MAKING THE MODEL WORK FOR YOU: FACULTY DEVELOPMENT AND COMMUNITY ENGAGEMENT

November 11, 2014 Bonner Fall Directors Meeting

Presenters

Ashley Cochrane - Director, Center for Excellence in Learning through Service (CELTS), Berea College

Brooke Millsaps – Director of Service-Learning, Warren Wilson College

Today’s Workshop• Introductions • Setting the Context: Frameworks for Community-Engagement Teaching and Learning

• Faculty Development Strategies • Faculty Development Models – Berea College and Warren Wilson College

• Discussion – Making models that work for you

SETTING THE CONTEXT

Frameworks for Community-Engaged Teaching and Learning

Frames for Community-Engaged Teaching and Learning • Institutionalization of Service-Learning • Carnegie Community Engagement Classification

Institutionalization of Service-Learning

• Furco Self-Assessment Rubric: Dimensions of Institutionalization of Service-Learning in Higher Education (2003) • Philosophy and Mission of Service-Learning • Faculty Support for and Involvement in Service-Learning • Student Support for and Involvement in Service-Learning • Community Participation and Partnerships • Institutional Support for Service-Learning

Dimensions of Institutionalization of Service-Learning in Higher Education (Furco Self-Assessment Rubric, 2003)

• Faculty Support for and Involvement in Service-Learning • Faculty knowledge and awareness

• Faculty involvement and support • Faculty leadership

• Faculty incentives and rewards

Dimensions of Institutionalization of Service-Learning in Higher Education (Furco Self-Assessment Rubric, 2003)

• Community Participation and Partnerships • Community partner awareness

• Mutual understanding

• Community partner leadership and voice

Carnegie Community Engagement Classification

• Questions asked on application: • Does the institution provide professional development support for

faculty and/or staff who engage with the community? • Are there institutional level policies for promotion (and tenure at

tenure-granting campuses) that specifically reward faculty scholarly work that uses community-engaged approaches and methods?

• Is Community engagement rewarded as one form of teaching and learning?

• Is community engagement rewarded as one form of scholarship? • Is community engagement rewarded as one form of service? • Are there examples of faculty scholarship associated with their

curricular engagement achievements (research studies, conference presentations, pedagogy workshops, publications, etc.)?

• Are there examples of faculty scholarship associated with their outreach and partnerships?

Faculty Development StrategiesFaculty Support

• Individual consultations with faculty • Faculty Service-Learning Handbook • Service-Learning Resource Library • Service-Learning Teaching Assistant Training • Assistance with transporting students to SL site • Service-Learning Support Grants (Mini-Grants)

Faculty Training • Workshops • Guest speakers who are leaders in the service-learning field • Tours of the community for faculty • Service-learning conferences – attending as part of a team

Highlighting Faculty Members Work • Service-Learning Faculty Fellow position • Invite faculty to participate in research and evaluation of service-learning program • Invite faculty to represent the SL Program on or off campus • Service-Learning Faculty Recognition Lunch

FACULTY DEVELOPMENT MODELS

Berea College

Berea, Madison County, Kentucky

• County population: 82,916 • Berea (2nd largest town in county) • Berea population: 13,561 • Primarily rural community • In the foothills of the Appalachian

Mountains

Berea College• First co-educational, interracial

college in the South. – Founded in 1855.

• Emphasis on serving students from the Appalachian region.

• Emphasis on interracial education. • 1600 undergraduate students, all

from the lower third socioeconomically – All admitted students receive full-tuition

scholarships. • Liberal arts and pre-professional

programs. • Christian-affiliated, non-

denominational • Work College.

– All students have a 10-15 hour labor (work-study) position.

Berea College • Mission: Eight Great Commitments • Motto: God has made of one blood all peoples of the earth.

• Learning, Labor, and Service

CELTS Center for Excellence in Learning through Service

Vision We envision an educational system that

successfully combines community service with academic learning to create an

environment, which challenges and prepares students to be critical thinkers, reflective

learners, and active members of just communities near and far.

Mission The Center for Excellence in Learning Through

Service (CELTS) educates students for leadership in service and social justice through promotion and coordination of

academic service-learning and student-led community service.

CELTS •Service-Learning •Community Service •Bonner Scholars

Service-Learning

Collaborative partnership

between college and community

Applying academic

knowledge and critical

thinking skills

Reflection and assessment leading to deeper

understanding of course content and civic engagement

Service-LearningService-learning is an educational experience based upon a collaborative partnership between college and community. Learning through service enables students to apply academic knowledge and critical thinking skills to meet genuine community needs. Through reflection and assessment, students gain deeper understanding of course content and the importance of civic engagement.

Berea CollegeCELTS3/4/04

Service-Learning at Berea College

• Approximately 20 Service-Learning Courses taught each year

• Service-Learning in over 20 disciplines

• Active Learning Experience requirement • Service-Learning

Course Designation

Seminar in Service-Learning: What is it?

• Intensive • Small group of participants • Explore SL through readings, discussion, and syllabus or project design

• Faculty commit to teaching SL Course within next year

Faculty Community Partner StudentsDefining Service-Learning Defining Service-Learning Defining Service-Learning

Intersections of Theory and Practice

SL Project & Syllabus Design

SL Project & Syllabus Design

Reflection and Assessment of Learning

Reflection and Assessment of Learning

Reflection

Diversity in Service-Learning

Diversity in Service-Learning

Diversity in Service-Learning

Student Perspective Student Perspective

Campus-Community Partnerships

Campus-Community Partnerships

Campus-Community Partnerships

Assessment and Scholarship

Accessing College Resources

Time Management

Working in Groups

Developing a Service-Learning Seminar: Some factors to consider•Timing • Participants • Recruitment • Incentives • Evaluation

Faculty Seminars in SL – Outcomes

• Feedback from faculty • Opportunity to engage with other faculty who are passionate about

teaching • Time carved out for syllabus design • Strengthened skills in syllabus design • Strengthened teaching overall • Deepened understanding of SL • More likely to access CELTS resources

• Develops a core group of faculty on campus who are: • Aware of SL best practices • Aware of resources available to them • Comfortable talking about SL with colleagues • Teaching with SL

Community Partner Seminars in SL – Outcomes • Feedback from community partners

• Opportunity to develop relationships with faculty • Greater awareness of resources available through Service-

Learning Program • Empowered sense of role in the service-learning partnership • Deepened understanding of SL

• Develops a core group of community partners who are: • Aware of SL best practices • Aware of resources available to them • Empowered to negotiate SL projects with faculty

FACULTY DEVELOPMENT MODELS

Warren Wilson College

Warren Wilson CollegeThe mission of Warren Wilson College is to provide a distinctive undergraduate and graduate liberal arts education. Our undergraduate education combines academics, work, and service in a learning community committed to environmental responsibility, cross-cultural understanding, and the common good.

City of Asheville Population: 84,842 Buncombe CountyPopulation: 245,347North Carolina

www.ashevillechamber.org

Our Students:• 850 Students • 90% live on

campus • Students

represent 40 states and 11 countries

• 15-20% of students from North Carolina

Educational Triad of Academics, Work and Service

● Community Engagement Commitment that is a developmental service requirement for all students.

Work Program where students work 15 hours each week on one of over 120 crews.

Liberal Arts academic program including over 40 majors/concentrations.

Focus on sustainability and cross-cultural understanding.

History of Service• Founded in 1893 • Service affirmed in 1959 • Requirement for graduation 1960, Quantitative 1969 – 2012 • 2012 implemented developmental model – Community Engagement

Commitment • Self-Knowledge • Understanding of Complex Issues • Collaboration for Community Impact • Commitment to Community Engagement

Service-Learning at Warren Wilson College- In our second year of formal service-learning designation - Next year a new General Education Curriculum that includes:

- Service-Learning Course - Service-learning First Year Seminar

-Service-Learning Fellows Program – started in 2011-2012 - 19 Warren Wilson Faculty representing 15 departments - 7 Community Partners

2013-2014 By the Numbers: · 23 Service-Learning Designated Courses · 11 First Year Seminars · 10 courses with significant service

• 29 faculty representing 11 departments, taught service- learning courses

Engaged Scholars Learning Community

• Developed organically from interests of faculty

• Group comprised of Service-Learning Fellows

Engaged Scholars Format

Retreat Agenda • Share project updates/ideas • Resource sharing exercise • Independent work time • Closing – goals

Calendar of Gatherings • Four ½ - ¾ day retreats • Monthly lunch gatherings

Engaged Scholars

Shared Resources: • Google+ • Zotero

Future Goals: • January – hosting campus-wide scholarship gathering

• Continue to promote the value of this work on our campus

DISCUSSIONApplying context and models to your schools

Discussion • What are the key elements of your most successful service-learning faculty and community partner development programs?

• What are some unique characteristics of your institution that influence faculty and community partner development in service-learning?

• What are some challenges we face in developing and implementing service-learning programming for faculty? For community partners?

• What are some assets of your institution that will facilitate growth of a service-learning program?