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Faculty Engagement - Campus Examples

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Front Page / Campus-Wide Integration / Faculty Engagement / Campus Examples

Faculty Engagement

Overview | Guides | Campus Examples | Documents to Download

Contents

Faculty Engagement
Faculty Development Seminars
Listing Faculty Resources on Campus Center Website
Faculty Reading Groups or Learning Circles
Partnering with Your Center for Teaching and Learning and Mini-Grants
Implementing Students as Colleagues Model for Community-Engaged Learning
Larger Faculty Development Seminars (which may involve multiple institutions)
Course Designators: Campus Examples
Courses with Community Health Focus
Courses Teaching Social Action
Faculty Immersions into Community
Defining Civic Student Learning Outcomes
Efforts to Change Tenure and Promotion and Institutional Policies
Tracking Campus-Wide Engagement
Linking with QEP/QIP Learning Outcomes and Accreditation
Journals and Publications

Faculty Development Seminars

Berea College

For many years, Berea College has been utilizing the strategy of week-long faculty development seminars. Berea staff members (e.g., CELTS Director Ashley Cochrane) have even consulted with and visited other campuses to help them develop these strategies, as well as lead workshops at more than five national meetings on the topic. Having a good handbook and language to share with faculty is also a best practice. Below you can access Berea's example.

Berea College Faculty Service-Learning Handbook June 2017

Macalester College

Civic Engagement Center professionals at Macalester College work with partners across campus and in the community to provide meaningful professional development seminars for faculty and staff. Using immersive learning strategies, participants explore emerging cultural and political issues in communities close to home and around the globe. These multi-day transformative experiences generate scholarly and pedagogical innovation and interdisciplinary collaboration through exploring the historic context of place as well as emerging issues facing neighborhoods today. Participants also consider how the urban environment connects with academic programs and fosters curricular collaboration across disciplines.

Macalester College Urban Faculty Colloquia

University of California - Berkley

Some campuses, like Berry College, have had a faculty organizer attend Berea College's Institute to learn more about the model. Berea College also notes that it learned much of its Seminar Model from Tulane University.

University of California - Berkeley — American Cultures Engaged Scholarship support

Several campuses have developed faculty fellowship programs. A list of examples and links can be found below.

Appalachian State University	Faculty Fellows Program http://engagement.appstate.edu/professional-development/faculty-fellows-program
East Carolina University	Service-Learning Faculty Fellows Retreat http://www.ecu.edu/cs-studentaffairs/volunteer/faculty-professional_development.cfm
Johns Hopkins University	SOURCE Service-Learning Faculty & Community Fellows Program http://source.jhu.edu/audiences/faculty-and-staff/fellows/index.html
Portland Community College	Faculty Cohort http://www.pcc.edu/resources/community-based-learning/FacultyCohort.html
Stonehill College	CBL Summer Institute http://www.stonehill.edu/offices-services/community-based-learning/workshops/summer-institute/
University of Massachusetts - Amherst	CESL Faculty Fellows 2016 http://cesl.umass.edu/faculty/facultyfellowsprogram
University of Alabama - Birmingham	Faculty Fellows in Engaged Scholarship http://www.uab.edu/servicelearning/faculty-guide/faculty-fellows-in-engaged-scholarship
University of South Florida	Faculty-Community Partner Grant Program http://www.usf.edu/engagement/faculty/faculty-community-partner-grant-program.aspx
University of Utah	Faculty Affiliates Program https://our.utah.edu/faculty-affiliates/
University of Wisconsin - Madison	Faculty Resources http://morgridge.wisc.edu/faculty/index.html

Listing Faculty Resources on Campus Center Website

The website for your campus center should have a section listing all the workshops and other faculty support that your office/campus offers to faculty interested in community engagement. See examples below:

Faculty Reading Groups or Learning Circles

Faculty reading groups or learning circles are a good way to build a community of faculty working together in this area.

Dave Roncolato at Allegheny College has created a helpful model, profiled here: Faculty Reading Groups or Learning Circles. The resource includes a list of articles as well as key participants to involve. This is a straightforward strategy that can also tie into a campus-wide process to create a common language for community-engaged learning work.

Stacey Reimer at Davison College organizes Brown Bag Lunches / Discussions for Faculty. They host 1-2 lunches per semester that allow faculty to come together and discuss their community-based learning work. They ask those faculty who have received curriculum development grants to participate, and in some cases facilitate, the lunches. In addition, they convene our faculty advisory board to focus on ways to expand and sustain community-based learning courses and make recommendation on resource needs like professional development. The faculty advisory board meets twice during the year as a group and determine if there are additional resources, beyond grants, that the Center can provide.

Partnering with Your Center for Teaching and Learning and Mini-Grants

Ashley Cochrane at Berea College has worked with the College's Center for Teaching and Learning to offer annual Faculty Development Seminars, profiled here. The seminars last for week and include a stipend for faculty to participate in ongoing course redesign that happens. These type of annual events can be highly effective ways for training and engaging faculty in community engaged learning. Supplementing efforts with mini-grants as an incentive for faculty often accompanies faculty development, and Bonner funds may be able to be used for this purpose.

Implementing Students as Colleagues Model for Community-Engaged Learning

The Center for Community Engagement and Career Competitiveness at Averett University engages their student leaders (Bonner Leaders and Connection Leaders) to serve as peer mentors/teaching assistants for each section of Averett 101. These peer mentors receive a stipend to develop the service-learning projects with the community partners, work with their section's students to engage in the project, plan and implement reflection activities, and help coordinate site logistics and work. Peer Mentors are also required to take IDS 251 the spring before in order to prepare them for this role.

Larger Faculty Development Seminars (which may involve multiple institutions)

Jana Schroeder at Earlham College secured support from the Lilly Indiana Pathways grant to sponsor a one-day academic conference on all types of community-based learning including academic service learning, community-based research and civic engagement. The June 2017 conference involved nationally recognized keynote speakers, Randy Stoecker (University of Wisconsin) and Kerri Heffernan (Brown University), and opportunities for participants to also present workshops on community-based projects they have overseen. Faculty from Indiana, Ohio and Great Lakes Colleges Association (GLCA) schools, along with their community partners, were invited to participate. About 45 individuals attended. Bonner administrators, including Jana Schroeder and Jessie Scott from nearby DePauw University, also presented workshops. See the whole agenda and learn more here. While Earlham was able to cover costs with the grant, using Bonner funds (such as Junior/Senior Enrichment Fund or other unexpended funds) may also be considered for events such as this.

Ruth Kassel, Assistant Director of Academic Community Engagement for Community Engaged Teaching and Learning, within Siena College's office of Academic Community Engagement has planned and run, with colleagues, several annual faculty development institutes. Siena has secured partnership with the New York Campus Compact for these events, thereby inviting faculty and other colleagues from Albany and other New York colleges and universities. The institutes have also tapped nationally recognized speakers and scholars, such as Kerry Ann O'Meara, who publishes on faculty pathways as well as tenure and promotion change in higher education. This strategy also continues to engage a broader swath of faculty across the institution, helping them build engaged departments.

Course Designators: Campus Examples

Processes that create a broader conceptualization and definitions of community engagement and engaged scholarship on a campus can be particularly useful for both gathering and reflecting the broad range and forms of involvement of faculty, students, and staff. As part of this, developing a formal designator or course attribute draws attention to courses that include community and civic engagement dimensions.

The following schools developed a course attribute / designator for community engagement.

Berry College successfully did this in 2017 for Academic Community Engagement, which it defined as:

Academic Community Engagement (ACE) at Berry College honors Martha Berry’s legacy of

service by fostering learning through partnerships among students and community members

in Northwest Georgia and beyond. ACE challenges students to engage in critical reflection as

they pursue opportunities to apply academic knowledge in diverse community settings.

ACE may include service-learning projects, community-based research, and other collaborative

activities that enhance student understanding of course content and inspire responsible citizenship.

See more about Berry College's ACE Course Designator and other examples here.

Brown University has a Community-Based Learning and Research (CBLR) Designation. This page contains information about criteria for CBLR courses and the process for adding CBLR designation to courses. Contact Julie Plaut at julie_plaut@brown.edu for more information.

Capital University has a Community/Civically Engaged Designation. Contact Stephanie Wilson at swilson@capital.edu for more information.

College of Saint Benedict & Saint John's University has an Experiential Learning Designation, linked to a General Education (Common Curriculum) requirement, in which Service-Learning is one way to earn it. Contact Adia Zeman Theis at AZEMANTHEIS@csbsju.edu for more information.

Indiana University–Purdue University Indianapolis (IUPUI) has a Service-Learning Designation with multiple levels of practice (using a taxonomy). Download the taxonomy from IUPUI, which includes an articulation of levels of service-learning in the coursework. Contact Charlie D’Nae Lienemann at charli@iupui.edu.

Lindsey Wilson College has a Community-Engaged Learning (CEL) designation. To access their proposal and faculty form, visit the “Documents to Download” section of the wiki. For more information, contact Natalie Vickous at vickousn@lindsey.edu.

Maryville College recently developed a community-engaged learning (CEL) designation. The implementation (pilot) will begin in Spring 2021. For more information, contact Amy Gilliland at amy.gilliland@maryvillecollege.edu.

Montclair State University has a Service-Learning Designation, but has renamed this work Community-Engaged Learning in recent years. Contact Bryan Murdock at murdockb@mail.montclair.edu for more information.

Oberlin College has Community-based Learning (CBL) course attribute. Visit this site for CBL Course Attribute criteria and contact Tania Boster at tboster@oberlin.edu for more information.

Siena College has the Academic Community Engagement (ACOM) Attribute. Contact Allison Schultz at ajschultz@siena.edu or Ruth Kassel at rkassel@siena.edu in the ACE Center. The college also has a faculty handbook for ACOM, which can be found under the “Documents to Download” section of Bonner wiki.

Another excellent example (not in the Bonner Network) is the University of South Florida's online handbook, the Service-Learning Toolkit.

Courses with Community Health Focus

These two faculty in different disciplines taught community-engaged courses that addressed health issues.

Courses Teaching Social Action

Increasingly, faculty are also integrating education on social action into credit-bearing coursework. These courses can introduce students to the history, theories, models, and action steps for policy analysis on issues that they are addressing through service and community engagement. In the context of these courses, students then work closely with community constituents to carry out public education, advocacy, or other related projects. Below are examples of two courses, which also are offered in a sequence, from Mars Hill College.

See more on teaching social action here on this wiki.

Faculty Immersions into Community

Consuelo Gutierrez-Crosby and Paul Schadewald at Macalester College have designed and led several faculty trainings and orientations on working with community. These sessions are profiled here as Faculty Training and Immersions Into Community and include immersionbased at either the local area (Twin Cities) or based out of state, for example, in Seattle, Washington, where students and faculty are involved annually. This model is also discussed in the chapter "Developing Faculty for Community Engagement Across the Curriculum: by Paul Schadewald and Karin Aguilar.

Defining Civic Student Learning Outcomes

Bryan Figura and Sylvia Gale at the University of Richmond have led an inquiry-based process where students' work (e.g., narratives and reflection) is used through creative reflection and discernment to identify student learning outcomes. These outcomes can then be shared, via partnership with Institutional Research and others, to formalize outcomes and create an assessment plan. Aspects of the model are described here in Engaging Faculty and Cross-functional Staff in Designing Student Learning Outcomes and on the Assessment page. On the Assessment page, you may also find their presentations from the 2015 Bonner Assessment Institute, including instructions for how to set up and operate data labs which accompany this process.

Efforts to Change Tenure and Promotion and Institutional Policies

In March 2015 at Allegheny College, The Bonner Foundation hosted a meeting entitled "Civic Scholars: Engaged Campuses" that focused, in part, on the broader themes of tenure and promotion change that support faculty members' engagement in public scholarship. Some of the content and process recommendations that have been used successfully can be found here on Tenure and Promotion Revision. Dave Roncolato adds some lessons from Allegheny in downloadable resources can be found here: Documents to Download

Tracking Campus-Wide Engagement

Swarthmore College's Engaged Scholarship Map is a Social Innovation Lab led project to digitally map Swarthmore's engaged scholarship activities ranging from teaching, research, and practice projects. These projects are developed and delivered by students, faculty, staff, and community members of Swarthmore College.

It has 3 primary goals:

Instantly visualize engaged scholarship work at the organizational level and identify this engagement across campus geographically
Through this visualization and ability to search key terms related to engaged scholarship work and interests, foster greater levels of engagement internally and externally
Create a data collection mechanism that aids the measurement of social impact of the work recorded

Click here to access the pilot version of the Map.

Linking with QEP/QIP Learning Outcomes and Accreditation

Kristine Hart and Rick Ellis at Washburn University have worked with their provost and other institutional leaders to create formalized connections to the reaccreditation process and Quality Improvement Plan. Their lessons are profiled here in Linking with Accreditation Review and Improvement Plans. Below are samples of several Quality Enhancement Plans or Quality Improvement Plans that focus on civic engagement, community engagement, service-learning or a related topic. All of these are available. Looking at the following can be also helpful: