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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 email@example.com 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
Office of Service Learning, Center for Service and Learning,
Indiana University-Purdue University Indianapolis
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.
"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)
“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
Donald Schon, The New Scholarship Requires a New Epistemology, Change, 1995
Mary Walshok, Knowledge Without Boundaries. 1995
“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.
An Educational Reform Agenda
2. Scholarship reconsidered
3. Public relevance - “socially responsive knowledge”
Service- Learning (curricular and co-curricular)
Faculty Development Approaches
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
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.
1. Create new models for undergraduate student learning and civic engagement.
General Goals, continued
2. Develop staff infrastructure with academic units.
Interdisciplinary Community Partnerships
Engaged Department/School Initiatives
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.
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.
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.
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.
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.
and Administrative Studies
and Administrative Studies
Focus on FACULTY work:
- scholarship of engagement, service- and community-based learning and/or research, outreach, partnerships, etc
Key Mechanisms to Explore Core Concepts, Skills, Attitudes, and Behaviors
Community-based courses, applied research, outreach
Curricular and co-curricular engagement, research activities
Scholarship of engagement
Community Partners’ Roles:
other assets and needs
Leadership- departmental vision and coherence, promotion and tenure support
OtherEngaged Department – Connective Pathways
- PSU women’s studies faculty member, September 2004
- Community partner for PSU political
science department, October 2004