FSHD 108: Family Communication

I am specifically interested in working with community-related issues potentially around working with children or adolescents in school, community organizations or after school programs focused on teaching and integrating emotional intelligence and coping skills. The mental health crisis is worse than it’s ever been and hopefully providing some psycho-education and specific tools to help children and adolescents identify and name their feelings, as we as being able to self-sooth and care for themselves will be helpful to their development and well-being. The class that will be working on this will be the FSHD 108-Family Communication course.

Reflection on Integrating Community Engagement into Academic Career: 3-stage Action Plan

All of my research thus far has focused on the benefits of community engaged learning and strongly believe in the benefits for students regarding their sense of belonging on campus and in the community, and the positive impact it has on their learning and mental health. I was so excited when this opportunity became available as I have been eager to integrate it into my classes to allow for students to have this positive and life-changing connection to the community.

Mental health challenges are growing in prevalence among youth. My goal is to have students provide opportunity for youth in the community to learn more about emotions and be able to practice different self-soothing tools to increase their ability to identify, name, communicate and process their emotions in a way that integrates self-compassion and self-soothing.

In the next two years I hope to meet with current students, faculty colleagues, and people in the CEC to identify community partners to see this community engaged learning would be beneficial and positively contribute to the Sacramento community and the students. I will also work to redesign the course to integrate community engaged including tailored time with the community organization, lectures specifically geared at the population and topics we will be working on, and opportunities for discussion and reflection to deepen their understanding of their work and the materials. Finally I will offer the redesigned course integrating the new materials and experiences, and reflect on the semester with the students, the community partner and with myself to make any changes to improve upon it for the next time.

I am hopeful that the outcomes will allow for a stronger sense of belonging and understanding of the community, emotional intelligence and self-coping skills for both the students and the youth that they work with. I am hoping that this also creates sustained care for the community and eagerness to become more civic-mind as they continue through their life.

3 Stage Action Plan
	Goals	Action Steps	Desired Outcomes
Stage 1	I will connect with students, faculty colleagues, and department chair to explore creating a CEL version of FSHD 108 and identify 2-3 relevant community organizations.	Identify community organizations and potentially Noel Mora if I need additional help. I will communicate with current students to see if this is something they would have been interested in and gauge whether I have a pulse on their needs/wants. Reach out to my department chair to see what changes need to be done to change FSHD 108 to include CEL. Reach out to community organizations to see interest and availability.	I will have identified and reached out to organizations and have narrowed it down to one to two organizations that seem viable. I will have department approval to make changes to FSHD 108.
Stage 2	I will redesign my course to integrate the CEL into the curriculum.	I will re-do my syllabus to integrate CEL. I will need to consult the CELT and submit my syllabus for review Collaborate with community partners on the community-engaged activities.	I will understand the desired roles for the undergrads in FSHD 108. My syllabus will be redesigned to integrate CEL. I will have submitted my syllabus for review. I will have collaborated with my community partners to identify activities.
Stage 3	I will offer my redesigned course that integrates CEL into the course.	I will work with my scheduler to identify FSHD 108 as a Service-learning course. I will communicate regularly with the community partners to ensure equitable and useful involvement. Introduce CEL to my students-discussing the purpose and research backed educational and personal development outcomes, as well as potential negative outcomes/harm so they are as mindful and aware as possible. I will start placing students with the community partner in CECconnect and having students complete an orientation in CECConnect. Start and maintain a teaching journal so I can effectively reflect on changes that need to be made to future semesters.	I will have taught FSHD 108 as a CEL and will be able to reflect on and make changes to improve it for the next time I offer it. I will have grown my network on campus and in the community to allow my students to have more contacts in both areas to improve their sense of belonging.

Examples
Example 1	Example 2	Example 3
		I

Moving Forward

I have been reflective of the importance of making sure there is the most benefit to the community partner as well as the students participating in the CEL. I want to be really mindful and checking in with the community partner and integrating useful education and reflection into the class materials so I am ensuring the students are thoughtful, sensitive and as educated about the experience as they can be. Furthermore, I want to make sure there is opportunity for the students to consider how they want to continue to engage in civic-mindedness moving forward and how this experience can positively impact their career exploration and reflection.

Faculty Biography

Alyssa Maples I am an Assistant Professor in the Family Sciences and Human Development undergraduate program in the Department of Family and Consumer Sciences. My research centralizes around flourishing, mental health, and belonging among college students with an emphasis on social justice and inclusion through volunteerism and campus involvement which is why I am excited to participate in the CEL. I received my PhD from the University of Minnesota in family social science with an emphasis on couple and family therapy. I am also a practicing licensed couple and family therapist and clinical supervisor. I focus on relational therapy, as well as trauma, addiction, and ambiguous loss.

This work was supported by the Community Engagement Center, the Career Center, and the Anchor/Community-Engaged University Collaborative

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