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Faculty Engagement - Documents to Download

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Front Page / Campus-Wide Integration / Faculty Engagement / Documents to Download

 

 

Faculty Engagement

Overview  |  Guides  |  Campus Examples  |  Documents to Download

 

Contents

  1. Course Designator: Examples
    1. Curriculum for a Cohort of Faculty, Student Leaders, and Co-Educators
    2. Presentations 
      1. Other Recommended Speakers and Presenters 
      2. Books
      3. Articles
      4. Proposals and Literature Reviews
      5. Journals for Publishing Articles on Community Engagement
        1. Conferences Focused on Community Engagement & Service-Learning
          1. Teaching Online

          Course Designator: Examples

           

          Course Designation Proposal Example

          Civic engagement professionals work with faculty and other leadership from the Academic Affairs office to develop a proposal for a course designator for community engagement. Learn which committees exist, and which committee works on the approval process for the course designator. This will give you an idea about the individuals you will need to connect with to move this work forward. 

           

           

          Forms to Identify or Develop an Inventory of Courses 

          In order to create a course designator, it is important to have an accurate inventory and tracking of courses that may have a service-learning, community engagement, CBR, or other component. Some campuses use a form which allows faculty to provide the center with information about the course and project. 

           

           

          Handouts to Inform Faculty about the new Course Designation  

          Community-engagement center staff are encouraged to share the information about new course designation, available forms, surveys, and rubrics through Academic Dean's office or Department Chairs. The response rate is higher when the email or the survey goes out from the division chairs’ office. 

           

           

           

          Handouts and Guides

           

          • Faculty Engagement Models Handout:  Full Handout (22 pages) covering much of the strategies highlighted in this section - which includes:
            • Faculty Development Workshops and Partnerships with the Center for Teaching and Learning - Ashley Cochrane, Berea College

            • Faculty Immersions into Community - Consuelo Gutierrez-Crosby, Macalester College

            • Defining Civic Student Learning Outcomes - Bryan Figura, University of Richmond

            • Linking with QEP/QIP Learning Outcomes and Accreditation - Kristine Hart, Washburn University

            • Efforts to Change Tenure and Promotion and Institutional Policies - Dave Roncolato, Allegheny College and Bonner Foundation (Civic Scholars Meeting, March 2015)

           

           

           

           

          • Thinking about Changing Tenure and Promotion: This powerpoint, used at the Bonner Civic Scholars: Engaged Campuses meeting (held in March 2015) includes several pages of models, language, and steps for changing tenure and reward standards to support community engaged scholarship. It draws on and has links to resources from Imagining America, Campus Community Partnerships for Health, and institutions that have successfully made changes.

           

          • Students as Colleagues Handout: Full Handout (12 pages) covering "Students as Colleagues" model for faculty engagement - which includes models and recommendations from Allegheny College, Berea College, Oberlin College, Saint Mary's College of California, and Siena College.

           

           

          • Engaged Research Knowledge Hub: This is another resource developed by Campus Compact, which provides information about the principles, methods, and practices for engaging in ethical and reciprocal research with communities. 

           

          • Community-Engaged Scholarship Toolkit: The goal of this toolkit is to provide faculty and post doctoral students with a set of tools to carefully plan and document their community-engaged scholarship (CES) and produce strong portfolios for promotion and tenure. Also, the faculty handbook on community-engaged scholarship includes information on way to document CES.

           

          • Example of a Course Attribute or Designator: Having a way to demarcate courses that involve a community engagement or community-engaged learning component may be a good strategy to broaden students' and faculty members' understanding and awareness of its impact, pedagogy, and integration on campus. When a center's staff provide oversight of the attribute, they can reinforce the integration of student learning outcomes and assessment, as well as effective practices for working with partners, providing sufficient training, managing logistics, and so on. This is an example handbook (from Siena College).

           

           

          Curriculum for a Cohort of Faculty, Student Leaders, and Co-Educators

           

          Most if not all institutions in the Bonner Network are providing training and professional development for faculty through facilitated conversations and cohort meetings. Some campuses front-load these sessions through faculty professional development, while the majority of campuses run meetings for their community of practice throughout the year. Ariane Hoy and Rachayita Shah have developed the participatory workshop guides below. Each is designed to be highly interactive and include articles and scholarship for discussion. The sequence of these session can be tailored to your campus and cohort needs. 

           

          Currently, you can access ten sessions, each designed to be roughly 60-90 minutes (depending on the size of your cohort). The sessions do not need to be presented in this order, but they are designed to build upon each other in some ways. Read the descriptions to identify those that make most sense to you, and feel free to pluck activities from various session guides as well. In each facilitator’s guide, you will find:

           

          1. Session Introduction and Outline
          2. Materials Needed (Articles, Handouts, etc.)
          3. Suggested Facilitator’s Guide
          4. Additional Resources
          5. Credits and Citations

           

          Please note that this session is designed to use faculty-oriented participatory practices which support the creation and growth of learning communities. Use of AV and technology are minimal or optional. Download related articles, and feel free to share these prior or during sessions. These will build your own and participating educators’ knowledge of the field and key literature within it. All handouts can also be presented without AV equipment and are often designed to provide critical content from the scholarship cited. (Note: this information is repeated at the beginning of each guide, in case facilitators change).

           

          Session Titles at a Glance:

           

          #1:         Community-Engaged Learning in Higher Education

          #2a:       Community-Based Research

          #2b:       Community-Engaged Scholarship

          #3:         Community-Engaged Learning As High-Impact Practice

          #4:         Developing Sustained Relationships and Projects with Community Partners

          #5:         High-Impact Community Engagement Practices for Course Projects

          #6:         Course Development for Community-Engaged Learning

          #7:         Critical Perspectives and Inclusive Voices

          #8:         Engaging Students as Colleagues

          #9:         Roles of Centers in Promoting Institutional Engagement

          #10:       Leveraging Community Engaged Learning for Partners & Publications

           

          Click on the links to download the facilitator's guides and articles. While handouts are included, you will want to download the listed articles separately. You may share them with participants electronically prior to sessions or create a binder or toolkit for your cohort. We have listed additional resources that go beyond the workshops themselves but that also may be of interest for you and your cohort. In some cases, you will need to rely on your own library access to obtain them.

           

          #1: Community-Engaged Learning in Higher Education 

          This session provides an opportunity to review and discuss conceptualizations and frameworks of community-engaged learning. It is designed to build a sense of collegiality and community amongst faculty (or others in a cohort), allowing them to reflect on their own experiences and interests in community-engaged teaching and research. Participants are introduced to some key dates and highlights in the field of community-engaged learning and the framework democratic community engagement, which represents the conceptualization currently used by the Carnegie Community Engagement Classification. Finally, participants wrestle with broader conceptions of individual and institutional roles as steward of place, through which engaged institutions contribute positively to communities. 

           

           

          Articles: 

            • American Association of State Colleges and Universities, Washington, DC. (2002). Stepping forward as stewards of place: A guide for leading public engagement at state colleges and universities. ERIC Clearinghouse. AACU 2002 Stepping Forward as Stewards of Place.pdf
            • Eatman, T. K. (2012). The arc of the academic career bends toward publicly engaged scholarship. Collaborative futures: Critical reflections on publicly active graduate education, 25-48. Eatman 2012 Arc of Scholarship Bends to CE.pdf
            • Hoy, A. E. (2017). Chapter 2 from Catalysts for learning and stewards of place: A study of change in engaged universities. Dissertations available from ProQuest. AAI10599172. 
            • Saltmarsh, J., Hartley, M., & Clayton, P. (2009). Democratic engagement white paper. New England Resource Center for Higher Education, Retrieved from https://repository.upenn.edu/gse_pubs/274/ 

           

           

          #2a: Community-Based Research

          This session introduces participants to principles of community-based research (CBR), using Beckman & Long’s POWER model to teach CBR. The session begins with a short survey of the group to gauge participants’ familiarity and experience with CBR and is followed by discussion of case studies to analyze the differences between traditional academic research and CBR and to examine how CBR principles guide our teaching, research, and community partnerships.

           

           

          Articles: 

            • Book Chapter: Dailey, E. E. & Dax. D. (2016). The poverty initiative in Rockbridge County, Virginia. In Beckman, M. & Long, J. F. (Eds). Community-based research: Teaching for community impact, (233-251). Sterling, VA: Stylus Publishing, LLC. 
            • Book Chapter: Pigza, J. M. (2016). The POWER model: Five core elements for teaching community-based research. In Beckman, M. & Long, J. F. (Eds). Community-based research: Teaching for community impact, (93-107). Sterling, VA: Stylus Publishing, LLC. 

           

                    Additional Resources: 

            • Colby, A., Beaumont, E., Ehrlich, T., & Corngold, J. (2007). Educating for democracy: Preparing undergraduates for responsible political engagement. Stanford, CA. Jossey-Bass.   
            • Hoyt, L. (2012). Sustained city-campus engagement: Developing an epistemology for our time. In Saltmarsh, J & Hartley, M. (Eds). To serve a larger purpose: Engagement for democracy and the transformation of higher education, (265-288). Philadelphia, PA: Temple University Press.   
            • Strand, K., Marullo, S., Cutforth, N., Stoecker, R., Donohue, P. (2003). Principles and practices: Community-based learning and higher education. Stanford, CA: Jossey-Bass. 

           

           

          #2b: Community-Engaged Scholarship

          This session includes review of sample faculty dossier, which provides an effective way to understand and evaluate community-engaged scholarship for promotion and tenure. Participants read work in small groups to review a sample faculty dossier based on eight characteristics of community-engaged scholarship. The session is designed to support your faculty (and other scholars) to think about how they might best capture their work for professional advancement and scholarship achievement.

           

           

          Articles: 

            • Peer Review Workgroup of the Community-Engaged Scholarship for Health Collaborative (2007). Jordan C (Editor). Community-Engaged Scholarship Review, Promotion & Tenure Package. Peer Review Workgroup, Community-Campus Partnerships for Health. CCPH 2007 Tenure Package for Faculty.pdf
            • Jordan, C. M., Wong, K. A., Jungnickel, P. W., Joosten, Y. A., Leugers, R. C., & Shields, S. L. (2009). The community-engaged scholarship review, promotion, and tenure package: A guide for faculty and committee members.  https://journals.iupui.edu/index.php/muj/article/download/20391/19995/28263 (An article about how the community-engaged scholarship package was developed by CCPH, and how to use it.)

           

                    Additional Resources:

           

           

          #3: Community-Engaged Learning As High-Impact Practice

          This session introduces evidence about community engaged learning (CEL) as a pedagogical high-impact practice (HIP). Participants will be introduced to critical literature and research, including in connection with the National Survey of Student Engagement (NSSE) and Faculty Survey of Student Engagement (FSSE) which has illustrated the positive impacts of service-learning and out-of-class experiential learning, among other forms, on student success, retention, critical thinking and other outcomes. Faculty will also gain an understanding of how engaged teaching can be linked with institutional priorities (such as diversity and inclusion) and success. Faculty are guided consider how they might weave in clear learning outcomes and assessment into their course objectives. Finally, faculty are introduced to the Bonner High-Impact Community Engagement Practices (HICEPs), which represent critical practices from the perspectives of community partners and can guide project design and management.

           

           

          Articles: 

           

           

          #4: Developing Sustained Relationships and Projects with Community Partners

          This session facilitates discussion around creating a shared vision of community, learning about communities (assets, and issues/impact areas), building deep and sustainable partnerships, and preparing students for community-engaged learning. Using the Bonner Community Partnership framework, participants will be guided to think about deep, reciprocal, sustained relationships and projects that build capacity. Additionally, participants think through asset-based community relationships and mapping. 

           

           

          Articles: 

            • Davis, K. L., Kliewer, B. W., & Nicolaides, A. (2017). Power and reciprocity in partnerships: Deliberative civic engagement and transformative learning in community-engaged scholarship. Journal of Higher Education Outreach and Engagement, 21(1), 30-54. Davis et al. 2017 - Power and Reciprocity in Partnerships.pdf

           

                   Additional Resources:

            • Asset-based Community Development Institute at DePaul University - https://resources.depaul.edu/abcd-institute/Pages/default.aspx
            • Creighton, S. (2008). The scholarship of community partner voice. Higher Education Exchange: The Kettering Foundation. Creighton 2008 Scholarship of Community Partner Voice.pdf  
            • Freeman, E., Gust, S., & Aloshen, D. (2009). Why faculty promotion and tenure matters to community partners. Metropolitan Universities Journal, 20(2), 87-103. Freeman et al 2009 Why faculty promotion matters to community partners .pdf
            • Hoy, A. & Johnson, M. (2013). Deepening community engagement in higher education: Forging new pathways. New York, NY: Palgrave Macmillan. See especially Introduction (Partnership Frameworks) and Conclusion (HICEPs). This book has been provided to each Bonner Program in the past.
            • Hatcher, J. & Studer, M. L. (2015). Service-learning and philanthropy: Implications for course design. Theory Into Practice, 54(1), 11-19. 
            • Yamamura, E. K. & Koth, K. (2018). Place-based community engagement in higher education: A strategy to transform universities and communities. Sterling, VA: Stylus Publishing.

           

           

          #5: High-Impact Community Engagement Practices for Course Projects 

          This session builds on the elements of high-impact practices but focuses on empowering faculty to build high-quality community-engaged learning or service-learning experiences and assignments into their courses while building the capacity and impact of their partners. By integrating HICEPs, a set of practices tied to partnerships and projects, faculty can ensure that their courses engage partners as co-educators and producers of knowledge, engage students in developmental and meaningful activities, provide students with appropriate mentoring, promote critical inquiry and reflection, and other indicators of success. High-Impact Community Engagement Practices also invite faculty to think about how their coursework and CEL projects can be scaffolded across more than one semester or term, establishing deep partnerships and the foundation for integrative pathways. 

           

          Articles: 

            • Hart, K. (2019). Rubric to Develop Academic Course-Based Engagement. This tool was developed using the HICEPs and shared by Washburn University.
            • Hoy, A. And Johnson, M. (2013). Future possibilities: High-impact learning and community engagement. In Deepening community engagement in higher education: Forging new pathways. This book has been provided to each Bonner Program in the past.

           

           

          #6: Course Development for Community-Engaged Learning

          This session encourages participants to brainstorm ways to modify curriculum to integrate community-based learning in their programs and disciplines. Participants begin the session by brainstorming knowledge, skills, and values required for civic learning and democratic engagement. Then, they read a case study (drawing on a course) and examine how the course offers opportunities for students to develop knowledge, skills, and values in civic learning and democratic engagement. Finally, they examine the AAC&U’s framework for 21st Century Civic Learning and Democratic Engagement and civic prompts to modify course components, using “Understanding by Design” template. 

           

           

          Articles: 

           

                     Additional Resources: 

            

           

          #7: Critical Perspectives and Inclusive Voices

          This session engages faculty and the cohort participants in wrestling with some of the shortcomings of community-engaged learning, service-learning models, and methods. For instance, discussing Tania Mitchell's and related scholars' works, participants will consider issues of diversity, inclusion, equity, power, and privilege. As educators, they will have a chance to consider how to develop their CEL projects and courses in ways that avoid or handle problems with stereotyping, white-centric experiences, or other issues in their courses. They will also examine the importance of community voices and outcomes, equal to student learning or teaching outcomes, through discussion of Randy Stoecker's work.

           

           

          Articles: 

            • Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50-65. Mitchell 2008 traditionalvs-critical-service-learning.pdf
            • Mitchell, T. D., Donahue, D. M., & Young-Law, C. (2012). Service learning as a pedagogy of whiteness. Equity & Excellence in Education, 45(4), 612-629.
            • Stoecker, R. (2009). Are we talking the walk of community-based research?. Action Research, 7(4), 385-404. Stoecker 2009 Are we talking the walk of CBR.pdf
            • Sturm, S., Eatman, T., Saltmarsh, J., & Bush, A. (2011). Full participation: Building the architecture for diversity and public engagement in higher education. White Paper, Columbia University Law School, Center for Institutional and Social Change.

           

          Additional Resources:  

            • If you want help with additional training and support around issues of diversity, privilege, and power, you may want to contact:
              • Sustained Dialogue Institute (https://sustaineddialogue.org/) which has successfully provided training and support for many faculty groups. They are also a National Bonner Partner organization. Contact Rhonda Fitzgerald or Michaela Grenier at SDI.
              • Support and ideas for handling difficult dialogue in courses can also be found from “Courageous Conversations (https://courageousconversation.com/about/).
            • Another narrative that might be useful for helping cohort participants understand and discuss white privilege can be found from Christine Fleeter at http://christinesleeter.org/becoming-white/
            • If faculty or other participants are resistant about discussing race, you might also consider integrating the work of Robin DiAngelo. You can integrate the (2011) article “White Fragility,” also explored more recently in a book.
            • If faculty or other participants want or express more interest in understanding and introducing issues of racial and economic equity and opportunity, for example for the issue of education described in the case study, you might also consider literature in that arena. An author to start with is Gloria Ladson-Billing’s work on critical race theory and opportunity gaps. See for instance:

           

           

          #8: Engaging Students as Colleagues

          This session will provide faculty with an opportunity to consider how they can engage student leaders as colleagues in their coursework. Grounded in literature from the field, “students as colleagues” represents an approach where students act as valuable co-educators in community engaged learning. Students can play a role with project planning and management (i.e., transportation, supplies, site orientations, etc.), education and reflection (i.e., during the project and in class), and partners in research. Working through the concept, participants will work through how to engage student leaders (especially Bonner Scholars and Bonner Leaders) in these roles. This session also includes rich information on designing and leading reflection as one specific role for students, but in ways that may also build faculty members’ toolkit.

           

           

          Articles: 

           

          Additional Resources:

           

           

          #9: Roles of Centers in Promoting Institutional Engagement

          This session, which you will tailor to explain your own campus’s center, staffing, partnerships and programs, will provide a chance for faculty to better understand the critical role that centers and their staff (including student leaders) play in building and sustaining campus-community partnerships and their impact on communities. You introduce resources — scholarship, student leaders, catalogs of projects, tracking systems, transportation, supplies, partner projects requests, and more — that your center offers or wants to build (in collaboration with faculty allies). The session will ground faculty in understanding campus infrastructure in perspective of the community engagement field, drawing on scholarship.

           

           

          Articles: 

            • Dostilio, L. D., & Getkin, D. (2015). Service-learning as catalyst for integrating community engagement across core academic functions. In Community Engagement in Higher Education (pp. 139-160). Brill Sense.
            • Welch, M., & Saltmarsh, J. (2013). Current practice and infrastructures for campus centers of community engagement. Journal of Higher Education Outreach and Engagement, 17(4), 25-56.

           

           

          #10: Leveraging Community-Engaged Learning for Partners & Publishing

          This session will provide structure for faculty to think about how they can share and leverage the work that is done through community engaged teaching and learning. They will be guided, by looking at a list of common deliverables for partners, to ensure that they provide class time for students to finish and share their work in useful formats with community constituents. Additionally, they will look at steps and strategies to share their own work with their departments, disciplines, and more broadly, perhaps through publishing.

           

           

          Articles: 

           

                   Additional Resources:  

            • American Association of State Colleges and Universities (2002). Stepping forward as stewards of place: A guide for leading public engagement at state colleges and universities. www.aascu.org 
            • Community-Campus Partners for Health: Promoting Health Equity and Social Justice - https://www.ccphealth.org/resources/ 
            • Calleson, D., Jordan, C., & Seifer, S. D. (2005). Community-engaged scholarship: Is faculty work in communities a true academic enterprise? Academic Medicine, 80(4), 317-321.
            • Driscoll, A. & Sandmann, L. R. (2001). From maverick to mainstream: The scholarship of engagement. Journal of Higher Education Outreach and Engagement, 6(2), 9-19.
            • Freeman, E., Gust, S., & Aloshen, D. (2009). Why faculty promotion and tenure matters to community partners. Metropolitan Universities Journal, 20(2), 87-103.
            • Michigan State University: University Outreach and Engagement - https://engage.msu.edu/about/overview/common-types-of-community-engaged-scholarship-reported-by-faculty 
            • Sorcinelli, M. D. (2007). Faculty development: The challenge going forward. AAC&U Peer Review, 4-8. 
            • Wellesley Institute: Advancing Urban Health - https://www.wellesleyinstitute.com 

           

                   Resources: Institutional Review Board (IRB) and Community-Based Research 

           

          Additionally, we plan to share literature and best practices related to other specific projects and aspects of implementing community-engaged learning (i.e., student learning rubrics, course designators, IRB protocol, site transportation, reflective assignments, and so on). Many of these exist here on the Wiki, and some new sections will be built out. We would like to request that any institutions that have existing workshops or other resources that they would be willing to share with other campuses and the national network email these to Foundation staff (ahoy@bonner.org and rshah@bonner.org). 

           

           

          Presentations 

          This powerpoint, used at the Bonner Civic Scholars: Engaged Campuses meeting (held in March 2015) includes several pages of models, language, and steps for changing tenure and reward standards to support community engaged scholarship. It draws on and has links to resources from Imagining America, Campus Community Partnerships for Health, and institutions that have successfully made changes.

           

           

           

          Other Recommended Speakers and Presenters 

          On this page, you will find more information on several scholars and leaders in the field who, in addition to Bonner Foundation staff, may be helpful to involve and invite to your campus to help with faculty development, engagement, and planning. They include several individuals who have been engaged by other staff in the Bonner Network in the past few years and been effective. Please contact a Foundation staff member to discuss your needs and ideas.

           

          • Lina Dostilio: Assistant Vice Chancellor Community Engagement Centers at University of Pittsburgh 
          • Timothy Eatman: Dean of the Living-Learning Community at Rutgers Newark and Former Director of Imagining America 
          • Kerrisa (Kerri) Heffernan: Director, Faculty Development and Engaged Scholarship Faculty Development/ Engaged Curriculum Development/ Royce Fellowship at Brown University 
          • Marisol Morales: Executive Director of the Carnegie Community Engagement Classification 
          • Tania Mitchell: Assistant Professor of Higher Education in the Department of Organizational Leadership, Policy and Development at the University of Minnesota’s College of Education and Human Development
          • Caryn McTighe Musil: Former Vice President at the American Association of Colleges and Universities 
          • Kerry Ann O'Meara: Professor of Higher Education at the University of Maryland College of Education
          • David Roncolato: Professor of Community and Justice Studies at Allegheny College and Bonner Senior Faculty Fellow
          • David Scobey: Executive Director of Bringing Theory to Practice 
          • John Saltmarsh: Professor of Higher Education at UMASS Boston and Director, New England Resource Center for Higher Education (which oversees the Carnegie Community Engagement Classification)
          • Paul Schadewald: Associate Director of the Civic Engagement Center at Macalester College and Board Member of Imagining America
          • James Shields: Former Director of the Bonner Center at Guilford College 
          • Randy Stoecker: Professor of Community & Environmental Sociology at University of Wisconsin-Madison
          • Marshall Welch: Former Director of the Catholic Institute for Lasallian Social Action (CILSA), which ran a Bonner Leaders Program, and Consultant

           

          Visit this page to learn more. Recommended Speakers and Presenters

           

          Books

           

          • Reconceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections, Frameworks, and Models of Practice - This edited volume provides educational developers and community engagement professionals an analysis of approaches to faculty development around service-learning and community engagement. Using an openly self-reflective approach, the contributors to this volume offer an array of examples and models, as well as realistic strategies, to empower readers to evolve their faculty development efforts in service-learning and community engagement on their respective campuses. It is also a call for recognition that the practice of S-LCE needs to be institutionalized and improved. The book further addresses the field’s potential contributions to scholarship, such as the scholarship of teaching and learning (SoTL), publicly engaged scholarship, and collaborative inquiry, among others.

           

          • Engaging Departments (2006): Engaging Departments fills an important niche in the literature on institutional engagement and advances the National Campus Compact agenda to create engaged departments. The authors of this book embrace the call for such institutional renewal and provide the critical guidance needed for leaders in higher education who are serious about building genuinely engaged campuses. Engaging Departments fills an important niche in the literature on institutional engagement and advances the National Campus Compact agenda to create engaged departments. Representing a range of disciplines and institutional types-including two-year and four-year, public and private, comprehensive and research-this work features case studies of 11 departments and their journeys to engagement. The book presents readers with transferable steps and strategies, key factors that helped move civic engagement from the individual faculty level to the collective departmental level, an analysis of successes and barriers, and visions for the future. Also outlined are engagement efforts at the institutional and state levels. Written for department chairs, faculty, and faculty developers, this book offers approaches to support and sustain the building of engaged departments and invites readers to contemplate and refresh their visions for the relevancy of their disciplines in the 21st century.

           

          • Research Methods for Community Change by Randy Stoecker. Everyone is a member of a community, and every community is continually changing. To successfully manage that change, community members need information. Research Methods for Community Change: A Project-Based Approach is an in-depth review of all of the research methods that communities use to solve problems, develop their resources, and protect their identities. With an engaging, friendly style and numerous real world examples, author Randy Stoecker shows readers how to use a project-based research model in the community. The four features of the model are:

          * Diagnosing a community condition
          * Prescribing an intervention for the condition
          * Implementing the prescription
          * Evaluating its impact

          At every stage of this model there are research tasks, from needs and assets assessments at the diagnosis stage to process and outcome studies at the evaluation stage. Readers will also learn the importance of involving community members at every stage of the project and in every aspect of the research, making the research part of the community-building process.

           

          • To Serve a Larger Purpose (2011), edited by John Saltmarsh and Matthew Hartley. "To Serve a Larger Purpose" calls for the reclamation of the original democratic purposes of civic engagement and examines the requisite transformation of higher education required to achieve it. The contributors to this timely and relevant volume effectively highlight the current practice of civic engagement and point to the institutional change needed to realize its democratic ideals. Using multiple perspectives, "To Serve a Larger Purpose" explores the democratic processes and purposes that reorient civic engagement to what the editors call "democratic engagement." The norms of democratic engagement are determined by values such as inclusiveness, collaboration, participation, task sharing, and reciprocity in public problem solving and an equality of respect for the knowledge and experience that everyone contributes to education, knowledge generation, and community building. This book shrewdly rethinks the culture of higher education. The contributors highlight the current practice of civic engagement and point to the institutional change needed to realize its democratic ideals. 
            • Putting Students at the Center of Civic Engagement by Richard M. Battistoni and Nicholas J. Longo. This PDFed chapter is part of "To Serve a Larger Purpose": Engagement for Democracy and the Transformation of Higher Education (Temple University Press, 2011). It focuses on the roles of students as colleagues.

           

          • The Barbara A. Holland Collection for Service Learning and Community Engagement (SLCE) is both uniquely retrospective and comprehensive, offering the worlds largest physical collection in the field. This internationally important collection features digital derivatives of materials originally collected by the National Service Learning Clearinghouse (NSLC) including: engagement research in higher education, K-12 schools, the community-based organization sector and Tribal Nations

           

          Articles

           

          • Promoting Student-Centered Learning in Experiential Education by Cheryl Estes. Abstract: Experiential educators claim to value student-centered learning, yet the values, as evidenced in practice, are often teacher-centered. The purpose of this article is to increase awareness of the inconsistencies between espoused values and values in practice effecting teacher-and-student power relationships during the facilitation of experiential programs. The literature review includes related philosophical topics, a summary of what other professionals in the field have written about student centered facilitation, and an overview of eight generations of facilitation. The author argues that teacher-centered facilitation is problematic in experiential education and justifies increasing the use of student-centered facilitation practices. Suggestions are provided for: (a) establishing forums for dialog about student-centered facilitation, (b) incorporating more student-centered facilitation practices, and (c) considering student-centered learning during program development and facilitator training. 

           

          • Self-assessment rubric for the institutionalization of community engagement in academic departments (2009). Creating Community-Engaged Departments (hereafter referred to as the Rubric) is designed to assess the capacity of a higher education academic department for community engagement and to help its members identify various opportunities for engagement. This self-assessment builds upon existing and/or validated prior work (Furco, 2000, 2003; Gelmon & Seifer et al., 2005; Kecskes & Muyllaert, 1997; Kecskes, 2006).1 While many of these instruments have been developed primarily for institution-wide application, and some have been applied to academic units including colleges, schools, departments and programs, this Rubric has been developed solely for use in academic departments. This approach is based on advice from key informant interviews and the recognition of the importance of the role of academic departments in the overall institutionalization of community engagement in higher education (Battistoni et al., 2003; Furco, 2002; Holland, 2000; Morreale & Applegate, 2006; Saltmarsh & Gelmon, 2006; Zlotkowski & Saltmarsh, 2006). 

           

            

          Proposals and Literature Reviews

           

           

           

          Journals for Publishing Articles on Community Engagement

           

          •  Journals and Databases: This is a list of journals and databases for service learning and community engagement. 
          • Gateways: International Journal of Community Research and Engagement — Gateways is a refereed journal concerned with the practice and processes of university-community engagement. It provides a forum for academics, practitioners and community representatives to explore issues and reflect on practices relating to the full range of engaged activity. The journal publishes evaluative case studies of community engagement initiatives; analyses of the policy environment; and theoretical reflections that contribute to the scholarship of engagement. Gateways is jointly edited and managed by UTS Shopfront Community Program at the Centre for Social Justice and Inclusion at the University of Technology Sydney, Australia, and The Swearer Center for Public Service, Brown University, Providence, RI, USA.

           

           

          Conferences Focused on Community Engagement & Service-Learning

           

          • This list (prepared by GivePulse team) includes conferences focused on community engagement and service-learning. These conferences offer great opportunities for professional development and networking.  

           

          Teaching Online

           

          • Webinar on how Marshall Ganz teaches his online social action courses

          • Zoom video conferences platform

          • Modes of Online Teaching

            • There are two modes of instruction to consider when transitioning in-person courses to remote modalities.  You can choose one or both of the following:
              •  Teach a synchronous [in real time] class using the Zoom video conferencing application. Synchronous means that the instructor and students may be in different locations but are meeting remotely at the same time.
              •  Teach a class asynchronously [not in real time].  Asynchronous means that there can still be deadlines, but students complete activities at their own pace.
              •  Teach a class synchronously [in real time] and record the sessions so that students can access the recordings and materials at their convenience, and complete the activities at their own pace according to determined deadlines.

          • From Bringing Theory to Practice:

            • Beth McMurtrie of the Chronicle of Higher Education published an excellent column, “Preparing for Emergency Online Teaching,” which includes links to a variety of resource guides issued by different universities.
            • Many of you know the work of the Hope Center at Temple University in documenting and supporting the material needs of college students. Here is a brief guide they’ve issued, “BEYOND THE FOOD PANTRY: Supporting #RealCollege Students During COVID19”.
            • Cathy Davidson and Christina Katopodis co-authored a terrific op-ed in Inside Higher Ed on best practices for engaged online teaching, “Transforming Your Online Teaching From Crisis to Community”. 
            • Finally, “Hope Matters” is a wonderful column from this week’s Inside Higher Ed, by Pima Community College faculty member (and neuroscientist) Mays Imad; it offers ten strategies for supporting students’ well-being, overcoming their isolation, and engaging their fears.

          • Free Courses on Coursera

            • Online Courses – https://www.coursera.org/: 

              • Content (readings, videos, discussion questions, quizzes) for the following courses is available for free, so students/AmeriCorps members could use that content to write their responses, and submit their work on Bonner Learning Community to count toward training and service hours.

              • Coursera is joining with partners to provide free access to Coursera for Campus for any impacted college or university.If you are part of the faculty or administration at an impacted university, please complete this form to start the application process.  If you are a student at an impacted university, you can ask your university to apply for this program or visit coursera.org to find individual courses you can start today.

            • Free Courses

          • Collection of community engagement activities that can be facilitated in digital classrooms

          • Chronicle of Higher Education Guide to Moving Online Now: How to keep teaching during coronavirus

            • As the coronavirus spreads, colleges are scrambling to respond to potential health-care crises, campus closures, and other issues that are arising and evolving on a daily basis. Download this free collection for must-read advice guides and opinion pieces on online learning.   
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