One with the Community Building the Engaged Campus

1. One with the CommunityBuilding the Engaged Campus Using Campus Compact’s Indicators of Engagement to Document Engagement

2. Presenter • Dr. Rosalyn Jones Campus Compact Engaged Scholar Associate Professor Georgia Perimeter College

3. Agenda • Project Overview • Key Lessons Learned • Promising Practices • Other Campus Compact Resources • Questions

4. About Campus Compact • Campus Compact is a national coalition of more than 900 college and university presidents—representing some 5 million students—who are committed to fulfilling the civic purposes of higher education. • To support this mission, Campus Compact promotes service initiatives that develop students’ citizenship skills, helps campuses forge effective community partnerships, and provides resources and practical guidance for faculty seeking to integrate civic engagement into their teaching and research. • Campus Compact comprises a national office based in Providence, RI, and 30 state offices in CA, CO, CT, FL, HI, IA, IL, IN, KS, LA, MA, ME, MI, MN, MO, MT, NC, NH, NY, OH, OK, OR, PA, RI, TX, UT, VT, WA, WI, and WV.

5. The Indicators of Engagement Project (IOEP) Grant; Carnegie Corporation of New York, June 2002 • To document and disseminate best practices of civic and community engagement • To help campuses achieve broader institutionalization of civic and community engagement • To develop a series of models for civic and community engagement strategies for different types of institutions that have different needs. • Year 1: Community colleges • Year 2: Minority-serving institutions • Year 3: Comprehensive universities

6. Major Project Activities For each type of institution: • Survey for the best practices of engagement • Conduct interviews and focus group meetings to learn more about civic and community engagement • Visit colleges to identify, document and disseminate best practices of civic and community engagement • Create online databases and printed materials highlighting successful engagement strategies

7. 2.Telephone Interviews Uniqueness, implementation, acceptance IOEP Process • 1. Online Survey Exemplary practices? Schools with promising practice selected for… 3. Selection of Schools Practice and diversity of type Diverse schools with exemplary practice selected for… • 4.Site Visits Interviews with Faculty, Administrators, Students, and Community Partners

8. Mission and purpose Administrative and academic leadership External resource allocations Disciplines, departments, and interdisciplinary work Faculty roles and rewards Internal budget and resource allocation Community voice Support structures and resources Faculty development Coordination of community-based activities Teaching and Learning Forums for fostering public dialogue Student Voice The Indicators of Engagement

9. Themes The thirteen indicators cluster into the following 5 themes: • Institutional Culture • Curriculum & Pedagogy • Faculty Culture • Mechanisms & Resources • Community-Campus Exchange

10. Institutional Culture Mission and purpose Administrative and academic leadership Curriculum & Pedagogy Teaching and Learning Disciplines, departments, and interdisciplinary work Faculty Culture Faculty roles and rewards Faculty development Mechanisms & Resources Internal budget and resource allocation Support structures and resources Coordination of community-based activities Community-Campus Exchange External resource allocations Community voice Forums for fostering public dialogue Student Voice Themes & Indicators

11. Building the Engaged Campus Mechanisms & Resources Community Campus Exchange Curriculum & Pedagogy Faculty Culture Institutional Culture

12. 1. Describe the mission in your own words. 2.How is the mission publicized? 3. Does the mission reflect civic engagement? 4.How can you use your mission statement to support community efforts? Documentation Mission Statement Promotional Materials Institution website Annual Report Publications by leaders Media files Mission and Purpose

13. In what ways do leaders promote civic engagement internally and externally? Is there a strategic plan to address this issue? How is engagement institutionalized? What methods of assessment are used? Documentation Publications and speeches by leaders Membership in Campus Compact Paper trail of community development efforts Institutional strategic plan Administrative and Academic Leadership

14. How is commitment to civic engagement reflected in and across disciplines? Think about departments where engagement is strong/weak. Are there opportunities to promote engagement? Documentation Departmental promotional material/homepage Annual reports Faculty presentations or publications Samples of student projects Disciplines,departments and Interdisciplinary Work

15. What roles do faculty and administrators play in supporting multiple approaches that reflect engagement? How are community sources of knowledge valued, incorporated and acknowledged? Provide specific examples. Departmental promotional material/ web page Faculty presentations and publications Examples of syllabi Formal agreements with partners Accreditation self study reports Teaching and Learning

16. What kinds of faculty development activities does the college provide? What is the response of faculty? How are faculty prepared for the process of identifying community partners? What support does the college provide? Reports of faculty development units Announcements of faculty development activities Evaluations of faculty development activities Lists of faculty attending Other available faculty resources Faculty Development

17. Do college policies support and reward faculty for civic engagement? How aware are faculty of these policies? What are recruitment policies? How do policies relate to overall mission? Promotion and tenure guidelines Recruitment materials for new faculty Reports on community-based scholarship, presentations/research Numbers of individuals tenured/promoted based on civic work Faculty Roles and Rewards

18. Is there a central office that supports civic engagement? What resources support it? What mechanisms exist to organize, document and describe engagement activities? Is commitment sustainable? Center mission statement Faculty handbook Student handbook Academic schedules Catalog Campus publications Web based resources Support Structures & Resources

19. What are policies regarding the allocation of funds? Who is responsible for allocating these funds?How are priorities established? Are resources available to faculty, community partners to offset expenses? Annual report Budget statements Budget guidelines Campus publications Inventories of community partnerships activities Web based resources Internal Resource Allocation

20. How does college facilitate communication between the institution and its community partners? Are partners on relevant college committees? Do partners participate in course design? Annual report Schedules Catalogs Agreements/contracts for community organizations Advisory boards Committee membership descriptions Community Voice

21. Does college fund community organizations? Are resources available for community building? Who is responsible for these resources? How are priorities established? Annual report Budget summary statement Budget guidelines Reports to the community Inventories of community-based activities External Resource Allocation

22. How is civic engagement and teaching and learning integrated? Do you have a centralized office? What roles do student affairs and academic affairs play? Are there community service or volunteer activities? Campus calendar of events Academic catalog Campus publications Activities of community advisory boards Web based resources Coordination of Community Based Activities

23. How does college bring together stakeholders? What office is responsible for facilitating dialogue? How do students and faculty know where to go on campus to get involved? How do community agencies know who to contact? Annual reports Academic catalog Campus publications Media files Advisory board activities Committee descriptions Web based resources Forums for Fostering Public Dialogue

24. How are students made aware of college’s commitment to civic engagement? Do students participate in course design? Are students represented on college committees relevant to civic engagement? Activities report Student orientation schedules Academic catalog Campus publications Media files Student organization documents Committee descriptions Student Voice

25. Key Lessons Learned • Assets Trump Deficits. • Using the indicators to conduct an institutional audit of civic engagement, campuses discovered both assets and deficits. Successful campuses moved on their assets. • Successful colleges and universities recognized 2-3 strong assets, stimulated intellectual capital and individual passion around those assets, connected strategically with key campus leaders, community partners, and funders, and moved intentionally from innovation to institutionalization.

26. Next steps for the IOEP • Publication of the monograph on engagement at MSIs; One with the Community: Indicators of Engagement at Minority-Serving Institutions • Using the Indicators to document engagement for accreditation • Publication of a special issue of Metropolitan Universities • Additional information is available online at www.compact.org/indicators/

27. Project Findings: HBCUs • Students at HBCU's are typically introduced to the heritage and mission of service early on in their academic careers. • HBCU's play an important role in preparing the next generation of community leaders. Many nonprofit and government leaders who partner with HBCUs are alumni of the college with which they partner. • Presidential Leadership is crucial to creating a culture of service and engagement at HBCUs.

28. Project Findings: HBCUs • A tradition of viewing service as "giving back” has led many HBCus to institute a community service graduation requirement. Such a requirement highlights service-learning and facilitates the coordination of community-based activities on campus. • The presence of dynamic and effective service-learning coordinators plays a critical role in sustaining community-based work at HBCUs.

29. Campus Compact Resources • Publications • One with the Community: The Indicators of Engagement at Minority-Serving Institutions. • The Promise of Partnerships: Tapping into the College as a Community Asset. Designed specifically for community-based organizations, The Promise of Partnerships offers straightforward guidance on how to tap into the resources and expertise of local colleges and universities. • Colleges with a Conscience (with the Princeton Review) provides detailed information geared toward prospective college students searching for facts about life that go beyond raw admissions statistics. • Available at www.compact.org/publications

30. Campus Compact Web Resources • Campus Compact’s service-learning pyramid http://www.compact.org/faculty/specialreport.html • The Indicators of Engagement Survey http://www.compact.org/indicators/MSI-survey.html • The Indicators of Engagement http://www.compact.org/indicators/indicators-MSI.html • The President’s Declaration on the Civic Responsibility of Higher Education Campus Assessment of Civic Responsibility http://www.compact.org/presidential/declaration-assessment.html

31. Documenting Engagement • Campus Compact collection of resources on assessmenthttp://www.compact.org/resource/documenting.html • This document includes information on: Notating Service on the Transcript, Common Criteria for Designating a Course as a Service-Learning course, Colleges and Universities that Note Service on Formal Transcripts, Web Resources on Service-Learning in Faculty Review, Tenure & Promotion, Print Resources on Service-Learning in Faculty Review, Tenure & Promotion.

32. Campus Compact’s Advanced Toolkit • Establishing Benchmarks for the Engaged Campus:  The University of Maryland Report (Results of the University of Maryland’s Engaged Campus Team) • "Implementing Service Learning in Higher Education", by Robert G. Bringle and Julie A. Hatcher (40K pdf) • "Analyzing Institutional Commitment to Service: A Model of Key Organizational Factors", by Barbara Holland (48K pdf) • All available online at http://www.compact.org/advancedtoolkit/assessing.html

33. Advanced Toolkit continued • Exploring the Challenge of Documenting and Measuring Civic Engagement Endeavors of Colleges and Universities: Purposes, Issues, Ideas. By Barbara A. Holland, Former Director of the HUD Office of University Partnerships; Director of the Service-Learning Clearinghouse. • Framing the Measures: A Technical Background Paper on Institutional Classification Systems, Data Sets, and Miscellaneous Assessments in Higher Education.Prepared by Jessica Shedd and Jane Wellman, The Institute for Higher Education Policy, Washington, D.C. • Both available online at http://www.compact.org/advancedtoolkit/measuring.html

34. Contact Information • Additional information at www.compact.org/indicators/