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Engaged Campus – Institutional Level and Department Level

Engaged Campus – Institutional Level and Department Level. presented to Engaged Department Summit CSU Chico – May 5, 2006. Season Eckardt, Administrative Director, CSU OCSL Gerald Eisman, Service-Learning Faculty Scholar, CSU OCSL. CSU’s Vision and Leadership.

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Engaged Campus – Institutional Level and Department Level

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  1. Engaged Campus – Institutional Level and DepartmentLevel presented to Engaged Department Summit CSU Chico – May 5, 2006 Season Eckardt, Administrative Director, CSU OCSL Gerald Eisman, Service-Learning Faculty Scholar, CSU OCSL

  2. CSU’s Vision and Leadership • Our vision: Every student has the opportunity to participate in a service-learning experience prior to graduation. • The CSU is the only system in higher education that has a connected and coordinated service-learning network.

  3. CSU’s Initiatives • Media Campaign on service learning: CSU Chico is one of six campuses chosen. • Math and Science, Teacher Preparation and Service Learning • Teacher Shortage – • In 2002-2003, California met only about a third of its need for fully credentialed math teachers. • Student Performance on 8th grade Math (2005) • National Average – 46% • African Americans (9%), Caucasians (34%) Hispanics (7%) • Service learning has a role to play.

  4. Civic Engagement • Evolving Context: Going beyond service learning and into civic engagement. • Key Question: How does CSU Chico collaborate “with its larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity?” (Carnegie Classification, 2006)

  5. Scholarship of Engagement The scholarship of engagement means connecting the rich resources of the university [department] to our most pressing social, civic, and ethical problems…. - Ernest Boyer (1996), The Journal of Public Service and Outreach

  6. What are the resources of a Department? • curricular resources • intellectual resources • service resources

  7. Components of an Engaged Department Engaged Department Mission Civic Learning Outcomes HRTP Policies Civic Research /Service Agenda • Community partnerships • Civic programs • Co-educators • Grant activity • Public Relations • Curriculum • CE courses • SL opportunities • Sequence of courses • Freshman experience • Capstone courses • Co-curricular • student organizations • student leadership • student voice • Faculty • Teaching Assignments • Teaching methods • Research focus • Professional service to community

  8. Components of an Engaged Department MISSION Engaged Department Mission Statement … to connect the rich resources of the department to our most pressing social, civic, and ethical problems…

  9. Components of an Engaged Department POLICIES Civic Learning Outcomes HRTP Policies Research/ Service Agenda

  10. Components of an Engaged Department ACTIONS (Curricular) • Design CE Courses • Create SL Opportunities • Develop Sequence of Courses • Construct Freshman Year Experience around civic theme • Create Capstone Course with civic component

  11. Components of an Engaged Department ACTIONS (Co-Curricular) • Provide student voice in departmental discussions • Support student organizations with civic purpose • Develop student leadership in civic engagement

  12. Components of an Engaged Department ACTIONS (Faculty) • Develop teaching methods for CE • Share teaching assignments • Conduct research on service learning outcomes • Focus research on civic issues • Provide professional service to community

  13. Components of an Engaged Department ACTIONS (with Community) • Develop civic programs • Involve as co-educators • Perform joint grant writing • Share public relations

  14. Components of an Engaged Department Group Discussions Developing an Engaged Curriculum (Terri Davis) Faculty Roles & Rewards (Jerry Eisman) Creating Co-curricular Activities (Deanna Berg) Institutional Partnerships (Season Eckardt)

  15. Discussion Question How can faculty leaders move - Curriculum, Co-curricular Activities, Faculty Roles and Rewards, Institutional Engagement - forward at Chico? • REPORT BACK • Two exemplary current efforts • Two ideas on how leaders can move the agenda forward

  16. Departments that Work (Wergin, 2003) • Recognize the power of the faculty as a collective characterized by: • Work that is in alignment to institution’s identity and priorities • A balance between faculty autonomy and social responsibility • Awareness of the danger of a faculty dominated by specialization, isolation and privatization. Department Chairs and Faculty: What role are you playing in crafting a shared vision for the department? Does that vision include service learning, civic engagement, and why? What conversations need to happen to have a shared vision, a clear picture of the opportunities, and an individual and collective practice of critical reflection?

  17. In Closing… "We don't even know what skills may be needed in the years ahead. That is why we must train our young people in the fundamental fields of knowledge, and equip them to understand and cope with change. That is why we must give them the critical qualities of mind and durable qualities of character that will serve them in circumstances we cannot now even predict." --John Gardner, "Excellence"

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