MODULE 1: INTRODUCTION TO COMMUNITY ENGAGAMENT AND DEVELOPMENT

MOTIVATION:

1. What problems have you seen, heard, read about, or experienced that sparked your interest or concerned you?

2. What issue do you care about most?

3. My personal passion or asset is _______________________________

4. What would you like to see change?

Process:

In this part, the answers from the students are important as these will be considered during the discussion of the topic.
Answers may vary, however this will lead to identify the most prevalent issues in the community

The CICM-Philippines and its Missionary Priorities

The Congregatio Immaculati Cordis Mariae (CICM) or Congregation of the Immaculate Heart of Mary was established in 1862
by Rev Fr. Theophile Verbist in Scheut, Anderlecht, a suburb of Brussels, Belgium. It is an international religious missionary
congregation, dedicated to the Incarnate Word under the name and patronage of the Immaculate Heart of Mary.

The CICM charism is ad-gentes (to the nations), ad-extra (towards the outside). At the core of the CICM missionary character
is a CHRIST-CENTERED SPIRITUALITY for the mission; a missionary activity integrated into the whole pastoral work of the
Church; the evangelization of cultures through quality education; a proactive stance in support for people’s natural and
cultural heritage; and, solidarity with the poor through the establishment of an inclusive society.

CICM-Philippines Missionary Priorities

During the July 2015 Provincial Assembly, all those present unanimously CONFIRMED TEN (10) commitments or areas of
concern as priority commitments. From these ten priority commitments, the different LOCAL MISSIONARY PROJECTS will
eventually be formulated. These ten priority commitments are the following (CICM Philippines, 2015):
• Indigenous People
To promote the dignity of indigenous people and inculturate the Gospel, in terms of an integral involvement of the indigenous
people themselves in the CICM work of solidarity with the poor.
• Parishes
To give a prophetic witnessing and dynamic presence among the poor, by forming an animated CICM parish through active
participation in liturgy and social action, organized in basic ecclesial communities.
• Educational Apostolate
To develop CICM schools as important institutions of higher learning in the service of the local Church and of society, in the
light of Christian vision and CICM mission.
• Campus Ministry
To promote the potentials of people especially the youth through Christian formation and other pastoral programs in the
CICM way.
• Justice, Peace and Integrity of Creation
To promote social justice in the world and respect for the environment.
• Special and Sectorial Ministries – The Abandoned
To care for the marginalized members of society, in terms of CICM-inspired social justice.
• Interreligious Dialogue
To promote respect and collaboration with persons of other faiths in the spirit of open and peaceful dialogue.
• Initial Formation
To form and train young CICM candidates in the spirit of mission ad extra, inspired by Théophile Verbist and Companions.
• Ongoing Formation
To deepen our spiritual life and update our missionary attitudes, in order to reach the harmony of four essential dimensions:
human, spiritual, intellectual and missionary.
• Vocation Animation
To recruit and welcome candidates, and also to present to all the faithful the charism, spirituality and missionary vision of
CICM, thus allowing possible candidates to discern the call of the Lord.
The USL-Center for Community Engagement and CICM Advocacies

The University of Saint Louis foresees itself as a CICM Catholic educational institution that offers quality relevant education
that aims for the holistic development of the human person. As an institution of higher learning, the university aligns itself
with its three (3) basic components of Outreach, Service-learning and Extension. Believing that community involvement is a
basic and pervasive aspect of university education, the University through the Community Engagement and CICM Advocacies
initiates and implements Outreach, Service Learning and Extension activities that allow students, faculty, and personnel to
apply new knowledge they generate to address specific social development problems. However, unlike state universities and
colleges (SUCs) which are mandated specifically to align their programs in support of national, regional, or local development
plans (RA 7722 or Higher Education Act of 1994, Sec. 2, Par. 2), the university assumes a more liberal thrust for its extension
programs. As a CICM educational institution, it pursues it programs within the broader frame of the CICM missionary focus
on the transformation of the world and the coming of the reign of God (CICM Constitutions Commentary, 1999).

The holistic development of peoples and communities as the University envisions suggests that it commits itself to the
educational, spiritual, socio- cultural, economic, and political, health, and environmental development needs of its partner
communities and the nation as a whole. However, as there are also other institutions working in each of these areas, the
university may collaborate with them or endeavors to focus on specific needs that are least attended to most importantly
those that are in line with CICM mission priorities and insofar as its capacities can reasonably permit.

As a higher education institution, the university brings to bear in its Outreach, Service-learning and Extension programs its
expertise in instruction and research. These programs, however, are not a one-way traffic. They are implemented as a result
of researches conducted and concepts taught in the classroom. As the university extends its expertise with the partner
communities, feedbacks are generated from the stakeholders. These feedbacks will eventually be used to assess and improve
the programs. Hence, the university contributes to the development of the partner communities and at the same time the
values and valuable learning through university's exposure to partner communities play a vital role in the significant
development of the Louisian Community.

VISION-MISSION
Vision
The University’s Community Engagement and CICM Advocacies (CECA) Office envisions developing socially aware, sensitive
and responsive members of the Louisian Community through active involvement in community extension, service learning,
and outreach activities towards community development.
Mission
As the over-all coordinating body of the various community engagement activities that are initiated by the different sectors
of the Louisian Community, the CECA Office shall:
1. Participate in constructive and relevant social activities for the promotion of CICM advocacies;
2. Sustain holistic development of communities which are humane, self-reliant, sustainable and dynamic;
3. Encourage volunteerism among the sectors of the Louisian Community for the noble and worthwhile
community engagement activities thereby cultivating the same spirit in the client – partner communities.
Goals and Objectives
Guided by the CICM thrust on Missio et Excellentia and anchored on the CICM advocacies, the Community Engagement and
CICM Advocacies Office seeks to:
1. Integrate in-depth community Outreach, Service-learning and Extension activities in the curricular
programs of the school;
2. Conduct research-based community development programs for the marginalized sectors of the society;
3. Intensify linkages and networking with educational institutions, government and non-government
agencies, international partners, alumni, and private individuals; and
4. Instill to the Louisian’s and the community the value of eagerness to help at all times.
One of the major thrusts of CICM is to respond to the needs of the community and society for transformation and
development. As Louisian missionaries, it is an integral and essential part of our life to be actively involved in finding solutions
to the problems of our society such as poverty, oppression, discrimination, graft and corruption, criminality, environmental
destruction, and many other societal problems (Living A Christian Moral Life, 2018, 2nd Edition).

Anchored in this particular thrust, the University of Saint Louis as a higher learning institution brings to bear in its community
engagement programs its expertise in instruction and research. The Community Engagement and CICM Advocacies Office
was created to spearhead extension activities and advocacies of the University. It envisions developing socially aware,
sensitive and responsive members of the Louisian Community towards community development and social transformation.

Therefore, the Office of the Community Engagement and CICM Advocacies directs its activities with nine (9) advocacies. Each
advocacy is assigned to a certain school/department of the University and is tasked to strengthen and develop important
and responsive programs per advocacy.

For School of Accountancy, Business and Hospitality (SABH), the advocacy assigned to them is Poverty Alleviation. For Senior
High School (SHS), the advocacy assigned to them is Youth Empowerment and Responsible Citizenship. For School of
Engineering, Architecture and Information Technology Education (SEAITE), the advocacy assigned to them is Disaster Risk
Reduction and Management. For School of Education, Arts, and Sciences (SEAS), the advocacy assigned to them is Indigenous
Peoples and Interreligious Dialogue. For School of Health and Allied Sciences (SHAS), the advocacy assigned to them is
Nutrition and Health Development. For Junior High School (JHS), the advocacy assigned to them is Integrity of Creation. For
Elementary Department, the advocacy assigned to them is Peace and Life Education. For School of Graduate Studies (SGS),
the advocacy assigned to them is Justice and Human Rights. And for Non-Teaching Personnel (NTP), the advocacy assigned
to them is Adult Education and Gender and Development.

The Community Engagement and CICM Advocacies Office aligns its programs to the themes of the Catholic Social Teachings
of the Church. The theme on life and dignity of the human person is aligned with the Peace and Life Promotion which is
called to protect human life and respect for life at all stages. The theme on Call to Family, Community, and Participation is
aligned is aligned with Nutrition and Health Development, Justice and Human Rights, Poverty Alleviation and Adult Education
and Gender Development which acknowledges our social nature, allows for more participation, calls for collaboration among
people, and supports family. The theme on the Rights and Responsibilities that flows from the dignity of human life is aligned
with Justice and Human Rights, Nutrition and Health Development, Adult Education and Gender and Development which
sees satisfaction on the rights of people, makes human life equally treated, considers the fundamental right of every people
to life, freedom, and the necessities of life, and aims to promote a decent life in terms of education, employment, and health
care. The theme on Option for the Poor is aligned with Poverty Alleviation, Indigenous Peoples, and Nutrition and Health
Development which is the basic moral test of a society, rejects the idea of class struggle, and supports the economic and
basic needs of the community through livelihood programs. The themes on the Dignity of Work and the Rights of Workers
are aligned with Justice and Human Rights and Poverty Alleviation which emphasizes the dignity in work, the presence of
God in human labor, the participation of humanity in creation and help realize God’s plan on Earth. In the Laborem
Exercens of Saint John Paul II, On Human work, he claimed that work is a good thing, it does not only transform nature but
achieves fulfillment as human being- to become more a human being. The theme on solidarity is aligned with Indigenous
Peoples and Interreligious Dialogue, and Peace and Life Education which settles indifferences and recognizes oneness in
humanity despite diversity of races, ethnicity, religion, gender, economic and political status. The theme on Care for God’s
Creation is aligned with Integrity of Creation which empowers stewardship rather than ownership, and states the moral
obligation regarding the environment.

CECA advocacies align its programs and activities to the 2030 Agenda for Sustainable Development. University of Saint Louis,
through CECA advocacies, gives its support to the (17) seventeen Sustainable Developments Goals (SDGs) by providing
possible programs that aim for peaceful and prosperous human world necessary at present and towards the future. Through
this aim, each advocacy per department encourages their members to instill their missionary character as Louisians to be
part of solving global issues and concerns regarding the planet, people and society. As one Louisian community, we can truly
achieve a possible sustainable outcome.
 The University of Saint Louis as a higher educational institution brings to bear in its extension programs its expertise in
instruction and research. The University through the Community Engagement and CICM Advocacies envisions developing
socially aware, sensitive and responsive members of the Louisian Community through active involvement in community
engagement activities towards community development.

asics Basic Community Engagement and Development

Concepts of a Community

The term community is derived from the old French word communite which means the same, and which in turn, is derived
from the Latin word communitas which means common, public, shared by all or many. While we think of it as a people in a
certain geographic location, the word can also refer to any group sharing something in common. It also covers differences
and shared interests that transcend boundaries of a place and unite people together (Bhattacharya, 2011).

Ross and Lappin (1967) refers to a community as an aggregation of families and individuals, settled in a compact and
contiguous geographical area, with significant elements of common life, as shown by manners, customs, traditions, and mode
of speech. Further, Minkler and Wallerstein (1997) define community by describing the social and political networks that link
individuals, community organizations, and leaders.

Types of Communities:

• Formal Communities- engage in joint activities and discussion, help each other, and share information with
each other; they care about their standing with each other.

Examples: Ecovillages, Co-housing communities, Co-ops communities, and Religious communities

• Informal Communities- consists of a set of personal relations, social networks, common interest and
emotional sources of motivation.

Examples: Academic communities, Recreation communities and Retirement communities

• Urban Communities- large in terms of land area & population, advanced in science & technology, with
favorable physical environment and & diverse cultures, and the people are engaged in various occupations.

Characteristics of urban communities:

1. Advancement in science and technology, many business establishments, recreational centers, educational
and religious institutions, people are crowded, social heterogeneity, class extremes and greater pollution;

2. Many crimes are committed, Family ties tend to be weak, Limited space, Greater impersonality among
neighbors, Higher standard of living, Shortage of employment, Informal settlers are rampant;
3. A lot of hazards and dangers, Greater number of separation of spouses and live- in arrangements, Major
occupations are industrial, administrative and professional, Divisions of labor and occupational
specialization are very much common

• Rural Communities- usually produce their own food for subsistence

Characteristics of rural communities:

1. Greater personal interaction, Deep, long-term relationships , Generally, peace and order exists, Mutual give
and take affairs, Emphasis of shared values, Vernacular is usually spoken, Wider area;

2. Influence of blood relationships in decision making, Homogenous type of culture, Belief in supernatural and
superstitious beliefs, Relationship is more personal and informal, Less pollution, Few establishments and
institutions, Few goods and services

• Global Communities- it is the international aggregate of nation-states. Global communities or what we refer
to as the “World Community” they have common point of view towards issues of human rights, global
warming and climate change, peace and order, socio-economic conditions as well as disputed issues such
as territorial conflict.
 • Sectoral Communities- this include the voluntary sector or non-profit sector. The Voluntary, non-profit and
non-governmental sectors, also called third sector (in contrast to public and private sector), NGOs: Non-
governmental organizations

• Social Space Communities- based on social spaces:

1. A social space is a physical or virtual space:

2. Physical: social center, gathering place, town squares, parks, pubs, shopping malls;
3. Virtual: online social media, websites.
4. Characteristics of social spaces- People gather at information grounds for a primary purpose other than
information sharing, Attended by different social types, Social interaction is a primary activity, Information
occurs in many directions, Information is used in alternative ways, many sub-contexts exist; together they
form grand context.

Jones (1979) provides a summary of the elements that make up a community:

a. Physical Aspects – the physical presence of the community such as its topography, size, location, and
climate

b. Infrastructure – road, transportation, landline or mobile connection, internet availability

c. Institutions – different establishments that influence and are utilized by the members of the community
(e.g. church, schools, hospitals, etc.)

d. Demographics – age, gender, race, ethnicity, religion, educational background, number of people in the
household, marital status, income

e. Source of Living – industries that exist in the community; thus, serve as the basis of sustenance of the people
therein

f. Patterns of Settlement – depends on which types the community belongs in: (a) urban community or that
in which space is used to build infrastructures rather than for vegetation; (b) rural community or those
areas used for agriculture and domestication of animals; (c) suburban community or those mix-used or
residential spaces located at the borders of the city or within a few distance from the city; and (d) rurban
community or housing settlements where most marginalized people live

g. History – defined in two ways: (a) long term, which speaks about community traditions, practices, traits;
(b) recent history provides us with valuable information or conflicts and factions, as well as past and current
relationships among key people and groups

h. Leadership and Management – consists of those who are elected or appointed and those who are
recognized and trusted for their proven integrity, courage, and/or concern for others and the good of the
community

i. Culture – refers to the spoken and unspoken rules and traditions being implemented in the community;
this could also pertain to the attitudes and values displayed by the people.

j. Organizations – refers to the array of groups and organizations in which the people in the community find
themselves a part of.

Community Engagement in Higher Education

Community engagement veers away from the one-way transfer of knowledge, expertise, and service towards the
collaboration between or among institutions of higher education and their larger communities (local, regional/state, national,
global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity (Driscoll,
2009)

Four Elements of Community Engagement:

a. Collaboration means that HEIs and communities are expected to work together in order to achieve
or do something on what they have agreed upon.

b. Mutually beneficial exchange of knowledge and resources means that HEIs are not the only entities
that transmit knowledge and resources for the benefit of communities, but communities also
transmit their local knowledge and resources for the benefit of HEIs.

c. Partnership is the collaboration between HEIs and communities require a formal agreement
solidifying their commitment to work together on equal footing with each other.
 d. Reciprocity refers to the recognition, respect, and valuing of the knowledge, perspective, and
resources that each partner contributes to the collaboration.

Three Basic Components:

1. Service-Learning Program. This is a teaching-learning strategy that integrates meaningful community

service with instruction and reflection to boost learners’ learning experience, teach active citizenship, and
empower individuals and communities. This is a credit community development program integrated in the
course syllabi that permits students build character and become active participants and they work with
others in their school and community to create service projects in areas related to their course / field of
specialization.

2. Outreach Program. Activities falling under these are theoretically unconsidered as extension programs, as
they generally involve one-time and immediate need assistance to victims of disasters, calamities and other
insistent needs in the community. Nonetheless, the University considers it as its civic duty to mobilize its
stakeholders to respond to such emergency cases when they arise. Towards this, it shall implement well-
coordinated and systematic initiatives that are well within the means of the University and its stakeholders.
Outreach initiatives come in broad form:

1. Regular Outreach. This type of outreach falls outside disaster preparedness, response,
rehabilitation and mitigation services. Instead, it caters to other pressing needs of the
community. This type shall be organized only if the specialization of the
school/department/student organization does not in any way relate to disaster risk
reduction and emergency management.

3. Extension Program. Higher education institutions are mandated to render extension service hand in hand
with instruction, research and production. This is in recognition of the vital role colleges and universities
play in the development of communities, especially the underserved and the depressed. It is envisioned
that the people of the community, the main focus of the University’s extension services program, can be
uplifted from helplessness to self – reliance, from ignorance to increased awareness, from indifference to
positive involvement, and from aimlessness to commitment.

Principles of Community Engagement:

Community engagement is fundamentally anchored on the principles of Community Development and Community
Organizing. The International Association for Community Development (IACD) (2016) defines Community Development as a
practice-based profession and an academic discipline that promotes participative democracy, sustainable development,
rights, economic opportunity, equality and social justice, through the organization, education and empowerment of people
within their communities, whether these be of locality, identity or interest, in urban and rural settings. As shown in the figure
below, the principles of Community Development are divided into four levels (Abenir, 2011):

1. Core Level: this includes the principles of empowerment, participation, and collective action.
• Empowerment: enabling communities to increase control over their lives.
• Participation: involvement of people in a community in projects to solve their own problems.
• Collective Action: involving the community to voluntarily engage in a common action to pursue a shared
interest.
2. Meso Level: this includes the principles of local governance, gender awareness, and sustainability.
 • Local Governance: public management of community affairs by the people belonging in the concerned locality
through taking part in decision making that would ultimately respond more proactively to their concerns.
• Gender Awareness: enabling the community to understand the traditional gender roles of men and women
and how this has affected women’s needs in comparison to the needs of men.
• Sustainability: communities are empowered to promote sustainable living, that is, the practice of reducing
demand for natural resources by making sure that people replace what they use to the best of their ability.
3. Macro Level: this includes the principles of state and society synergy, gender responsiveness, and disaster risk
resilience.
• State and Society Synergy: communities and state agencies need each other – strong government
bureaucracies are beneficial to communities, while organized communities with high levels of social capital is
an advantage for government bureaucracies.
• Gender Responsiveness: enhancing the abilities of women and men in the community to contribute to and
benefit from development by ending violence and discrimination to women and girls.
• Disaster Risk Resilience: sustained ability of communities to withstand, adapt to, and recover from hazards,
shocks, or stresses without compromising long-term prospects for development.
4. Transcendental Level: this includes the principle of spirituality.
• Spirituality: refers to enhancing the qualities that inspire people in the community to do what is right and good
– for themselves and for others – by drawing on the resources of their religious faith and on an ideal of being
fully human.

Service Learning Program in Higher Education

Definitions:
- Service Learning is a teaching and learning strategy that integrates meaningful community service with instruction and
reflection to enrich the learning experience, teach civic responsibility and strengthen communities (Billig & Eyler, 2003).
- a form of experiential education where learning occurs through a cycle of action and reflection as students. seek to achieve
real objectives for the community and deeper understanding and skills for themselves. In the process, students link personal
and social development with academic and cognitive development. . . experience enhances understanding; understanding
leads to more effective action (Giles Jr., 1999).
Types of Service Learning (Pattaguan, 2021):

1. Direct Service Learning: person-to-person, face-to-face service projects in which the students’ service directly impacts
individuals who receive the service from the students.
Examples:
o Tutoring other students and adults
o Conducting art/music/dance lessons for youth
o Giving presentations on violence and drugn prevention, COVID 19 updates
o Helping in a homeless shelter, jail, barangay halls
o Creating life reviews for patients.
2. Indirect Service Learning: working on broad issues, environments projects or community development-projects that
have clear benefit to the community or environment, but not necessarily to individually identified people with whom
students are working:
Examples:
o Compiling a town history
o Restoring historic structures or building low-income housing
o Removing invasive plants and restoring ecosystems in preserve areas for public use.
3. Research-based Service Learning: gathering and presenting information on areas of interest and need-projects that find,
gather and report information that is needed.
Examples:
o Writing a guide on available community services and translating it into Spanish and other languages of new
residents.
o Conducting longitudinal studies of local bodies of water; water testing for local residents;
o Gathering information and creating brochures or videos for non-profit or government agencies
o Mapping state lands and monitoring flora and fauna
4. Advocacy Service Learning: educating others about topics of interest-projects that aims to create awareness and action
on some issue that impacts the community.
Examples:
o Planning and putting on public forums on topics of interest in the community
o Conducting public information campaigns on topics of interest or local needs
o Working with elected officials to draft legislation to improve communities
Why should students be engaged in service learning?
Service learning, when connected to a learning objective, designed, carried out, and reflected upon meets a few really
awesome goals.
1. Students get practice in applying and experiencing concepts to a real-life situations through a creative
process
2. A Community need is met or effort is made towards a service or solution that makes life better bin some
way
3. Service develops character
4. Practice helps students gain natural curiosity to know and do more,
5. It strengthens relationships within a community.
Benefits of Service Learning to Students
1.
. Learning Outcomes
• Positive impact on students’ academic learning
• Improves students’ ability to apply what they have learned in “the real world”
• Positive impact on academic outcomes such as demonstrated complexity of understanding,
problem analysis, problem-solving, critical thinking, and cognitive development
• Improved ability to understand complexity and ambiguity
a. Personal Outcomes
• Greater sense of personal efficacy, personal identity, spiritual growth, and moral
development
• Greater interpersonal development, particularly the ability to work well with others, and
build leadership and communication skills
b. Social Outcomes
• Reduced stereotypes and greater inter-cultural understanding
• Improved social responsibility and citizenship skills
• Greater involvement in community service after graduation
c. Career Development
• Connections with professionals and community members for learning and career
opportunities
• Greater academic learning, leadership skills, and personal efficacy can lead to greater
opportunity
d. Relationship with the Institution
• Stronger relationships with faculty
• Greater satisfaction with college
• Improved graduation rates
END OF MODULE 1