{"id":13626,"date":"2019-04-16T12:51:45","date_gmt":"2019-04-16T17:51:45","guid":{"rendered":"podlove-2019-04-15t19:46:28+00:00-ff2cfa9438fc16b"},"modified":"2019-09-24T13:28:16","modified_gmt":"2019-09-24T18:28:16","slug":"conversation-83","status":"publish","type":"podcast","link":"https:\/\/cat.xula.edu\/food\/conversation-83\/","title":{"rendered":"Conversation #83: Jeremy Tuman on Service Learning at Xavier"},"content":{"rendered":"\n\t\t<div class=\"pwp4-wrapper intrinsic-ignore\" id=\"podlovewebplayer_70da7fe829206e7d5799e2ce7457e11f6ed71af6\" data-episode=\"https:\/\/cat.xula.edu\/food\/conversation-83\/?podlove_action=pwp4_config\"><audio controls=\"controls\" preload=\"none\">\n  <source src=\"https:\/\/cat.xula.edu\/food\/podlove\/file\/45\/s\/webplayer\/c\/website\/tlee083.mp3\" type=\"audio\/mpeg\"\/>\n<\/audio><\/div>\n\t\n\t\t\n<p>A conversation between Jeremy Tuman, Elizabeth Yost Hammer, and Jason Todd on service learning at Xavier.<\/p>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" data-attachment-id=\"13498\" data-permalink=\"https:\/\/cat.xula.edu\/food\/conversation-81\/jeremy\/\" data-orig-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?fit=375%2C375&amp;ssl=1\" data-orig-size=\"375,375\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"jeremy\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?fit=300%2C300&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?fit=375%2C375&amp;ssl=1\" class=\"alignright wp-image-13498\" src=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?resize=155%2C155\" alt=\"\" width=\"155\" height=\"155\" \/><\/p>\n<blockquote><p>Jeremy Tuman\u00a0teaches composition and literature with an emphasis on bringing basic writers into the larger academic curriculum. His scholarship on the pedagogy of basic writing is influenced by Mike Rose and David Bartholomae, who argue that basic writers must fully engage in exercises of critical thought regardless of their grammatical or mechanical skill level. To this approach he incorporates the added charge of Xavier and other HBCUs and Catholic schools to teach a moral and social imperative for critical thought.<\/p>\n<p>Jeremy is the school-wide Faculty-in-Residence for Service Learning. He has designed and led service-learning initiatives with community partners involved in literacy outreach and in post-Katrina rebuilding. Jeremy is a 2012-2013 Mellon FaCTS Fellow, a fellowship to promote social justice and civic engagement in the classroom.<\/p><\/blockquote>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" data-attachment-id=\"13498\" data-permalink=\"https:\/\/cat.xula.edu\/food\/conversation-81\/jeremy\/\" data-orig-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?fit=375%2C375&amp;ssl=1\" data-orig-size=\"375,375\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"jeremy\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?fit=300%2C300&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?fit=375%2C375&amp;ssl=1\" class=\"alignright wp-image-13498\" src=\"https:\/\/i0.wp.com\/cat.xula.edu\/about\/staff\/another-jason.jpg?resize=155%2C155&#038;ssl=1\" alt=\"\" width=\"155\" height=\"155\" \/><\/p>\n<blockquote><p>Jay Todd studied writing with Frederick and Steven Barthelme and Mary Robison at the Center for Writers at the University of Southern Mississippi. His fiction has appeared in journals such as Southern California Review, Chicago Quarterly Review, Fiction Weekly, and 971 Magazine. Since 2007, he has been a member of Department of English at Xavier, where he teaches American Literature, Freshman Composition, Modern English Grammars, and The Graphic Novel and Social Justice. From 2007 to 2010, Dr. Todd served as Xavier's Writing Center Director. From 2010 until 2015, he served as QEP Director, managing Xavier's Read Today, Lead Tomorrow initiative. In 2015, he became the Center for the Advancement of Teaching and Faculty Development's first Associate Director for Programming. As Associate Director for Programming, Dr. Todd assists in providing high-quality, relevant, evidence-based programming in support of CAT+FD's mission to serve faculty across all career stages and areas of professional responsibility.<\/p>\n<p>Dr. Todd is a member of the Honor Society of Phi Kappa Phi, the Association for Interdisciplinary Studies, the Popular Culture Association, and the Louisiana Association for College Composition.<\/p><\/blockquote>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" data-attachment-id=\"13498\" data-permalink=\"https:\/\/cat.xula.edu\/food\/conversation-81\/jeremy\/\" data-orig-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?fit=375%2C375&amp;ssl=1\" data-orig-size=\"375,375\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"jeremy\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?fit=300%2C300&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/03\/jeremy.jpg?fit=375%2C375&amp;ssl=1\" class=\"alignright wp-image-13498\" src=\"https:\/\/i0.wp.com\/cat.xula.edu\/about\/staff\/eyh.jpg?resize=155%2C155&#038;ssl=1\" alt=\"\" width=\"155\" height=\"155\" \/><\/p>\n<blockquote><p>Elizabeth Yost Hammer is the Director of the Center for the Advancement of Teaching and a Kellogg Professor in Teaching in the Psychology Department. She received her Ph.D. in experimental social psychology from Tulane University. She regularly teaches Introductory Psychology, Research Methods, and Freshman Seminar. Her research interests focus on the scholarship of teaching and learning, and she has contributed chapters to several books intended to enhance teaching preparation including The Handbook of the Teaching of Psychology. She is a co-author of the textbook, Psychology Applied to Modern Life. Dr. Hammer is a past-president of Psi Chi (the International Honor Society in Psychology), and served as Chief Reader for Advanced Placement Psychology. Her work in the Center for the Advancement of Teaching includes organizing pedagogical workshops and faculty development initiatives. She is a member of the American Psychological Association, the Society for the Teaching of Psychology, and the Professional and Organizational Developers Network.<\/p><\/blockquote>\n<p><strong>Transcript:<\/strong><\/p>\n<p><!--more--><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Hello, my name is Elizabeth Yost Hammer and I am the director for the Center for the Advancement of Teaching and Faculty and Development at Xavier University of Louisiana\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Todd: And I\u2019m Jay Todd, the associate director for the Center for the Advancement of Teaching and Faculty and Development here at Xavier as well.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: And today we have with us, Jeremy Tuman, who has been our Faculty-In-Residence for Service Learning for the past five years. He is ending his time with us here in CAT, in this role, and so he\u2019s also in the English department, I should add. He is ending his time with us in this role, and so we wanted to have a conversation with him about some of the lessons he\u2019s learned in this time. We thought we would start with just now that all is said and done, Jeremy, what would you say for supporting faculty? What are some ideas for supporting faculty who want to do service learning?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Tuman: Well, thank you. Supporting faculty, yeah, the key for a successful service learning culture is that it be faculty driven. That\u2019s one thing that I\u2019ve learned, and that it can\u2019t be a top down culture, and that is something that the administration wants and the faculty is made to do, but when it is driven by faculty from the ground up, then that allows the culture to spread and thrive. I think that when we think about supporting faculty, we need to think about what motivates faculty and try to tap into that. We know that faculty look for avenues for research to further their own research goals. We know that faculty enjoy recognition of their work and that faculty look for opportunities to share their work with colleagues and with the school, larger school. So, I think we need to look at ways to tap into those sort of intrinsic motivations. And, a lot of that would involve providing forums; basically opportunities for faculty to share and promote their work. These could be hosted several different places within the school, obviously CAT is a good source of that. But, I think it would also be good to look at, since CAT operates sort of, independently from academic departments and divisions, to look at forums that exist already within departments and divisions. Things like faculty colloquiums, or divisional, you know, more regular opportunities where faculty engage with each other on a departmental level. And sharing and promoting their experience in service learning, or regular component of those sort of interactions. That would be one way to spread and strengthen a faculty-driven culture.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Have you found in your work with Xavier faculty, specifically, have you found \u2014 we\u2019ve got a few who are really engaged in service learning, what\u2019s their motivation, what have you found to be their main motivation?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">J Tuman: Yeah, that\u2019s been the case in my time in this position as a small faculty who are very into service learning as it were, and these faculty are civic-minded.These are faculty who have these pre-existing interests as it were in certain aspects of the city. They\u2019re civically-engaged faculty. A lot of faculty are, but these particular faculty have found ways to integrate their sort of, personal existing interests in the city and projects they already have some interest in and passion for into their academic work.That\u2019s been the driver of their success, I think. One strategy from Dr. Robert Bringle is to target \u2014\u00a0to think about faculty in different groups. We have the core group of faculty who are already engaged in service learning, and that\u2019s really the group that needs the least attention, if you think about it like that, if you\u2019re trying to spread interest in service learning. So, Dr. Bringle suggests two other ways to think about organizing faculty and to think about targeted outreach. One way is by the stage of their career. Let\u2019s see, new faculty are maybe more receptive to service learning, but new faculty are often less willing to stray from what they see as their path to tenure. So that\u2019s a more difficult sell. Newly-tenured faculty however, maybe are looking for ways to advance their teaching, and though professionally, that may be an easier group to reach, if you have them sort of organized that way already. Longer-tenured faculty, you may be dealing with faculty who have some teaching burnouts and maybe lecture-driven pedagogy is something that they\u2019ve been doing for a while, so this may be a cohort that\u2019s looking for a different pedagogy, and may be open to service learning as something different or new to try. And then faculty near the end of their careers may see service learning as a way to sort of a way to retap into civic engagement and the civic-mindedness they may have started their careers with you know, years before, that dissolves or changes over time, and service learning may be a way to re-ignite that.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Todd: What would you suggest, you\u2019re talking about new faculty being a little more interested in kind of starting something like this? I think one of the challenges we have here with new faculty is, and at other schools as well is the concern that if they try something kind of new or a little bit risky, that\u2019s going to hurt their attempts at tenure. So a lot of new faculty are kind of told don\u2019t be too too innovative, because sometimes these things come back and show up kind of poorly in the student evaluation.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Tuman: Yeah, that\u2019s a tricky situation. That\u2019s a bit of <\/span><span style=\"font-weight: 400;\">a chicken and egg situation<\/span><span style=\"font-weight: 400;\">, if the rank and tenure committee or the departmental committee is of the minds that already value service learning then they\u2019re going to value attempts at service learning more, they\u2019re going to value attempts at service learning even if it negatively affects student evaluations, but how do you sort of build that culture within people who are in charge of <\/span><span style=\"font-weight: 400;\">rank and tenure <\/span><span style=\"font-weight: 400;\">that\u2019s a more difficult proposition. There are de<\/span><span style=\"font-weight: 400;\">partmental <\/span><span style=\"font-weight: 400;\">ways, I think to <\/span><span style=\"font-weight: 400;\">mitigate<\/span><span style=\"font-weight: 400;\"> some of that, if the department heads are recognized or value attempts at service learning even when potentially negative impacts on student evaluations, and that\u2019s something that can reflect in faculty evaluations, that\u2019s something that, you know, these are documents that<\/span><span style=\"font-weight: 400;\"> rank and tenure<\/span><span style=\"font-weight: 400;\"> will consider in <\/span><span style=\"font-weight: 400;\">rank and tenure tenure <\/span><span style=\"font-weight: 400;\">procedures, so if they see that the department values service learning, I think they are more naturally inclined to value that as well. It\u2019s just a matter of how do you build this culture, how do you change people\u2019s thinking to sort of reevaluate or to value service learning projects a little differently, in different ways, rather than just student evaluations or how students liked it? I think that the goal is to spread out wide in faculty, so that faculty who are engaged with service learning are represented in more positions, more committees, more positions in departmental and division leadership. But yeah, it\u2019s just a matter of generating that cohort that does value it and does promote it. And once you grow that group a little bit, then it can spread.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: What other advice do you have for supporting faculty?<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Tuman: Well, we sort of hit on this already but another way to think about faculty, is their degree of involvement already with service learning as we said. We have this small cohort. And that cohort can be very useful and very valuable in reaching others. So tapping into the existing cohorts that we have that\u2019s already doing, making sure that departments and centers like CAT are aware of that cohort and are supporting them. And, I think we do a pretty good job of that, but there\u2019s this other group of faculty, much larger group, that is more or less indifferent to service learning. The indifferents are, which you identify a group that is more or less indifferent, then they\u2019re going to be an easier sell and a group to reach, then a group that is hostile outright to service learning. Again, it\u2019s a matter of organizing the faculty you have, understanding the faculty that we have that will facilitate more effective outreach, I think. Just understanding, you know, who\u2019s doing what, what departments they are in the university and sort of tapping into them to help grow service learning, you know, sort of \u201ceach one <\/span><span style=\"font-weight: 400;\">reach one\u201d <\/span><span style=\"font-weight: 400;\">type of approach.I think we did a good job of that, I feel like the cohort has grown somewhat in my years here, we have a smaller group that does service learning pretty much every semester, and now we have another group that does service learning sometimes, if not every semester. And one other huge avenues to think about is the new core curriculum and this has been an excellent opportunity, any change in any organization to sort of reprioritize and advance certain goals that you want to advance, and if service learning is one of them, and I think it is, then a new core curriculum is an excellent opportunity to do that, at least at the 1000 level of the XCORE classes are already drawing from departments all across the university, sort of faculty teaching them. That\u2019s great, that\u2019s an excellent opportunity then through the core to present successes with service learning projects, just to other teachers within that cohort, teachers that are teaching core curriculum classes in the XCORE category. And, then you sort of achieve that effect where faculty that\u2019s teaching XCORE, a faculty member who hears about a successful project, and oftentimes, students will really respond well to these projects. The service learning can actually positively affect students\u2019 response in student evaluations even with setbacks and even with isolated failures, things that don\u2019t go well with the projects. Then you have that forum for faculty to talk about their experience and share their successes, then there may be that one or two faculty members who picks up on that for the next semester thinking again picking up an existing XCORE class and turning it into a service learning class, and I think that\u2019s sort of...reach one, teach one approach from the faculty level, the ground up level is really the way to go, as far as building, you know slowly building a culture.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: If I might just chime in here just for the listeners who aren\u2019t from Xavier, we just adopted a new core curriculum. And, some of these foundational classes are referred to as XCORE, so that\u2019s what we\u2019re talking about here. But, I do appreciate the point that anytime there\u2019s some institutional change, whether it\u2019s a new curriculum or a new you know, accreditation standards or whatever, finding a new opportunity to infuse service learning into that can really enhance I think social justice goals, civic engagement goals, of those sort of things, taking advantage of that I think can be really powerful. You were mentioning, you were talking about, I wonder if you want to comment on ways we can help reduce the negative examples of that when somebody hears, oh it was a disaster, I did service learning and it was really bad and then that trickles down and people don\u2019t want to do it. Because, I know we had instances of that, as well.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Todd: And, if I could just tie these two topics together, I think that\u2019s the challenge we were facing with the previous core, we had freshman seminar classes where it was required that service learning was a mandatory requirement for everybody teaching that class, and again with one of the big switches we had from the new core to these XCORE classes is that we strongly encourage it as one pedagogical approach, but we kind of taken that hands off you must do this and I think that\u2019s where we seen, saw a lot of the bad experiences when it was, when service learning was opposed on someone.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Tuman: Yeah, I think that was a change for the better, to remove the required component, because it was the results and the implementation that was too varied. Yeah, with the support from student affairs, again, that\u2019s a bit of a chicken and egg situation. Student affairs is very heavily involved in the community, their outreach through volunteerism, their outreach through student organizations and student government is very vibrant. And their work in service learning is strong as well, but service learning is just one small piece of what that office does overall. And, so when you talk about resources from the student affairs side, then you have to think about how their resources are already divided. A lot of the logistical problems, a lot of the things don\u2019t work out in these types of projects is simply a matter of having the resources, resources weren\u2019t there or the organization logistics weren\u2019t in place, or there was a faulty link in the chain, and those can be disheartening, and it can be devastating. It can also be learning opportunities, learning moments as well. I try to use those little failures, but again if service learning is thought of differently, school-wide, then that would include being thought of sort of differently on the student affairs side. And they do recognize that service learning is a little different creature then volunteering, it\u2019s not as if they\u2019re unfamiliar with what service learning is, but again, it\u2019s just one piece of what they do. But again student affairs is there to support students as well, but they respond to faculty needs as well. And, I think that if the service learning cohort grows, then student affairs will naturally respond to increased demand, increased requests that could <\/span><span style=\"font-weight: 400;\">occasion<\/span><span style=\"font-weight: 400;\"> a little reevaluation of their resources. That might <\/span><span style=\"font-weight: 400;\">occasion <\/span><span style=\"font-weight: 400;\">acquisition of more resources. But, again, it\u2019s a chicken and egg situation, if the faculty wants service learning, and the faculty, and that\u2019s something that the faculty are trying to do, then I think student affairs and the office of student leadership will respond to that, it may not be immediate, but I think that you will see that given take, and I think that as they respond to increased faculty need, then you\u2019ll see fewer of logistical glitches, you\u2019ll see more of success, smoother running logistics and all that for\u00a0 projects. It takes a while, you know, it takes a while, it\u2019s really just one or two more service learning classes per semester, then that\u2019s really I think significant growth for you know , for starting where we are. So, you have to think of it small, really, just really one class at a time, I think.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: That\u2019s a nice way to lead into the question I wanted to ask, which is dreaming big and being ideal. What\u2019s the dream for service learning? And we\u2019re going to speak specifically of Xavier here. But, other schools can adapt it for themselves.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Tuman: Yeah, I think if you look at a school like IUPUI that has a really healthy, vibrant culture of service learning, then you look at, you know a reflection of that culture is the website. And there\u2019s opportunities straight from their websites for students to find service learning opportunities and service learning classes. It doesn\u2019t take too many clicks at a school like that. Because the mindset is this is something that students want, it\u2019s something that faculty wanted which generated that culture, but the end result of that culture is a student facing website that acknowledges that students want these experiences. And, typically when students are seeing that, it\u2019s already going to internalize the idea that this is a school, this is an institution that values that, and desires that. I think that Xavier had a way for students to see service learning offerings that was highly visible from the website, I think that it would be a huge recruitment tool.\u00a0 I mean I think that really students do want that types of experiences, they\u2019re open to... Students don\u2019t seem particularly bothered by you know, the extra hours, the extra work. A lot of them are really looking for opportunities like that, Xavier, you know, the physical location of Xavier being where it is and the student life on campus at Xavier sort of facilitates in a way for students to look for opportunities like these that are off campus and that are afterhours, sometimes after class hours. Yeah, so I would love to see service learning promoted early in the website. You know, maybe not from the homepage, but divisional pages, academic affairs page, if you look at a school like IUPUI, these opportunities are readily available. Opportunities to get involved. Xavier and<\/span><span style=\"font-weight: 400;\"> schools more in our position <\/span><span style=\"font-weight: 400;\">tend to promote completed engagements, things that already happened that are more \u201cnews\u201d \u2014 this is what we did. But if you look at a school\u2019s website with a more vibrant culture, then they\u2019re going to highlight opportunities for upcoming things more. It\u2019s, you know, it\u2019s\u00a0 presented more as an ongoing culture that students can dive into instead of just you know, kind of hidden, how do you get into that, how did that happen kind of approach<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Todd: I think that\u2019s a great way to think about it, service learning as an opportunity as opposed as one other thing that has to be done<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Tuman: It absolutely is, and when you think of the mission, Xavier has a historic mission, a social justice mission, and when you have global leadership and positions of leadership and service built right into your mission, as we do, then it\u2019s only natural to see social learning as a unique way to achieve that. Not the only way, but it\u2019s a very effective way, and so again, it\u2019s just a matter of what your outward facing look, what\u2019s your appearance to students and to the outside world that\u2019s looking at Xavier? How do you present yourself? Xavier has an opportunity to have a fully integrated approach to where the mission is accomplished, service learning is one big way that Xavier accomplishes its mission. That\u2019s a huge opportunity that we have, but again, how to get there? I think it has to start from the faculty and then works its way to the frontpage of the website. You can\u2019t just throw it up on the website and then, you know say it\u2019s done.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Todd: Absolutely<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Jeremy thank you so much, first of all, thank you so much for your five years of service with this. It\u2019s been such a treat working with you. I think I speak for all, well everybody in the center, we really have appreciated all that you\u2019ve done to move this effort forward. Thanks for speaking to us today.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Tuman: Absolutely, it\u2019s been a wonderful five years, and working with CAT has been a great experience. I\u2019ve really learned a lot, I\u2019ve enjoyed my time here as well, so thank you.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Our guest today was Jeremy Tuman, who\u2019s been the <\/span><span style=\"font-weight: 400;\">Faculty-in-Residence for Service Learning in the Center for Advancement of Teaching and Faculty and Development in Xavier University of Louisiana. If you like what you\u2019ve heard today, and want to hear more, subscribe to our podcast. Also, feel free to rate and review us on iTunes, Google Play--<\/span><\/p>\n<p><span style=\"font-weight: 400;\"> Todd: or your <\/span><span style=\"font-weight: 400;\">podcast platform of<\/span><span style=\"font-weight: 400;\"> choice.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Thank you.<\/span><\/p>\n<p><em>Transcribed by Rebecca Kebbeh<\/em><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"tags":[282,318],"class_list":{"0":"post-13626","1":"podcast","2":"type-podcast","3":"status-publish","5":"tag-service-learning","6":"tag-tlee","7":"post","8":"h-entry","9":"hentry"},"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/episodes\/13626","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/episodes"}],"about":[{"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/types\/podcast"}],"author":[{"embeddable":true,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/comments?post=13626"}],"version-history":[{"count":3,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/episodes\/13626\/revisions"}],"predecessor-version":[{"id":14444,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/episodes\/13626\/revisions\/14444"}],"wp:attachment":[{"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/media?parent=13626"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/tags?post=13626"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}