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Building Engagement Across the Campus: Creating Engaged Departments AAC&U Pedagogies of Engagement Conference April 14 PowerPoint Presentation
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Building Engagement Across the Campus: Creating Engaged Departments AAC&U Pedagogies of Engagement Conference April 14 – 16, 2005 Bethesda, Maryland John Saltmarsh, Project Director Integrating Service Academic Study National Campus Compact Kevin Kecskes, Director

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Building Engagement Across the Campus: Creating Engaged DepartmentsAAC&U Pedagogies of Engagement ConferenceApril 14 – 16, 2005Bethesda, Maryland

John Saltmarsh, Project Director

Integrating Service Academic Study

National Campus Compact

Kevin Kecskes, Director

Community-University Partnerships for Learning

Portland State University

StevenJones, Coordinator

Office of Service Learning, Center for Service and Learning,

Indiana University-Purdue University Indianapolis

workshop goals
Workshop Goals
  • Investigate motivation for engagement
  • Place departmental engagement in disciplinary and institutional contexts
  • Discuss multiple approaches to civic engagement including service-learning.
  • Present institution-wide programmatic models
  • Discuss strategies for departmental engagement
  • Share lessons learned
  • Consider the engagement of departments at your campus
  • Explore an Engaged Department Framework
  • Engaged Departments as a key component of an engaged campus (IUPUI)
  • Engaged Departments in action (PSU)
  • Lessons Learned
  • Resources
an engaged department
An Engaged Department

When we talk about an “engaged department,” what do we mean by “engagement”?


“Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference.”Thomas Ehrlich, et. al., Civic Responsibility and Higher Education (2000)


An essential point made by Russ Edgerton and Lee Schulman in a critique of the 2002 NSSE results is relevant here: “We know, for instance, that students can be engaged in a range of effective practices and still not be learning with understanding; we know that students can be learning with understanding and still not be acquiring the knowledge, skills, and dispositions that are related to effective citizenship.”


“Complementary learning opportunities inside and outside the classroom augment the academic program…service-learning provides students with opportunities to synthesize, integrate, and apply their knowledge. Such experiences make learning more meaningful, and ultimately more useful because what students know becomes a part of who they are.”

(2002 NSSE Annual Report)


Civic engagement means creating opportunities for civic learning that are rooted in respect for community-based knowledge, experiential and reflective modes of teaching and learning, active participation in American democracy, institutional renewal that supports these elements.

what is the compelling interest in engagement
What is the Compelling Interest in Engagement?
  • The Civic Purpose of Higher Education (the mission imperative)
  • Improved Teaching and Learning (the pedagogical imperative)
  • Creating New Knowledge (the epistemological imperative)
the civic purpose of higher education the mission imperative
The Civic Purpose of Higher Education (the mission imperative)

"Unless education has some frame of reference it is bound to be aimless, lacking a unified objective. The necessity for a frame of reference must be admitted. There exists in this country such a unified frame. It is called democracy."

John Dewey (1937)

improved teaching and learning the pedagogical imperative
Improved Teaching and Learning (the pedagogical imperative)

“People worldwide need a whole series of new competencies...But I doubt that such abilities can be taught solely in the classroom, or be developed solely by teachers. Higher order thinking and problem solving skills grow out of direct experience, not simply teaching; they require more than a classroom activity. They develop through active involvement and real life experiences in workplaces and the community.”

John Abbott, Director of Britain’s Education 2000 Trust, Interview with Ted Marchese, AAHE Bulletin, 1996

creating new knowledge the epistemological imperative
Creating New Knowledge (the epistemological imperative)
  • “The epistemology appropriate to [engaged teaching and scholarship] must make room for the practitioner’s reflection in and on action. It must account for and legitimize not only the use of knowledge produced in the academy, but the practitioner’s generation of actionable knowledge.”

Donald Schon, The New Scholarship Requires a New Epistemology, Change, 1995

  • “Knowledge - particularly useful knowledge that can be applied in the economy and society – is something more than highly intellectualized, analytical, and symbolic material. It includes working knowledge, a component of experience, of hands-on practice knowledge.”

Mary Walshok, Knowledge Without Boundaries. 1995

what is your primary interest in engagement
What is YourPrimaryInterest in Engagement?
  • The Civic Purpose of Higher Education (the mission imperative)
  • Improved Teaching and Learning (the pedagogical imperative)
  • Creating New Knowledge (the epistemological imperative)
  • Another interest….
why the department
Why The Department?

“Departments are the units in which the institution’s strategy for academic development is formulated in practice.”Donald Kennedy

“The department is arguably the definitive locus of faculty culture, especially departments that gain their definition by being their campus’s embodiment of distinguished and hallowed disciplines…. we could have expected that reformers would have placed departmental reform at the core of their agenda; yet just the opposite has occurred. There has been a noticeable lack of discussion of – or even new ideas about – departments’ role in reform.”

Edwards, Richard. 1999. The Academic Department: How does it Fit Into the University Reform Agenda? Change, September/October, p. 17-27.

the engaged department
The Engaged Department

An Educational Reform Agenda

  • Improved learning

2. Scholarship reconsidered

3. Public relevance - “socially responsive knowledge”

key features of an engaged department
Key Features of an Engaged Department
  • The work of the department is collaborative: Shift from “my work” to “our work”
  • Public dialogue about the values, interests, and goals of the department.
  • Engagement as community-based public problem solving.
an engaged department agenda
An Engaged Department Agenda
  • Unit responsibility for Engagement Related Activities.
  • Departmental Agreement on the concepts and terminology that allow faculty to explore the dimensions of engaged work most effectively.
  • Departmental agreement on how best to document, evaluate, and communicate the significance of engaged work.
  • Strategies for deepening the department’s community partnerships.
addressing departmental engagement
Addressing Departmental Engagement
  • Defining Civic Engagement.
  • Effective Departmental Collaboration.
  • Community Partnerships.
  • Evolving Faculty Roles and Rewards.
  • Assessment Principles and Strategies.
  • Creating an Action Plan.
why be a more engaged department metropolitan state university communications writing and the arts
Why Be a More Engaged DepartmentMetropolitan State University: Communications, Writing,and the Arts
  • Promote cultural diversity initiatives
  • Promote critical inquiry & thinking
  • Understand points of commonality (shared purposes and goals)
  • Promote dialogue and commonality among our programs and communities
  • Connects reflection with action
  • Collective responsibility to bridge town/gown
  • A shared understanding of how the department adds value to the community
an integrated approach
An Integrated Approach

Institutional Engagement

Faculty/Staff Engagement

Departmental Engagement

Student Engagement

circle of higher education engagement initiatives

Economic Development

Lifelong Learning

Extended Programs

Cultural Programs

Faculty Outreach



Co-Curricular Service-Learning

  • Community-based
  • Research

Curricular Service-Learning

civic engagement in higher education expanding our understanding
Civic Engagement in Higher Education:Expanding our Understanding

Service- Learning (curricular and co-curricular)

  • Other pedagogies, mechanisms, strategies:
  • _______
  • _______
  • _______
  • _______

Community-Based Research

  • Associated civic skills, attitudes, attributes, and behaviors to be developed
  • ___________
  • ___________
  • ___________
  • ___________
psu developmental model
PSU Developmental Model

Faculty Development Approaches




Scholarship of




















iupui s mission
IUPUI’s Mission

IUPUI Mission Statement

The MISSION of IUPUI is to provide for its constituents excellence in

* Teaching and Learning

* Research, Scholarship, and Creative Activity

* Civic Engagement, Locally, Nationally, and Globally

with each of these core activities characterized by

* Collaboration within and across disciplines and with the community,

* A commitment to ensuring diversity, and

* Pursuit of best practices

iupui s vision statement
IUPUI’s Vision Statement
  • IUPUI’s vision is to be “an engaged institution that stands as a model for effective, mutually beneficial collaborations of students, faculty, staff and community.”
institutional portfolio on civic engagement civic engagement task force s goals
Institutional Portfolio on Civic Engagement/Civic Engagement Task Force’s Goals
  • Enhance capacity for civic engagement.
  • Enhance civic activities, partnerships, and patient and client services.
  • Intensify commitment and accountability to Indianapolis, central Indiana, and the state.
strategic goals of the center for service and learning
Strategic Goals of the Center for Service and Learning

1. Support the development of service learning classes.

2. Increase campus participation in community service activities.

3. Strengthen campus-community partnerships.

4. Advance the scholarship of service.

5. Promote civic engagement in higher education.

overview of commitment to excellence funds
Overview of Commitment to Excellence Funds

General Goals

1. Create new models for undergraduate student learning and civic engagement.

  • Increase opportunities for undergraduate students to participate in meaningful experiential education
  • Increase the number of undergraduate students involved in multiple community-based learning experiences
  • Create new models for student learning through civic engagement that have both vertical and horizontal distribution
overview of commitment to excellence funds31
Overview of Commitment to Excellence Funds

General Goals, continued

2. Develop staff infrastructure with academic units.

  • Be accountable to good practice and to internal and external constituencies through systematic assessment and reporting of student learning outcomes and campus performance indicators for service learning and civic engagement.
  • Engage in collaborative work with community partners to address complex community issues.
overview of commitment to excellence funds32
Overview of Commitment to Excellence Funds

Specific Goals

Interdisciplinary Community Partnerships

  • Develop interdisciplinary campus-community partnerships (horizontal focus).

Engaged Department/School Initiatives

  • Assist schools and departments to develop strategies to (a) include community-based work in both teaching and research (including student research), (b) include community-based experiences as a standard expectation for majors, and (c) develop a level of coherence within the unit that will allow them to model successful civic engagement and progressive change at the departmental and/or school level (vertical focus).
criteria for proposals engaged departments schools
Criteria for Proposals-Engaged Departments/Schools

Student learning

1. Involves undergraduate students in civic engagement activities that include teaching, research, and service, preferably in ways that integrate across those activities

2. Involves large numbers of undergraduate students in multiple ways, include service-learning classes, internships, independent readings and research, etc.

3. Involves entering undergraduate students and structured developmental sequences of curricular and co-curricular activities that contribute to student learning and development.

criteria for proposals engaged departments schools continued
Criteria for Proposals-Engaged Departments/Schools, continued

Community partnerships

1. Focuses on community issues in central Indiana in ways that engage the campus and communities in activities that are academically meaningful and worthwhile to the communities.

2. Demonstrates community input in the development of the proposal, if feasible.

3. Demonstrates a plan for shared decision making with community partners over time.

4. Demonstrates a plan for continued community connections and community input during program implementation, monitoring, and evaluation.

criteria for proposals engaged departments schools continued35
Criteria forProposals-Engaged Departments/Schools, continued

Internal Collaboration

1. Collaborates with other IUPUI partners to leverage additional campus resources.

2. Identifies roles of faculty and staff with project responsibilities within academic units that are involved.

3. Advances the mission of the department and/or school in important ways around civic engagement.

Project management

1. Structures faculty leadership with clear commitment to the success of the proposed activities and provides a timeline for organizing the project operations under faculty and staff leadership.

2. Identifies plans for matching funds from department/school and external sources to support the initiative and has plans for securing additional external support. Departmental or school matching funds are required, and although no proportion is specified, those with higher levels of matching funds will be favorably reviewed.

3. Identifies ways in which Commitment to Excellence funds support will be phased out and other forms of support will ensure continuation of project activities.

criteria for proposals engaged departments institutes continued
Criteria forProposals-Engaged Departments/Institutes, continued

Assessment and evaluation

1. Provides an assessment plan that will document impact on student learning, contribution to departmental/school goals, and campus mission and goals.

2. Establishes how the proposed activities will be successful in terms of IUPUI’s Civic Engagement Performance Indicators, with particular regard for those indicators focused on Principles of Undergraduate Learning.

3. Establishes how the proposed activities will contribute to academic work including securing external support and creating academic products.

4. Provides an assessment plan for documenting the community impact of the work (e.g., health indicators, policy, quality of life.)

5. Establishes some procedures for oversight and evaluation that are relatively independent of the established infrastructure and incorporates community participation in these functions.


1. Develops plans for disseminating information and publications in ways appropriate to a variety of local and national audiences.

results of engaged department initiative to date
Results of Engaged Department Initiative To Date
  • 2003
    • 3 proposals, 1 funded (funding was discontinued after 1st year of grant)
  • 2004
    • 4 proposals, 2 funded
  • 2005
    • Campus-wide Engaged Department Institute—15 departments represented
    • 7 proposals, 3 funded
    • 1st Annual Civic Engagement Showcase will be held April 22, 2005
why work with departments an integrated approach
Why Work with Departments?An Integrated Approach

Institutional Engagement

Faculty/Staff Engagement

Departmental Engagement

Student Engagement

why work with academic departments psu s response
Why work with Academic Departments? PSU’s Response
  • Faculty generally find their intellectual and professional home in the department.
  • Nationally, work is being done to educate discipline associations and articulate connections to engagement.
  • Student experiences with community-based work can be fragmented when coordinated largely at the individual faculty level
  • There are several potential benefits for students, faculty, and community partners
the engaged department program at portland state
The Engaged Department Program at Portland State
  • Uses community-based learning to facilitate the integration of community-based work and reflection into academic study
  • Encourages the scholarship of engagement
  • Collaborative activities that directly support the university mission, “Let knowledge serve the city.”
psu s programmatic process
PSU’s Programmatic Process
  • Campus wide distribution of request for proposals
  • Competitive, peer-reviewed selection process
  • Development of interdisciplinary faculty “learning community” featuring monthly group discussion sessions with identified topics
  • Material resources provided
  • Campus-wide dissemination and celebration of outcomes at the end of the year
psu discussion topics for monthly group meetings
PSU discussion topics for monthly group meetings
  • Modified planning document used by Campus Compact for the national institutes
  • Discussion/clarification of terms
  • Strategizing barriers and facilitators for engagement
  • Curricular change related to engagement
  • Engaging others in the department
  • Assessment
  • Related scholarship (of teaching and of community engagement)
working with departments psu s history
Working with Departments – PSU’s History
  • Engaged Department Institute offered by Campus Compact, June 2001
    • Team of 6 participate in a 4-day institute to explore the concepts of “the department as a unit of engagement and change.”
  • 7 departments participated in year-long program, 2001-2002
  • 12 units in 2002-2003
  • 12 units in 2003-2005 (06)
psu model of working with departments four year journey
PSU Model of Working with Departments – Four year Journey
  • 7 department participated in year-long program, 2001-2002:
    • School of Business Administration
    • School of Community Health
    • Department ofEnglish
    • Department of Mathematical Sciences
    • Department of Psychology
    • University Studies, university-wide general education program
    • School ofUrban Studies and Planning
psu model of working with departments four year journey45
PSU Model of Working with Departments – Four year Journey
  • 12 units participated in year-long program, 2002-2003
    • Department of Applied Linguistics
    • Department of Architecture
    • Department of Art
    • Child and Family Studies Program
    • Department of Educational Policy, Foundations,

and Administrative Studies

    • Department of English
    • Department of Foreign Languages and Literatures
    • Department of Physics
    • Department of Psychology
    • Office of University Studies, Freshman Inquiry
    • School of Urban Studies and Planning
    • Women’s Studies Program
psu model of working with departments four year journey46
PSU Model of Working with Departments – Four year Journey
  • 12 units currently participating in program, 2003-2005
    • Center for Science Education
    • Department of Applied Linguistics
    • Department of Art
    • Department of Educational Policy, Foundations,

and Administrative Studies

    • Department of Geology
    • Department of History
    • Department of Political Science
    • Department of Public Administration
    • School of Urban Studies and Planning
    • School of Community Health
    • University Studies Program: Freshman Inquiry – Capstone Program
    • Women’s Studies Program
identifying common interests and overlapping areas of engagement
Identifying Common Interests and Overlapping Areas of Engagement

Survey of…

…recent past


…near future

Focus on FACULTY work:

- scholarship of engagement, service- and community-based learning and/or research, outreach, partnerships, etc

course mapping activity
Course Mapping Activity
  • Civic Engagement Concept or Skill:
  • Course Name and Number:
  • Required/Elective:
  • Who Teaches?:
  • Community Partners Involved:
  • Hours of Student Involvement:
  • How Often Taught?:
  • Nature of Experience (thematic focus, team approach, internship, s-l course, comm.-based research, capstone, etc.):
engaged department connective pathways


Key Mechanisms to Explore Core Concepts, Skills, Attitudes, and Behaviors

Faculty work:

Community-based courses, applied research, outreach

Student Work:

Curricular and co-curricular engagement, research activities


Scholarship of engagement

Community Partners’ Roles:


research agenda,

other assets and needs

Administrative Activities:

Leadership- departmental vision and coherence, promotion and tenure support

Political advocacy

Field research

Professional outreach


Engaged Department – Connective Pathways
identifying common interests and overlapping areas of engagement50
Identifying Common Interests and Overlapping Areas of Engagement
  • Take time to clarify, query, notice…
  • Celebrate past, present, and future work
  • Take time to dream (collectively)
  • Keep an eye on impacts / outcomes…ask for whom? Students, scholarly work, community partners, resource generation, etc.
  • Who else could be at the table? Why?
emerging successes at psu
Emerging Successes at PSU
  • Department of Art
    • Organic, build on faculty interests, responsive to many community partners, tie to assessment
    • Evidence: comm. partners on hiring committees
  • Education Foundations, Policy, Administration
    • Intentional, collective study, long-term planning
    • Evidence: department-wide community tour
  • Urban Studies and Planning
    • Organic, adaptive, focus on integrating and deepening the required internship (sustainability)
    • Evidence: integrative seminar, common readings
lessons learned at iupui
Lessons Learned at IUPUI
  • Support from academic leadership is key-Chancellor, Provost, and Deans.
  • Expand on existing engagement-many departments had been “doing” engaged work, but it was not coordinated nor was it integrated in undergraduate curriculum.
  • Departments need support in assessment, identifying other forms of support, and fiscal reporting.
  • Greatest impact in terms of students has been application of service learning to introductory and capstone courses.
  • New community partners have been brought in.
psu lessons learned
PSU - Lessons Learned
  • Curricular change takes time
  • Institutional support is critical
  • Like people and institutions, departments each operate in their own climate and contexts. Recognizing, affirming, and building from that foundation is ESSENTIAL; therefore,
  • Flexibility, adaptability, and creativity are more important than proposing a “template” approach
  • Even if all faculty are not adopters of service-learning, this effort enhances individual and departmental familiarity with service-learning
psu lessons learned cont
PSU - Lessons Learned (cont.)
  • Identifying one or more required community-based courses for the major that intentionally integrate key civic engagement concepts—independent of the instructor—facilitates the institutionalization of departmental engagement.
  • Utilizing a developmental framework to sequence community engagement
  • Recognition of efforts is important.
  • After four years of institution-wide implementation, we now see emerging a continuumof departmental level engagement
    • From a barely aggregated set of individual faculty efforts, on the one end of the scale, to…
    • The emergence of groundbreaking collective thinking, planning, and action on the other end of the continuum.
exploring multiple perspectives
Exploring Multiple Perspectives
  • Characteristics of an Engaged Department – Assessment Initiative
    • Unit-level Perspectives
    • Faculty Perspectives
    • Community Partners’ Perspectives
    • Students’ Perspectives
initial data analysis
Initial Data Analysis
  • Responses vary
  • General trends:
    • +: Most faculty, chairs, students, community partners see progress and are hopeful
    • Persistent challenges:
      • Insufficient collective planning at the unit level
      • Little or no student input in unit-level decisions
      • Inconsistent articulation and understanding of goals/purpose for and by all involved
      • Some C. P.s want more opportunities for co-teaching
faculty perspective
Faculty Perspective
  • “The philosophy and pedagogy of the department are completely aligned with the characteristics of an engaged department.”
  • “The responsibilities of faculty are understood to include the faculty’s own civic engagement and the facilitation of civic engagement and development of civic capacity among students.”

- PSU women’s studies faculty member, September 2004

chair perspective
Chair Perspective
  • “Some faculty include community-based activities in their CV, some don’t”
  • “Some community partners make important contributions to student learning, some don’t.”
  • “We are starting to have community partners serve as adjunct faculty.”
community partner perspective
Community Partner Perspective
  • “The unit’s success is rooted in powerfully combining academic study with engaged, accomplished community leaders.”
  • This academic effort personifies the University’s mission of being a leader and a resource to the Metropolitan area—indeed, to the entire state.”
  • The faculty likely don’t get the acknowledgement, support or reward commensurate to the terrific work they do—and do very well.”

- Community partner for PSU political

science department, October 2004

creating and recognizing conditions for success
Creating and Recognizing “Conditions for Success”
  • Institutional Aspects
    • Strong alignment to institutional mission
    • Institutional support
      • Scholarship of engagement recognized in P and T guidelines
      • Resource allocation / Center
      • Faculty development support
creating and recognizing conditions for success62
Creating and Recognizing “Conditions for Success”
  • Departmental
    • Culture of collaboration / agenda sharing
    • Leadership, risk-takers in department
    • Leader able to “translate” community work to align with individual faculty agendas
    • “Tipping point” - # of colleagues (especially tenured colleagues) ready to collaborate
    • Sufficient common understanding of terms (pedagogy, CBR, scholarship of engagement, etc.)
    • Departmental/disciplinary mission alignment
    • History of CBL / SL / CBR successes
creating and recognizing conditions for success63
Creating and Recognizing “Conditions for Success”
  • Community Partners
    • Desire for deeper, longer-term partnerships
    • Desire to co-instruct, in and out of classroom
    • Frustration with the “time problem”
    • Recognition and ability to articulate benefits of committed partnerships
    • History of successes
creating and recognizing conditions for success64
Creating and Recognizing “Conditions for Success”
  • Students
    • History of successes
    • Pushing for deeper opportunities to engage
    • Local vs. out-of-state students (pre-connections to community)
    • Search for deeper meaning and increased sense of agency
  • In what ways does your department’s academic culture encourage or discourage engagement?
  • What educational/academic outcomes could be achieved by your department through a focus on civic engagement?
  • In what ways do your institution’s P&T guidelines reward engagement?
  • What might your institution’s P&T guidelines be adapted to reward engagement?
now what strategic questions
Now What? Strategic Questions
  • What current departmental efforts/successes might be leveraged?
  • What barriers are in the way?
  • Who can help?
  • Who is / isn’t at the table (yet)?
  • How might this be tied to scholarship?
  • Engaged DepartmentToolkit (Campus Compact, 2003)
  • Civic Engagement Across the Curriculum (Battistoni, 2002), Campus Compact
  • Assessing Service-Learning and Civic Engagement (Gelmon et al, 2001), Campus Compact
  • Departments that Work (Wergin, 2003), Anker Pubs.
  • “Overcoming ‘Hollowed’ Collegiality,” (Massy, Change Magazine, July/August 1994).
  • The Collaborative Department (Wergin, 1994), AAHE.
  • “The Academic Department: How Does it Fit into the University Reform Agenda?” (Edwards, Change Magazine, Sept./Oct. 1999)
  • “Engaging the Department,” The Department Chair, Summer 2004 (Kecskes, 2004)
  • Civic Responsibility and Higher Education (Ehrlich, 2000)
  • Educating Citizens (Colby, et al., 2003)
  • Forthcoming Book on the Engaged Department (Kecskes and Associates)