2008 Strategies Support

8/8/2019 2008 Strategies Support

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Strengthening InstitutionalSupport for Service Learning

and Civic EngagementRobert G. Bringle, Ph.D .Chancellors Professor of Psychology and Philanthropic StudiesDirector, Center for Service and LearningIndiana University-Purdue University [email protected]


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Boyers Civic Engagement

The scholarship of engagement meansconnecting the rich resources of the universityto our most pressing social, civic, and ethicalproblems, to our children, to our schools, toour teachers, and to our cities.

-Boyer (1996)


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Boyers Civic Engagement

What is needed is not just moreprograms, but a larger purpose, a larger sense of mission, a larger clarity of

direction.

Ultimately, the scholarship of engagementalso means creating a special climate inwhich the academic and civic culturescommunicate more continuously andmore creatively with each other.


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Criterion Five: Engagementand Service

Learn from constituencies andanalyze capacity to serve

Commitment and capacity to engageand provide service

Demonstrate responsiveness todependent constituencies

Internal and external constituenciesvalue the organizations services


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Engagement, Outreach, andPublic Service

Civic Education Civic Engagement Community

engagement

Community-basedLearning Community Service Engaged Scholarship Experiential Learning Outreach Participatory Action

Research

Partnerships Professional Service Public Scholar Public Service

Scholarship of Engagement Scholarship on

Engagement Service

Service Learning Student Engagement Voluntary Service


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Faculty and Student Activities In theCommunity

Distance


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Community Involvement

Teaching, research, and service in thecommunity

Occurs in profit, nonprofit, andgovernment sectors

Has no geographic boundaries


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Differentiation of Terms

Community Involvement Defined by location Occurs in the community

Civic Engagement Defined by location and process Occurs in and with the community Demonstrates democratic values of participation

Impact + Partnerships


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IUPUI Definition of Civic Engagement

Civic engagement is activecollaboration that builds on the

resources, skills, expertise, andknowledge of the campus andcommunity to improve the quality of life in communities in a manner thatis consistent with the campusmission.


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Distance


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AAC&Us Survey of EmployersBest methods for ensuring that graduates have

knowledge/skills:

Internship/community-based project wherestudents apply college learning in real-worldsetting.

83% Very Effective and Fairly Effective Senior project incorporating depth of

knowledge, problem-solving, writing, andanalytic reasoning skills. 79%

Essay tests 60% Electronic portfolio 56% Multiple Choice Exams 32%


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Community-Based Learning

Not all community-based instruction is servicelearning

Field work experiences (e.g., Museum Studies, Anthropology)

Cooperative Education Internship Practicum Service Learning Pre-professional field experiences: Clinicals, Student Teaching Applied Learning Experiential Learning Public Service-Focused Learning Academically-Based Community Learning Academic Service Learning Student Engagement


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Service Learning

A course-based, credit bearing educationalexperience in which students

Participate in an organized service activitythat meets identified community goals

Reflect on the service activity in such a wayas to gain further understanding of coursecontent, a broader appreciation of thediscipline, and an enhanced sense of civicresponsibility

(Bringle & Hatcher, 1997)


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Key Elements of Service Learning

Reflection Perplexity (Dewey, 1933) Activities to structure learning from the

service experience

Reciprocity Partnerships Dialogue to structure the service experience

Civic Education

define 4


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Distinctions Among Approaches toService & Experiential Learning

Recipient BENEFICIARY Provider

LearningService FOCUS

SERVICE LEARNING

COMMUNITY SERVICE FIELD EDUCATION

VOLUNTEERISM INTERNSHIP

(Furco, 1996)


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Why Service Learning inHigher Education?

Good Pedagogy Structures Educationally Meaningful

Service

Addresses Community Needs Promotes Civic Responsibility Student Development

Student Persistence and Retention Supports an Expanding Role of Higher Education


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Promoting Learning forUnderstanding

Active Engagement

Frequent Feedback

Collaboration

Cognitive Apprenticeship

Practical ApplicationMarchese


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Why do we need more thana vocational education?

In part, because we livemore than a vocationallife: we live a larger civic

life and we have to beeducated for it.- D. Mathews


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What is Good Citizenship?

Battistoni (2002) Civic Professionalism

Social Responsibility Social Justice Connected Knowing: Ethic of Care Public Leadership Public Intellectual Engaged/Public Scholarship


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Distance


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Professional Service

Service applies a faculty members knowledge,skills, and expertise as an educator, a member of a discipline or profession, and a participant inan institution to benefit students, the institution,the discipline or profession, and the communityin a manner consistent with the mission of theuniversity.

Service @ Indiana University: Defining, documenting, and evaluating.(http://csl.iupui.edu/servicelearning/facultydevelopment.html)


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Unsatisfactory(Documentation of) Service?

Only listing university committees No evidence of nature of activities or

results Evidence on outcomes, but no evidence

of individual role No review by others No evidence on how service work is

consistent with professionaldevelopment or goals


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Issues Related to Service

Time on task: Difficult to use as acriterion, although scope may be

relevant Remuneration: Typically not relevant Process vs. Outcomes: Must be

balanced, but process should not beemphasized to the detriment of demonstrating outcomes


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Differentiation of Terms

Doing An Activity Teaching, Research, or Service

Well-informed

Scholarly Teaching Scholarly Discovery Scholarly Service

Contributing to Knowledge Scholarship of Teaching Scholarship of Service Scholarship of Discovery


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Advancement And Tenure Are DecisionsAbout The Academic Nature Of Work

There are differences between professionalservice as scholarship and

Doing good

Doing ones job well Administrative work Clerical work Evaluation for a merit increase

Collegiality Citizenship


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Promotion & Tenurefor Professional Service

Service documented as academic work Evidence of significance and impact from

multiple sources

Evidence of individual contributions Evidence of growth and leadership Dissemination, including publications (some

of which are peer-reviewed academic ones) Dissemination to peers, clients, patients Peer review of professional service, including

process and outcomes


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Distance


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Participatory Action Research

Collaboration between the campusand community Partnerships

Democratization of knowledge thatacknowledges different ways of knowing and different types of knowledge

Social change through actions basedon the research that promote social

justice.Strand et al., 2003


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Participatory Action Research

Focus on the adequacy of the processas well as the outcomes

Peer review by multiple stakeholders,including academic

Outcomes for multiple stakeholders

Dissemination to multiple stakeholders


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Harkavy: Why EmphasizeCivic Engagement?

Responsible and Moral Choice

Improve the Quality of All AcademicWork

Self-interest


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President

University Administration

Promotion & TenureSchool

Dean

Department

Chair

Faculty

Students

Staff

Support Services

Mission


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Two Types of Engagement

Institutionalization

OfOtherTypes

OfEngagement

High

Low

Institutionalization of

Service Learning

Research I

Liberal Arts

Liberal Arts

CommunityColleges

Land GrantBoyers NewAmericanCollege

Low Hig h


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To institutionalize service-learningeffectively, service-learning must beviewed not as a discrete programbut as a means to accomplish other important goals for the campus.

Furco & Holland


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Comprehensive Action Plan for ServiceLearning (CAPSL)

Pl anni ng

Awarenes s

Bringle, R.G., & Hatcher, J.A. (1996). Implementing service learning in higher education. Journal of Higher Education, 67, 221-239.Bringle, R. G., & Hatcher, J. A. (2000). Institutionalization of service learning in higher education. Journal of Higher Education, 71(3), 273-290.Bringle, R. G., Hatcher, J. A., Hamilton, S., & Young, P. (2001). Planning and assessing campus/communityengagement. Metropolitan Universities, 12(3), 89-99.


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Hollands Areas of Development

Mission, Organizational structure

Faculty Involvement Promotion and Tenure Student Involvement

Community Involvement Publications and University Relations

S i L i


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Service Learning as aSubversive Activity

Develops the public purposes of higher education Change the traditional assumptions about faculty work Change the way faculty teach Increase interdisciplinary work Contribute to the nature of first-year, honors,

scholarships, capstones Promote democratic values in the academy and with the

community Broaden assessment

Broaden promotion and tenure Increase the salience of service in the campus culture Change campus/community relationships Change institutional accreditation and quality assurance


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Focuses institution-wide attention

Assures public of institutional quality

Supports institutional improvement

Expands literacy and understanding

Creates critical data sets

Facilitates decisions, planning

Spurs institutional, strategic change

Connects CE to other institutional work

NCA Accreditation Process and Carnegie Documentation


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IUPUI NCA: Three Primary Tasks*

What are we doing in CE?

How well are we doing CE?

What should we, as a campus, be doing incentral Indiana?

*NOTE: Prior to release of 2003 Criterion 5


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NCA Self-Study of Civic Engagement

I. Enhance capacity for civic engagementA. Demonstrate advocacy and supportB. Expand internal resources and infrastructureC. Secure external fundingD. Document the quality and impact

II. Enhance civic activities, partnerships, and patient and clientservicesA. Offer academic community-based learning opportunitiesB. Engage in community-based researchC. Provide professional servicesD. Create opportunities for community service

III. Intensify commitment and accountability to IndianapolisCentral Indiana, and IndianaA. Establish widespread community participationB. Establish widespread campus participationC. Conduct regular forums on the campus community agenda

for central Indiana.IV. Identify strengths and challenges for future work


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Civic Engagement Inventory

Document/categorize CE activities Topical issues (e.g., homeless) Academic unit

Increase understanding of CE

Internally (e.g., planning, collaboration) Externally

Provide recognition for CE Schools/campus reports

Individual faculty Contribute to quality and impact Hope to replace with eFAR


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Institutional Portfolio

A focused selection of real work, combinedwith narrative interpretation and reflection ,that demonstrates institutionalachievements and shows learning andimprovement over timei.e., institutionaleffectiveness.


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Why Electronic?

Information more accessible, transparent,authentic, dynamic, interactiveyou canshow something, not just describe it

Can be updated Accommodates multiple types of evidence Focus on evidence and alignment Information accessed/linked more efficiently

(e.g., to support recommendations andconclusions, contextualize information)

Facilitates campus involvement


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www.iport.iupui.edu


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Contents

Primary materials from students and faculty Assessment and performance data and

reports

Survey results and reports Statistical information Narrative analysis, interpretation, and

reflection


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Levels of Aggregation

Individual (examples)

Program or other unit (reports)

Institution (performance indicators)


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Portfolio Audiences

Accrediting agencies Community leaders and members State governments Prospective/current students Prospective/current faculty, administrators,

staff Employers


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Purposes

Internal Objectives (e.g., strategic planning,reports, exemplars)

External Representations Accreditation Carnegie Pilot Project Quality Assessment

Research


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Benefits

Can foster ongoing conversation aboutlearning, improvement, and assessment

Catalyst for making improvement efforts

more continuous, coordinated,collaborative, and complete Promotes faculty development in ways

compatible with institutional needs Enhances stakeholder understanding of

institutions special mission, roles. andaccomplishments

Demonstrates accountability and credibility Can be updated


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Institutional Maturity

Lots of counting Lots of counting of whats available Look for the intersection of (a) practical to

collect and (b) meaningful Need more on outcomes, evaluation, impact Developing partners to help (e.g., Institutional

Research)


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Tips

Identify leadership for CE assessment Customize process to advance campus

goals

Use to expand capacity of institutionalresearch

Use to develop community voice andparticipation

Identify multiple purposes Analysis must be mission driven

What we see


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What we seein IUPUIs future

1. Assessing knowledge, skills,and dispositions of civicoutcomes through narratives from

Service learning classes Civic engagement programs School-based curricular outcomes

2. Developing a campus/community agenda3. Community impact 1 study completed4. Faculty outcomes (e.g., publications)


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Fundamental Issue!

In what significant ways is theintellectual culture of YOUR

CAMPUS incompatible withprograms that embrace civicengagement?


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Walshok

Are you asking faculty to account for thePUBLIC MEANING and impact of their scholarship beyond the discipline or

profession? How is civic engagement presented as anINTELLECTUAL IMPERATIVE?

How is the institution INTENTIONALLY

supporting faculty (e.g., enablinginfrastructures) with an interest in civicengagement activities?


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Resources for Civic Engagement

Battistoni, R. (2001). Civic engagement across the curriculum: A resource book for service-learning faculty in all disciplines. Providence, RI: Campus Compact.

Boyer, E. (1991, March 9). Creating the new American college. Chronicle of Higher Education , A18.

Boyer, E. (1996). The scholarship of engagement. The Journal of Public Service

and Outreach , 1(1), 11-20.Bringle, R., Games, R., & Malloy, E. (1999) Colleges and universities as citizens .Needham, MA: Allyn and Bacon.

Checkoway, B. (2001). Renewing the civic mission of the American researchuniversity. Journal of Higher Education , 72 (2), 125-147.

Colby, A., Ehrlich, T., Beaumont, E., Stephens, J.(2003). Educating citizens. San

Francisco: Jossey-Bass.Driscoll, A., & Lynton, E. (1999). Making outreach visible: A guide to documenting

professional service outreach. Washington, DC: American Association of Higher Education.


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Resources for Civic Engagement

Ehrlich, T. (Ed.) (2000). Higher education and civic responsibility . Phoenix,AZ: Oryz Press.

Glassick, C.E., Huber, M.T., & Maeroff, G.I. (1997). Scholarship assessed:Evaluation of the professoriate . San Francisco: Jossey-Bass.

IUPUI institutional portfolio on civic engagement: North Central Associationaccreditation. (www.iport.iupui.edu).

Langseth, M., & Plater, W. M. (in press). Public work and the academy: Aguidebook for academic administrators on civic engagement and service-learning. Anker Press.

Lynton, E. (1995). Making the case for professional service . Washington, DC:American Association for Higher Education.

National Review Board for the Scholarship of Engagement(http://schoe.coe.uga.edu/about/FAQs.html)

Service @ Indiana University: Defining, documenting, and evaluating.(http://csl.iupui.edu/servicelearning/facultydevelopment.html)


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Websites

IUPUI P&T Guidelines http://www.academicaffairs.iupui.edu/appd/faculty_appts.htmCenter for Service and Learning http://csl.iupui.edu Community-Campus Partnership for Health http://www.futurehealth.ucsf.edu/ccph.html National Review Board Scholarship of Engagement http://www.scholarshipofengagement.org Committee on Institutional Cooperation http://www.cic.uiuc.edu/groups/CommitteeOnEngagement/archive/documCampus Compact www.compact.orgNational Clearinghouse for Service Learning http://www.servicelearning.org/
http://www.academicaffairs.iupui.edu/appd/faculty_appts.htmhttp://csl.iupui.edu/http://www.futurehealth.ucsf.edu/ccph.htmlhttp://www.scholarshipofengagement.org/http://www.cic.uiuc.edu/groups/CommitteeOnEngagement/archive/documents/EngagementReportREV2-22-05.pdfhttp://www.compact.org/http://www.servicelearning.org/http://www.servicelearning.org/http://www.servicelearning.org/http://www.servicelearning.org/http://www.compact.org/http://www.cic.uiuc.edu/groups/CommitteeOnEngagement/archive/documents/EngagementReportREV2-22-05.pdfhttp://www.scholarshipofengagement.org/http://www.futurehealth.ucsf.edu/ccph.htmlhttp://csl.iupui.edu/http://www.academicaffairs.iupui.edu/appd/faculty_appts.htm

Documents

2008 Strategies Support