as a purposeful, collaborative, values-based process that results in positive social change.
We aim to prepare students to engage with the community ethically and effectively. The foundations guide our work with students, faculty, and community partners to inform program design, implementation, and evaluation, and to ensure that our work aligns with our values.
OLCE’s Foundations of Community Engagement aim to prepare students to engage with the community ethically and effectively. The foundations were adapted from Stanford’s Principles of Ethical and Effective Service and informed by the Social Change Model. They guide our work with students, faculty, and community partners to inform program design, implementation, and evaluation, as well as to ensure that our work aligns with our values. OLCE has identified the following foundations as essential to our specific community
These foundations were adapted into statements. These statements allow us to talk with students about how they are preparing to engage with community in an ethical and effective way.
When we engage with community, we aspire to …
This document describes the foundations in more details, explains how we engage students, lists potential discussion questions, and share ideas on how to utilize the foundations in your community engagement programs.
These foundations can be used in many ways by students, faculty & staff, and community partners.
The foundations are aspirational and intentionally provocative. Ethical and effective service is an ongoing process—whether we are engaging in public service for the first time or have significant experience. A few general assumptions regarding the language in this document:
This model incorporates efficacy and contextual dimensions of campus climate into ideas of individuals’ capacity and identity to engage in the leadership process. This model seeks to compel leadership educators to challenge old paradigms of leadership and learning, in order to consider new ways to educate students and develop leaders capable of challenging inequity to create social change.
As a response and in addition to the SCM, leadership for liberation means preparing students to grapple with complex, interconnected systems of oppression and domination that prevent the envisioning of a liberated world. This work espouses that in order to create a better world, we must shift systems, structures, and cultural norms that give rise to and support vexing and wicked problems of inequality.
As campuses continue to strive for a more socially just, civically engaged, and democratically-minded future, this model asks practitioners to think critically around our purpose, learning outcomes, pedagogy, and strategy when engaging in civic learning and democratic engagement.