applicants) Community Engagement ... - Brown University...“Gonzaga University is an exemplary learning community that educates students for lives of leadership and service for the

2015 Documentation Reporting Form: CarnegieCommunity Engagement Classification (First-timeapplicants)3. Applicant’s Contact InformationPlease provide the contact information of the individual submitting this application (for Carnegie Foundation use only):

First Name

Sima

Last Name

Thorpe

Title

Associate Dean of Student Development

Institution

Gonzaga University

Mailing Address 1

Student Development, 502 E. Boone Ave.,

Mailing Address 2

College Hall 120, AD Box 76

City

Spokane

State

WA

Zip Code

99204

Phone Number

509.313.6856

Email Address

[email protected]

Full Name of Institution's President/Chancellor

Thayne M. McCulloh, D.Phil.

President/Chancellor's Mailing Address

Office of the President, 502 E. Boone Ave., College Hall 214, Ad Box 87, Spokane, WA 99258

President/Chancellor's Email Address

[email protected]

5. I. Foundational Indicators

1. Does the institution indicate that community engagement is a priority in its mission statement (or vision)?

Yes

Quote the mission or vision:

“Gonzaga University is an exemplary learning community that educates students for lives of leadership and service for thecommon good.”

“The Gonzaga experience fosters a mature commitment to dignity of the human person, social justice, diversity,intercultural competence, global engagement, solidarity with the poor and vulnerable, and care for the planet. Grateful toGod, the Gonzaga community carries out this mission with responsible stewardship of our physical, financial, and humanresources.”


2. Does the institution formally recognize community engagement through campus-wide awards and celebrations?

Yes

Describe examples of campus-wide awards and celebrations that formally recognize community engagement:

Awards1. The Service-Learning Faculty Member of the Year is an honor bestowed by the Academic Vice President honoring anexemplary faculty member teaching service learning in any academic department. It recognizes excellence in teaching,partnering with community organizations and facilitating reflection. The award is given at the year-end academicconvocation and the faculty member receives a $500.00 gift. 2. Service-Learning Community Partner of the Year Award is an honor bestowed by the Academic Vice President honoringan exemplary community partner who works with faculty and staff to develop excellent partnerships that meet realcommunity needs and provide an enriching learning experience. The organization is awarded at the Service-LearningAwards Ceremony and receives a $500.00 donation. 3. The Service-Learning Student of the Year Award recipient is nominated by a faculty member or community partner tohonor a student who excels in service learning in the classroom and with their community partner. The award is given atyear-end academic convocation and the student receives a $500.00 gift. 4. Each year, the Center for Community Action and Service Learning (CCASL) hosts an awards ceremony and celebrationto honor student excellence in co-curricular service learning. These include major awards that honor the most exemplaryfour of 90+ student leaders who have contributed significantly to programming benefitting the local, national, andinternational community. Additional awards are given to honor students who demonstrate a commitment to social justiceand service. 5. As members of the Inland Northwest Service Learning Partnership (INSLP), Gonzaga and other colleges anduniversities honor four exemplary community partners in the Spokane region every year.

Annual Events1. The Civic Engagement Symposium provides an opportunity for undergraduate students to showcase their community-based learning projects to fellow students, faculty, administrators, staff, and community partners. High-level administrators,including the Academic Vice President, Vice President for Mission, and the President as well as Trustees and Regents havehistorically attended this event. 2. The CCASL end-of–the-year celebration provides an opportunity to give out the office’s major awards, highlightcommunity engagement from the academic year. and hear a keynote speech from a community leader about theimportance of community engagement. 3. The Service Learning Awards Ceremony honors the Faculty, Student. and Community Partner of the year. 4. Modeled after similar Jesuit university ceremonies, the Social Justice Missioning Ceremony honors seniors who will beparticipating in post-graduate service and engagement opportunities such as Peace Corps, Jesuit Volunteer Corps. andTeach for America. The event is co-sponsored by CCASL, University Ministry. and the Academic Vice President andfeatures a celebration of post-graduate service, including Gonzaga’s distinction of having the most students volunteer forthe Peace Corps when compared to other small colleges and universities. (Gonzaga was awarded this distinction by thePeace Corps in 2012 and 2013).


3.a. Does the institution have mechanisms for systematic assessment of community perceptions of theinstitution's engagement with community?

Yes

Describe the mechanisms for systematic assessment:

Gonzaga’s commitment to community engagement includes careful listening, dialogue and continuous assessment of theeffectiveness of its efforts to ensure partnerships and programs are meeting needs and achieving results.

The Marketing Communications Department conducts regular surveys of perceptions of the institution with a variety ofcommunity stakeholders, including civic, business, and elected leaders (as well as students, donors/benefactors, alums andother key constituents). Surveys conducted in 2007, 2010 and 2013 have tracked changes in perceptions and solicitedsuggestions on ways the institution can be more effective in its community engagement activities. The 2007 brand equitysurvey, for instance, uncovered the importance placed on ‘humanistic’ values that form the foundation of Gonzaga’scommunity work—the qualities, characteristics and attributes constituents value most. The 2010 survey built on thisfoundation, asking respondents to identify major community initiatives for which GU is known, its strengths as acommunity partner, where GU can be more effective in its impact, and pressing issues the institution could help thecommunity tackle. The 2013 survey, currently underway, re-visits perceptions of GU’s engagement with the community.

Gonzaga also has strong, ongoing relations with neighborhood organizations and in 2012-13 regularly convened groupsthrough the Division of Student Life including the Community/Campus Coalition, and the Neighborhood Task Force onSafety to gather information, solicit feedback and work collaboratively on shared concerns. In addition, Universityrepresentatives participate actively in decisions as members of such groups as the University District DevelopmentAssociation and Logan Neighborhood Council that meet monthly. The goal is always to build mutuality—to listen to needsand respond with support and assistance, as appropriate.

The Inland Northwest Service Learning Partnership, a partnership of universities and non-profit partners in the regionoffers another mechanism for assessing community perceptions of multiple institutional engagement projects through thecommunity partners who serve along with the institutions. In the past few years INSLP has engaged in multiple onlinesurveys and other listening opportunities with executive directors and volunteer managers from numerous non-profitorganizations. The director and associate director of Gonzaga’s Center for Community Action and Service Learning aremembers of this multi- institutional collaborative focused on community engagement in the region. The monthly meetingsof INSLP include current board members from Catholic Charities, Goodwill Industries, Communities in Schools, TheHumane Society and the YMCA.

The Service-Learning Advisory Board is comprised of faculty, student development professionals, community partners andstudents. Since 1995 it has been an important vehicle for community partners, faculty, staff and students to learn from oneanother. The Board advises the Office of Service-Learning, and assists with the institutionalization of service-learning,community engagement and community partnership development.

CCASL surveys all community partners that work with service learning students to assess their perceptions of ourstudent’s effectiveness and role in their organizations. This survey is administered each semester.

3.b. Does the institution aggregate and use all of its assessment data related to community engagement?

Yes

Describe how the data is used:

The institution shares aggregate data related to community engagement with the President’s cabinet, communityengagement personnel, academic deans and community stakeholders to make hiring, budgetary, policy, and programmingdecisions regarding to its community engagement efforts.

For example, The Marketing Communications 2010 survey led to the creation of a new office of Public and CommunityRelations. Staff hired in this area specifically interface with neighborhood councils, city officials, non-profit partners andother community partners to promote reciprocal partnerships, conduct needs assessments, address community concerns,and strengthen relationships with the community. The office also produces a publication outlining Gonzaga’s collaborationand partnerships in the community; this publication is shared across the institution with administrators, staff and faculty, aswell as key community stakeholders.

Through data collected by our participation in the Inland Northwest Service Learning Partnership and Gonzaga’s ServiceLearning Advisory Board, the University altered key procedures and policies regarding its partnership process withcurricular and co-curricular service learning. Gonzaga consistently heard that our processes forming new partnershipswere inconsistent and cumbersome. In response, CCASL created a new, electronic form for initial partnership datacollection and is currently working with other institutions and non-profit partners to create a comprehensive partnershipmodel that will create consistently and efficiency for university-community engagement partnerships in the Spokaneregion.

Data collected by community partner surveys led to key programming changes for our curricular service learning efforts.Specifically, many community partners felt that students were not adequately prepared for effective service in thecommunity. In response, CCASL added more time and a new format to the student and faculty training process forcommunity engagement and service learning.

By gathering information from neighborhood organizations, key neighborhood needs were discovered, leading tomonetary investment in neighborhood projects as well as the creation of joint engagement opportunities. Successfuloutcomes from these initiatives have included neighborhood clean-ups, collaborative efforts to move bus routes and installnew crosswalks, and co-creating a Public Development Authority to bolster local investment and economic growth.

All data gathered on community engagement is also used for accreditation reporting, specifically for one of Gonzaga’s corethemes: Engaged Local and Global Relationships. This information is provided to the Northwest Commission onColleges and Universities and is made public through Gonzaga’s website.


4. Is community engagement emphasized in the marketing materials (website, brochures, etc.) of the institution?

Yes

Describe the materials that emphasize community engagement:

Gonzaga uses a variety of print, broadcast, and online marketing and informational materials to convey its communityengagement priorities to varied audiences. The core value of working with the community permeates the institution’smessaging and is featured widely across its Web site. The site includes a direct community feedback link labeled “How doyou think Gonzaga can help our Community?”

Significantly, each of Gonzaga’s academic divisions (schools and colleges) address the importance, relevance, and value ofcommunity engagement prominently in their Web messages and marketing materials. The community is regularly invitedto campus for lectures, performances, and programs. Such non-academic departments and programs as the Division ofStudent Development, Community Standards, Housing and Residential Life also speak to the vital role communityengagement plays in student life. Comprehensive information emphasizing the community service is highlighted in thematerials published by CCASL.

Gonzaga’s publication, “Gonzaga University: In Collaboration with Community for Nearly 125 Years” highlightedGonzaga’s educational, cultural, and economic impact in the community. The Center for Community Action and ServiceLearning, the School of Education’s Center for Applied Behavior Analysis, University Legal Assistance, the Institute forAction Against Hate, the Indian Education Outreach Program, the Campus Kitchens, the summer English language camp,and arts performances are some of the vehicles Gonzaga uses to engage mostly the local but also the regional andnational community were quoted throughout.

Two 2012-13 marketing pieces built on this foundation. The 2012-13 Facts & Figures pamphlet highlighted keymilestones shared with the community, reinforced the university’s intellectual contributions to build regional economicvitality, and conveyed community impact. The year’s theme—Join us—invited the community to celebrate with Gonzaga.“Tradition & Transformation: Spokane, Gonzaga Grow Up Together,” a tabloid insert published in the local dailynewspaper, The Spokesman-Review, highlighted community engagement stories, such as the “Science in Action!”program and the Law School Clinic.

In 2012-13, marketing materials continued to illuminate the partnerships and collaborations that define Gonzaga’scommunity engagement: • Be Inspired, GU’s viewbook offered several photographs of students in community engagement work and a list of 16programs that offer community engagement opportunities. • The Report of the President, published in October 2012, included student, faculty, and institutional stories of communityengagement and highlighted awards earned. • Gonzaga Magazine, a quarterly publication, and Gonzaga’s News Service issued numerous stories. The AthleticDepartment Annual Report 2011-12, devoted a full page to highlight its collaborative work with campus and communityorganizations, listing 12 community organizations served and 7 elementary school partnerships that benefited from1921.5 volunteer hours by student athletes. • The 2012 Statement of Affirmation, which addresses Gonzaga’s identity as a Jesuit, Catholic, and humanistic university.clearly communicated the institutions’ commitment to its community throughout the publication.


5. Does the executive leadership of the institution (President, Provost, Chancellor, Trustees, etc.) explicitlypromote community engagement as a priority?

Yes

Describe ways that the executive leadership explicitly promotes community engagement, e.g., annual addresses,published editorials, campus publications, etc.:

President McCulloh leads the University’s community engagement efforts and, in both word and deed, underscores theirimportance.

The President’s Perspective Web page highlights this priority: “President McCulloh wants to provide students the samecaliber of experience he had as a student 20 years ago: being invited to participate in something larger, in the betterment ofcommunity.” He states: “I plan to seek greater collaboration with the Spokane community to further the prosperity of theCity and region through the service, diversity, ingenuity and economic resources of this University and its students."

In a story in “Tradition and Transformation: Spokane, Gonzaga Grow Up Together,” (Sept. 2013 supplement to TheSpokesman-Review), Dr. McCulloh emphasized the 125-year reciprocal relationship that has fueled regionaldevelopment: “When the city needed lawyers to help with the challenges of justice, real estate and civil order, we built a lawschool. You need hydroelectric power? We’ll give you engineers. You have growing families (that) need good teachers to fillgrowing schools? Gonzaga builds a School of Education. You need people who know banking or business or commerce?We’ll build a school of Business…” His signature initiative, the Presidential Speaker Series welcomes the community tocampus to hear well-known speakers whose lives and work reflect Gonzaga's values. Thomas Friedman, Dr. JaneGoodall and Dale Chilhuly were guests in 2012-2013.

Dr. McCulloh models service and partnership, serving on community-leading boards including the Greater Spokane Inc.and University District Public Development Authority. In 2012, as host of a community meeting designed to showcase newleadership in higher education, he focused the discussion on the importance of K-12 education in support of local publicbond and levy ballot measures. He is an annual presence at the Martin Luther King Jr. Day Unity Walk.

In 2012-13, Dr. McCulloh published two editorials explicitly promoting community engagement as a priority.

This year, our students, faculty and staff volunteered with more than 115 community partners in service as mentors,teachers, and guides. The Pursuit of Justice Conference, jointly sponsored by our Law School, the Gonzaga UniversityInstitute for Hate Studies and the State Task Force on Race and the Criminal Justice System, last month convened anextraordinary gathering of national and international leaders to understand hatred, confront intolerance and eliminateinequality. None of this would be possible without your support and participation. With great enthusiasm, we look forwardto developing innovative, courageous and contributive programs and initiatives that will continue to grow Spokane’sprominence as a significant intellectual and economic area. – The Spokesman-Review, May 12, 2013

In speeches and reflections he conveyed the vital role community engagement plays in building well-rounded citizens:

You are a manifestation of the Jesuit commitment to be, and live, in solidarity with those most in need. Today, we hold youup as exemplars of an institutional mission that is not satisfied with educating people for themselves or their own needsexclusively, but a mission which prepares its graduates to live lives of service. Social Justice Missioning Ceremony: May10, 2013


1. Does the institution have a campus-wide coordinating infrastructure (center, office, etc.) to support andadvance community engagement?

Yes

Describe the structure, staffing, and purpose of this coordinating infrastructure:

Gonzaga strives to be meaningfully engaged with the numerous communities within which we operate. From communityconnections within Spokane and the Northwest Pacific region, to our transnational communities around the world,Gonzaga's administrative infrastructure dedicated to community engagement is shared principally by two offices-- TheCenter for Community Action and Service Learning (CCASL) and the Center for Global Engagement (CGE). While theseoffices take the lead in building and sustaining a wide range of programs and community connections, they are deeplyintegrated into curricular and student development goals and objectives.

CCASL replaced Gonzaga Volunteer Services in 1995 and fulfills the role of campus-wide support of service learning, civicengagement, community engagement, and other unique co-curricular service initiatives such as immersion programs andat-risk youth mentoring. The center strives hard to deliver on its mission of developing students with an ethic of service anda lifelong thirst for social justice. CCASL is staffed by thirteen professionals who encourage students to live out the Jesuitand Catholic ideals of serving the poor in the community.

CCASL began adding youth mentoring programs to the center and specializing in afterschool and mentoring programsalmost two decades ago upon the request of the local school district staff. The center reports to the Vice President of StudentDevelopment and regularly collaborates with the Chief Academic Officer as well as the deans of each college. Other areasof the university such as student clubs and organizations as well as residence life report their partnership and service hoursto CCASL on an annual basis.

CCASL has been responsive to grant applications hosted by local foundations and grant making organizations to meetidentifiable community needs. The research and assessment of these projects has been a great contribution to thecommunity and sometimes to the national field of research, such as at-risk youth mentoring. The vision of CCASL is tocontinue the Ignatian Tradition of educating women and men for and with others, CCASL works with staff, faculty, studentsand community partners to develop relationships grounded in reciprocity that strive to meet the needs of the communitywhile providing a transformational learning experience.

The Center for Global Engagement (CGE) supports and orchestrates international student and faculty mobility, towardnurturing and sustaining transnational community engagement across the academic disciplines. Managing both studyabroad and international enrollment management, including an English as a Second Language program, the CGE servesto foster and support intercultural dialogue and engagement in Spokane and abroad, initiating, developing and managingprojects that cross departmental areas of responsibility and support initiatives and programs among Gonzaga’s extendedinternational communities. The CGE is comprised of three departments, populated by 14 staff and 9 full-time faculty. ItsStudy Abroad office manages programs that take students abroad, including international service learning programs inAfrica and South America. The office works with faculty in their construction of curricula that engage local knowledges andcultural practices from around the world, and builds intercultural competence through critical reflection on direct serviceexperiences abroad.


2.a. Are there internal budgetary allocations dedicated to supporting institutional engagement with community?

Yes

Describe the source (percentage or dollar amount) of these allocations, whether this source is permanent, and howit is used:

Gonzaga dedicates $35,000 or more annually to community sponsorships, supporting a variety of programs and initiativesthat align with our mission and community engagement priorities. In most cases, these funds supported the programs ofpartner organizations, such as the Unity in the Community festival, Greater Spokane Incorporated’s Annual Meeting, theKrista Foundation for Global Citizenship (a local Spokane foundation providing post-graduate international serviceopportunities and leadership training), Arc of Spokane Hire Ability Day, Martin Luther King Jr. Unity March, SpokaneLeadership Prayer Breakfast, and Women Helping Women Fund Benefit Luncheon (a long-time funder of GU’s CampusKids mentoring initiative), among others. Many individual departments sponsor community programs and activities withtheir specific community partners. The Marketing and Communications department has institutionalized funds for suchsponsorships as does the Office of the President.

The institutionalized operating budget of the Center for Community Action and Service Learning (CCASL) totaled $345,029(this includes academic service learning, immersion programming, youth mentoring, and co-curricular service programs).These funds are permanent and continue to grow almost ten percent annually. From 2004 to 2014 the annual budgetallocation from the University has moved from $174,022 to $364,531. These dollars have often be augmented by outsidefunders in the form of gifts and grants that double this amount and reach above an actual operating budget to over $800,000in real dollars used for engagement with the community. The University also raised an endowment for CCASL totaling$386,000. CCASL receives annual disbursements of $14,428 from the endowment for its programs.

The Office of the Academic Vice President allocates $1,500 annually in Civic Engagement Grants for faculty.

The School of Education supports a K-12 Liaison for the purpose of community engagement at a cost of $7,000 annually.In addition, the school invests $6,000 per year in its Saturday Literacy Tutoring Program serving 70 children annually fromschools located in impoverished areas of Spokane.

2.b. Is there external funding dedicated to supporting institutional engagement with community?

Yes

Describe specific external funding:

Competitive grants awarded during AY 2012-13 to Gonzaga University, and CCASL specifically, includes: RaikesFoundation, (for Youth Program Quality Initiatives) $25,000; Bank of America, (April’s Angels) $2,500; Pierce Trust,(Gonzaga Mentoring Programs) $6,500; Women Helping Women (Mentoring Programs) $8,000; Washington CampusCompact, (College Access Challenge) $5,000; Washington Service Corps, (Campus Kitchens Community Coordinator)$6,000; Bureau of Indian Education, (Native American Tribal Schools) $205,714; Internal Revenue Service, (Low IncomeTaxpayer Clinic) $90,000; Washington State Attorney General’s Office, (Home Foreclosure Mediation Program) $90,000;USAID, (Library, South Sudan) $500,000; Pitney Bowes Foundation, (Transition and Retention of 1st Year Students)$3,000; StarTalk, (Teaching Chinese to K-12 Students) $93,013; Murdock Charitable Trust, (Vision & Call) $47,000;Johnson Foundation, (American Indian Education) $100,000; Itron, (Science in Action!) $3,000; Washington STEM, (HighSchool Students in the Lab) $10,000; Washington Campus Compact, (Retention Project) $41,667; Howard Hughes MedicalInstitute, (Mentoring Youth in Science) $1,200,000; Washington State Bar Association, (Moderate Means Clinic) $34,650;Murdock Charitable Trust, (Partners in Science) $15,000; National Science Foundation, (ZagAps Computer Programmingwith High School Students) $133,341.

The total for 2012-13 was $2,619,385.

2.c. Is there fundraising directed to community engagement?

Yes

Describe fundraising activities directed to community engagement:

Gonzaga engages in multiple fundraising strategies directed to community engagement. These include direct mail andsolicitations, individual prospect meetings, foundation and government grant applications and solicitation at both annualand capital levels. Results are included in 2b., above.

University Advancement raised $80,000 in 2013 for community engagement projects in Gonzaga’s 125th Anniversarycelebration from long-time supporters Avista Corp. and Washington Trust Bank. Sponsorships in excess of $50,000 havebeen raised from local corporations for the Presidential Speaker Series, which is open to the community.

Students involved in the Gonzaga-in-Zambezi program raised $35,000 selling free-trade honey imported from Zambianbeekeepers who are partners in the program. The proceeds are invested to support partner-university mutually-identifiedprojects, such as building a library at a village school.Gonzaga students raise $90,000 annually for Mission: Possible and Justice in January service immersion programsthrough a direct mail campaign and other solicitations.

The past capital campaign included building an endowment for the Center for Community Action and Service Learning.The progress made toward this goal included some of the largest single gifts given to the university on behalf of communityengagement, and the monies from this endowment continue to support the Center for Community Action and ServiceLearning. In 2012-13, the endowment raised $14,400 for CCASL programs.

Grant writing is the single largest fundraising activity pursued over the last two decades. Millions of dollars have come fromanswering the call of requests for proposals in our community and often at the national level. One major communityengagement initiative that has benefited greatly from grants are the at-risk youth mentoring programs out of the Center forCommunity Action and Service Learning.

During the 2012-13 academic year, $314,114 was raised through individual gifts and donations for Public Services andExtensions which includes community engagement and outreach programs.A single instrument funded by the National Science Foundation for $289,000 served over 1,500 Gonzaga students fromBiology, Chemistry, Biochem and low income high school students. The high schools students were introduced to theinstrumentation and mentored by science students.

2.d. Does the institution invest its financial resources in the community for purposes of community engagementand community development?

Yes

Describe specific financial investments:

According to the University’s finance office, institutional funds designated for Civic Engagement, including communitydevelopment, totaled $1,173,237 in academic year 2012-13.

The University provides annually $35,000 or more to support community events and programs with a communityengagement or community development focus. Gonzaga considers such support a key avenue to build relationships,promote partnerships and demonstrate civic responsibility. Events receiving financial support include:

Women Helping Women Fund Luncheon Spokane Lilac Bloomsday RunSpokane HoopfestKrista Foundation for Global Citizenship Annual BreakfastSpokane SymphonyYWCA Women of Achievement LuncheonMartin Luther King Jr. Unity March

The average annual donation form the President’s office for civic and community engagement is $43,000. Examples includeinvestment in seed money to develop international service and outreach programs, funding for a Presidential SpeakerSeries offered to the public, and support for the arts.Gonzaga contributed $7,500 to a community development initiative – The University District. This district, whichencompasses Gonzaga’s campus, aims to build on the strengths of several higher education institutions with operationsin the area, to address local needs for economic development, smart urban growth, environmental restoration,transportation improvements and affordable housing. The University invests $500,000 annually in its University Legal Clinic which provides free legal services to low-incomeseniors in eastern Washington.

Gonzaga partners with municipal government. The partnership included an analysis of traffic along a main arterial adjacentto campus, which was conducted by engineering students (under the direction of adjunct faculty who also worked for theCity), and shared expense for installation of a pedestrian traffic signal at a key crossing point to improve neighborhoodsafety. Gonzaga purchased the equipment ($36,000), and the City funded installation.

Gonzaga annually donates thousands of dollars in surplus items to local area non-profit organizations. In 2013, Gonzagadonated furniture, commercial kitchen equipment, bunk beds, building materials, televisions and other items to eight localagencies.

The University houses a community partner agency, the Campus Kitchen, on campus. In addition, Gonzaga provides afull-time AmeriCorps member to the agency (value: $45,000/year), as well as office and kitchen space (value: $35,000/year).The University also dedicated land for a community garden and built a greenhouse to support the project. A university-owned house is also provided rent-free (the rental value is $8,470/yr) to a local neighborhood “COPS Shop.” Thispartnership with the Spokane Police Department provides safety and security resources and services to the community.

Gonzaga’s University Legal Assistance clinical law program and services provide legal assistance to low incomeindividuals and families. The University contributes $570,675 annually to this program, providing free legal services notavailable anywhere else in the region.

Gonzaga maintains membership in several community organizations as a means of opening key doors to communityengagement. Examples include groups such as Greater Spokane, Inc., (Spokane Chamber of Commerce), DowntownSpokane Partnership, Spokane Regional Convention and Visitors Bureau, and Leadership Spokane. Gonzaga staff, facultyand students serve on committees of these organizations, attend/co-host/present at their events and become involved insupport their programs and research.


3.a. Does the institution maintain systematic campus-wide tracking or documentation mechanisms to recordand/or track engagement with the community?

Yes

Describe systematic campus-wide tracking or documentation mechanisms:

The Center for Community Action and Service Learning (CCASL) systematically tracks and records communityengagement in all service learning classes and the co-curricular programs it organizes using a combination of an Accessdatabase and Excel reports. Each semester, CCASL tracks service hours, service learning course and faculty information,and detailed information about all community partners. Additionally, CCASL tracks all service-learning agreements for eachdesignated service-learning course across all seven schools/colleges that make up the University. These includeagreements between students and community partners. CCASL administers evaluations to students participating in servicelearning and co-curricular service. For example, CCASL and the School of Education tracks the number of partnershipactivities with the Spokane Public School (SPS) district, one of Gonzaga’s most significant community partners. Theinstitution tracked the number of volunteer hours (9,231) provided by Gonzaga student volunteers (362) to SPS studentsthrough CCASL mentoring programs during AY 2012-2013.

Additionally, The Gonzaga Student Body Association tracks all community engagement efforts for Gonzaga's 100+ studentclubs and organizations using a Web-based management program called CollegiateLink. Athletics uses a separate trackingsystem.

3.b. If yes, does the institution use the data from those mechanisms?

Yes

Describe how the institution uses the data from those mechanisms:

CCASL uses its data for the following: to provide comprehensive information and feedback to service-learning faculty,students, and community partners for course improvement; to improve community partnerships or form additionalpartnerships; to provide documentation to support the annual service-learning awards to students, community partners,and faculty members.; to provide data for accreditation reporting; for assessing progress towards program goals; to reportfor national awards (e.g., the President's National Honor Roll); to report to university and community stakeholders; and toprovide evidence in grant applications.

The Marketing and Communications Department uses the CCASL data for marketing publications, including the GonzagaMagazine, the Report of the President, the University's Website, and a community impact report; and for advising thePresident on the institution's community engagement efforts and direction.

Additionally, the Admissions department uses the information in their recruitment publications and to develop talkingpoints for recruiters to use with potential students.

The data from CollegiateLink is used to evaluate student clubs’ status by Student Activities, and to provide information onstudent community service involvement to university stakeholders. The data is also used for accreditation purposes and forreports on student civic engagement.

The Organizational Leadership Department has used data from its community engagement activities to improve itsmarketing—for example, in the redesign of its Website—as well as in curriculum efforts that include new online courseswith service-learning components and in intensive or immersion courses offered in Spokane and internationally.


4.a. Are there systematic campus-wide assessment mechanisms to measure the impact of institutionalengagement?

Yes

4.b. If yes, indicate the focus of these systematic campus-wide assessment mechanisms and describe one keyfinding for Impact on Students:

Since 2004, the University has surveyed all students engaged in curricular service learning each semester. In 2012-2013,508 students completed this survey. The survey's goal is to assess whether students are self-reporting growth andimprovement based on the service-learning program's learning goals. The survey asks students to indicate their level ofagreement with certain statements. For example, 85.7% strongly agreed or agreed that "Because of this experience, [theyfelt] a greater sense of responsibility toward their community"; 87.65% strongly agreed or agreed that "through thisexperience, [they] attained a greater awareness of the needs and problems in Spokane and the factors that create them";and 85.07% strongly agreed or agreed that they were “able to apply experiences at the project site to the course content andclass discussions." In this survey, Gonzaga found that the academic service-learning experience has had significant impacton the students' learning and their commitment to service and social responsibility. Additionally, Gonzaga Universitypartnered with the National Association of Student Personnel Administrators (NASPA) Consortium to survey the entirestudent body regarding civic engagement to create a benchmark for Gonzaga as well as numerous partner institutions. Thesurvey was administered in March, 2011, and is currently being administered in Spring 2014. Gonzaga has committed toadministering this survey every three years. Students completed the comprehensive survey, which assessed theirparticipation in service, political activism, and justice initiatives as well as assessed the impact of their Gonzaga-relatedengagement activities. Findings from the survey indicated that participation in community engagement at Gonzagasignificantly impacted developmental outcomes related to students’ personal growth, interpersonal skills, and commitmentto their community. Of those who responded, 77.85% strongly agreed or agreed that their Gonzaga-affiliated service workhelped them to learn about people with different backgrounds and perspectives; 76.91% indicated that it taught them towork collaboratively with others; 68.15% indicated these experiences made them realize their role in providing solutions tovarious issues and challenges impacting their community; and 68.68% indicated that they had a deepened commitment tocreating a just society and world. These findings were disseminated to faculty, staff and administrators, as also informed thedevelopment of CCASL’s strategic plan.

4.c. If yes, indicate the focus of these systematic campus-wide assessment mechanisms and describe one keyfinding for Impact on Faculty:

Each semester, the Center for Community Action and Service Learning (CCASL) conducts program assessmentinterviews with individual faculty members regarding the impact of their community engagement work. Additionally, staffmembers conduct a focus group of the Service Learning Advisory Board faculty members. Key questions include a reportof community engagement activities; the impact those activities have on the faculty, community, and Gonzaga students;faculty satisfaction with institutional resources for community engagement; and any possible new directions for theirengagement (e.g., research or scholarship).

One key finding from these interviews and the focus group in AY 2012-13 was a desire for more robust resources for twoapplications: regarding partnering with the community and for leading critical reflection activities with students to enhancethe quality of their service-learning classes or community-based research.

4.d. If yes, indicate the focus of these systematic campus-wide assessment mechanisms and describe one keyfinding for Impact on Community:

CCASL surveys all community partners engaged with curricular or co-curricular partnerships each semester. Typically, thissurvey reaches over 100 community partners and assesses partnership strengths and weaknesses, key impacts of ourengagement work, and areas for improvement our approach to community engagement. Partners comment upon theirexperiences working with the University, and their perceptions of the students who volunteer with them.

A prime example of Impact on Community can be found in program Community Matters comprised of three partners,KPMG (corporate partner), The Vinegar Flats Community Garden (non-profit partner) and the Alpha Beta Psi Gonzagaclub (University partner). For seven years these three organizations have come together to plan and execute a single day ofbuilding and developing the Vinegar Flats Community Garden. The impact has been seen in the thousands of dollarsinvested by KPMG in building materials and the in-kind donation of their Seattle office staff. The largest impact can bemeasured in pounds of fresh produce generated by the garden to meet community needs. These food totals have grownfrom meager amounts in 2004 to 2800lbs in 2011 and 3400lbs in 2012. The crops yielded and sold at the farmer’s marketevery year has continued to increase as high volume production methods such as hoop house style greenhouses havebeen added. In recent years the fresh produce has been delivered to transitional housing sites around the Spokanecommunity, providing fresh organic produce delivered to their door to low-income families. The expansion the gardenhelped it develop as a work site for low-income women in transitional housing needing to build a work history inanticipation of eventually moving from a shelter and obtaining permanent housing. Representative comment:

“The hoop houses we built with the help of KPMG and Gonzaga students, for the purpose of better being able to growvegetables like tomatoes and peppers in our climate, have been an incredible success this summer season.”

-Brian Estes, Vinegar Flats Community Garden Manager

4.e. If yes, indicate the focus of these systematic campus-wide assessment mechanisms and describe one keyfinding for Impact on the Institution:

During each of the past six years, Gonzaga University has applied for the President's Higher Education CommunityService Honor Roll, a national honor that recognizes college and universities that have shown a great commitment to civicengagement and community service. Gonzaga has received this honor every time it has applied over the past six years; in2010, the university was elevated to receiving this award with distinction. Every year the application process requiresextensive collection of data from offices such as the Center for Community Action and Service Learning, Student FinancialAid, and Institutional Research. The data collection process has offered an opportunity for the University to reflect upon itscommitment to community engagement and refocus its priorities on targets set by its community partners. Secondarily,Gonzaga University is transitioning from an old strategic plan, Vision 2012, towards a new strategic plan. Both documentsspecifically mention the role of community engagement in fulfillment of the University mission. The current draft of the nextstrategic plan includes within the commitment to the integrative Jesuit educational experience that "the institution willprovide a wide array of service activities rich with meaningful opportunities for reflection and learning."

4.f. Does the institution use the data from the assessment mechanisms?

Yes

Describe how the institution uses the data from the assessment mechanisms:

The university uses the information from these assessment mechanisms to make decisions about service-learning courseimprovements, to determine faculty professional development needs, to develop or improve community partnerships, tocreate or modify co-curricular community engagement programs, to allocate community engagement resources, and forreporting purposes.

Based on these surveys, CCASL assessed that students would benefit from more robust pre-service training. During thesummer of 2013, CCASL staff reconstructed the student service-learning training, providing more resources andinformation for students to enhance the service-learning experience for everyone involved.

Based on interviews and results from a focus group in 2012-2013, which indicated a desire for more resources regardingcommunity partnerships and critical reflection, CCASL created and introduced a comprehensive faculty service-learningtoolkit that includes information on these two topics.


5. Is community engagement defined and planned for in the strategic plans of the institution?

Yes

Cite specific excerpts from the institution’s strategic plan that demonstrate a clear definition of communityengagement and related implementation plans:

Gonzaga’s draft strategic plan includes a commitment to “community engagement” in several key areas. The plan is framedin terms of five institutional commitments that represent the scope and inter-related nature of Gonzaga’s educational andoperational activities. Three of these commitments include community engagement goals and objectives. Examples fromthe plan include:

I. Commitment to Students: “The institution is bold, reflective and deliberate in supporting students as they secure their academic credentials whiletaking advantage of an integrative learning process that prepares them both for the immediate future, and for a life of serviceand leadership in a constantly changing global society….”“Gonzaga students are expected to develop and reflect a respect for other people, a commitment to the common good,recognition of human rights with their concomitant responsibilities, and care for the planet.”

II. Commitment to Academic Excellence:“Gonzaga is dedicated to forming men and women who can engage critically and reflectively in public life for the bettermentof the world.” Avenues that can be used to achieve this goal include “student internship, social enterprise, service learningand research opportunities.”

III. Commitment to the Integrative Jesuit Educational Experience“Encourage and Support Community Engagement: The institution will provide a wide array of service and engagementactivities rich with meaningful opportunities for reflection and learning. Moving from the personal to the systemic andethical in reflecting on service experiences helps to cultivate the knowledge, skills and values needed by global citizens in adiverse and changing world. It will also reflect a commitment to improving and developing the local community of which itis a part….”

“Foster Global Engagement: The University will actively seek out and promote initiatives that advance global justice,enhance opportunity for all people and further the welfare of the planet.”“The University will educate and form individuals who will develop social, economic and technological solutions that helpcreate a thriving, civil and sustainable society….”

“Vision 2012: The Strategic Plan for Gonzaga University” (still in effect in 2013) included the following goal:

“Goal Five: To develop men and women for a more just and humane global community.

“The world-wide mission of the Society of Jesus is focusing increased energy and attention to areas of the world wherethose in greatest poverty and disease live, especially Africa. … Gonzaga University will provide academic, cultural, andspiritual experiences that promote development of a global, cross-cultural perspective for students, faculty, and staff. It willfurther do so, wherever possible, within the context of service. … • “Continue to provide, facilitate, and expand local, regional, and international service and service-learning opportunities.”

The Division of Student Development’s Vision Statement and Division Student Learning Goals state:“Students who participate in learning experiences provided by the Division of Student Development will: …• “Demonstrate their leadership and community service skills. …• “Demonstrate the importance of community and civic engagement.”


6. Does the institution provide professional development support for faculty and/or staff who engage withcommunity?

Yes

Describe professional development support for faculty and/or staff engaged with community:

The office of the Academic Vice President annually awards up to three grants to faculty who wish to enhance civic learningoutcomes for students through engagement in community activities. Grants are awarded to proposals addressing any ofthe following: 1) advance the professional development of faculty – especially in the area of writing and research aboutService Learning and Civic Engagement; 2) promote collaboration among faculty, community partners, and students; and3) enhance innovative service-learning projects and programs.

The Office of Mission provides support to faculty on an ad hoc basis to attend conferences related to student learning andthe mission of the university.

Regular employees who perform community service are granted up to one-half day with pay per calendar year.

The Center for Teaching and Advising oversees the Scholarship of Teaching and Learning Initiative. This is a year-longlearning community provides a stipend and is designed to support faculty who want to investigate a critical question abouttheir students' learning. The goals of the initiative, which begins in the spring and runs through the following academicyear, are:

1. to create a structured, supportive opportunity to develop participants' skills of pedagogical reflection, inquiry andscholarship;2. to provide participants with information and insights for ongoing improvement; and3. to contribute to departmental and program assessment efforts.

CCASL provides consistent and robust support for staff and faculty engaged in the community. This support includesfunding staff and faculty to attend regional and national conferences including Continuums of Service and the InternationalAssociation for Research on Service Learning and Community Engagement (IARSLCE). Additionally, Gonzaga partnerswith other institutions to bring a speaker or host a local conference on community engagement every year for faculty andstaff. In 2012-2013, CCASL brought Dr. Christine Cress to give a two day workshop on service learning outcomes andbest practices in community engagement. CCASL also purchases books and other resources for faculty and staff onservice learning, community engagement and other topics. CCASL and the Student Development Division have alsofunded a course release for a service learning faculty coordinator, who assists with the professional development forcommunity engaged faculty. An annual Civic Engagement Symposium provides an opportunity for faculty, staff and students to showcase their civicengagement initiatives and research in a poster-session presentation format.


7. Does the community have a "voice" or role for input into institutional or departmental planning for communityengagement?

Yes

Describe how the community’s voice is integrated into institutional or departmental planning for communityengagement:

During the 2012-13 year, Gonzaga used several initiatives to solicit input from the community that was incorporated intoplans for community engagement. For example, a special advisory group was convened to offer recommendations forcommunity engagement about the institution’s 125th Anniversary celebration; members evaluated ideas for discretestakeholders/audiences as well as suggestions for events, materials, and interactions with the general community. Thisgroup drove key elements of Gonzaga’s celebration plan. Another initiative was the creation of two distinct neighborhoodcommittees, convened to engage local residents and community partners with respect to specific issues of safety andneighborhood relations. The University is part of Spokane’s Logan Neighborhood with the highest poverty rates in theState of Washington, and also has some of the highest rates of property crime in Spokane. These committees wereinvaluable in helping direct campus resources to high-priority needs in the neighborhood, and guided dedication ofinstitutional actions and resources.

The Service Learning Advisory Board (SLAB) is comprised of faculty, staff, students, and community partners. The boardprovides guidance on all issues related to academic service learning, including learning outcomes, faculty development,community partnership opportunities, and other issues related to community engagement. In recent years, the ServiceLearning Advisory Board revised the criteria used for service-learning course approval and the board currently reviews andauthorizes all courses recommended for service learning. Community partner voice has been instrumental in the creationof the criteria and the ongoing approval of new service-learning courses into the course catalog.

Gonzaga participates in the Inland Northwest Service Learning Partnership (INSLP), which is a planning board comprisedof staff from the region’s universities and representatives from local non-profit organizations. This board provides guidanceand plans events supporting community engagement efforts and service learning at Gonzaga. In both SLAB and INSLP,community partners are vital members and are given a substantial role in directing community engagement work.

The School of Education’s Teacher Education department works with a Professional Educator Advisory Board (PEAB) thatis required by the state. This PEAB is made up of local practitioners (teachers and administrators) who serve in an advisorycapacity, particularly as related to the work done in teacher education (which includes elements of service learning and civicengagement). Similarly, all SOE students who are doing work in K-12 settings have a cooperating/mentor teacher whoalso provides evaluation and feedback based on their work with Gonzaga students. This provides a systemic way forgaining input from the SOE’s community partners (in this case, professionals in K-12 schools) to inform departmentplanning.

Gonzaga is also the home of the Institute of Hate Studies. Part of the mission of the Institute is to educate about newtheories, models, and discoveries about hate and to advocate for a more peaceful global community. Through its journal,advisory board, and international council of experts, the Institute not only includes the local community in planning butalso serves as a resource for consultations and research findings, data, and curricular innovations to interested schools,organizations, and agencies.


8. Does the institution have search/recruitment policies or practices designed specifically to encourage the hiringof faculty with expertise in and commitment to community engagement?

Yes

Describe these specific search/recruitment policies or practices:

Gonzaga’s search strategy and process requires that all applicants for faculty positions demonstrate an alignment with theuniversity’s mission. The mission statement includes, as a major feature, that “Gonzaga is an exemplary learningcommunity that educates students for lives of leadership and service for the common good…The Gonzaga experiencefosters a mature commitment to dignity of the human person, social justice, diversity, intercultural competence, globalengagement, solidarity with the poor and vulnerable and care for the planet.” The Gonzaga University Policy of Mission-Centered Faculty Hiring states, “Mission orientation will be considered as an important hiring preference criterion…” Thepolicy rationale also states that, “…hiring committees should seek candidates who can and want to support Gonzaga’smission and to support the development in our students of a dynamic faith and enlightened dedication to the ideals ofjustice, peace and service to others.” The policy includes an implementation process that directs all hiring committees to“document its assessment of the candidates’ mission orientation for consideration at each step of the process.” The policyfurther defines “mission orientation” in candidates to include “a desire and capacity on the part of a candidate to developfaith, justice, and service in Gonzaga’s students.”

Interviewing guidelines further emphasize the importance of candidates’ commitment to community engagement. Thepolicy, “Selected Mission-Related Interview Questions and their Rationale for Faculty Candidates,” include inquiry intocandidates’ mission-related values reflected in questions such as “What does service mean to you in view of the MissionStatement?” The process favors faculty candidates with expertise in, and commitment to, community engagement.


9. Are there institutional level policies for promotion (and tenure at tenure-granting campuses) that specificallyreward faculty scholarly work that uses community-engaged approaches and methods?

Yes

If needed, use this space to describe the context for policies rewarding community engaged scholarly work:

The Faculty Handbook Sec. 301.00 to 304.00 identifies institutional guidelines for the tenure and promotion processes atGonzaga. Faculty petitioning for tenure/promotion are evaluated in four areas: Teaching, Advising, Academic Citizenshipand Service and Professional Development. The guidelines indicate the value of using “community engaged approachesand methods” in the following manner: One indicator of teaching excellence is identified as “relating subject matter tohuman values, issues of peace and justice and other dimensions of the human experience.” One indicator of AcademicCitizenship and Service includes ”Participation in the civic community.” The evaluation of faculty as academic citizensspecifically includes “Service to the larger community.”


10.a. Is community engagement rewarded as one form of teaching and learning?

Yes

Please cite text from the faculty handbook (or similar policy document):

Question 9 above refers to institutional policies for promotion and tenure that reward faculty scholarly work that usescommunity-engaged approaches and methods. The answer to question 9 above quotes from the Faculty Handbook withregard to the criteria that govern faculty evaluations. These refer to several dimensions of community engagement.Gonzaga’s holistic approach to promotion and tenure encompasses four areas: Teaching, Professional Development(Scholarship), Academic Citizenship (Service), and Advising. Teaching and learning includes all facets of teaching, whichwould also entail community engagement. Teaching excellence reflective of community engagement is seen in the numberof service-learning courses the University offers. These are part of a faculty member’s teaching load and as such would beconsidered in evaluating teaching and in rewarding faculty for their teaching.

10.b. Is community engagement rewarded as one form of scholarship?

Yes


Question 9 above refers to institutional policies for promotion and tenure that reward faculty scholarly work that usescommunity-engaged approaches and methods. The answer to question 9 above quotes from the Faculty Handbook withregard to the criteria that govern faculty evaluations. These refer to several dimensions of community engagement.Gonzaga’s holistic approach to promotion and tenure encompasses four areas: Teaching, Professional Development(Scholarship), Academic Citizenship (Service), and Advising. Faculty scholarship refers to quality research, publications,and presentations all of which can include work related to community engagement. The list of publications andpresentations noted in the answers to questions II.A.5 and II.B.5 show that faculty scholarly work is tied to communityengagement. This work is rewarded when faculty scholarship is evaluated.

10.c. Is community engagement rewarded as one form of service?

Yes


Service is one of the fundamental aspects of faculty evaluations. The answer to question 9 above quotes from the FacultyHandbook with regard to the criteria that govern faculty evaluations. These refer to several dimensions of communityengagement. Gonzaga’s holistic approach to promotion and tenure encompasses four areas: Teaching, ProfessionalDevelopment (Scholarship), Academic Citizenship (Service), and Advising. Faculty must demonstrate a commitment toserve both the university and the community. “Service to the larger community” is an essential component that facultymust address in their applications for tenure and promotion. Following the Faculty Handbook, nearly all academic unitsexplicitly list community involvement as one of the factors considered in evaluating faculty. The Art Department expects itsfaculty to serve the “community outside of Gonzaga University.” History faculty are told that “academic citizenship may beevidenced by service to the larger community.” The Nursing Department stipulates that faculty are to engage in the“promotion of justice.” The Department of Religious Studies states that it has “contributed to the education of lay leadersand other interested adults and offered academic expertise and civic service.” These efforts reflect the University’s MissionStatement’s “commitment to dignity of the human person, social justice, diversity, intercultural competence, globalengagement, solidarity with the poor and vulnerable, and care for the planet.” Engagement with the community is expectedand rewarded.


11. Are there college/school and/or department level policies for promotion (and tenure at tenure-grantingcampuses) that specifically reward faculty scholarly work that uses community-engaged approaches andmethods?

Yes

Which colleges/school and/or departments? List Colleges or Departments:

The School of Education, the School of Business, the School of Arts and Sciences, Foley Center (Library Services), theSchool of Nursing and Human Physiology, and the School of Engineering and the Law School/Clinical Law Program.

What percent of total colleges/school and/or departments at the institution is represented by the list above?:

75%

Please cite three examples of colleges/school and/or department-level policies, taken directly from policydocuments, that specifically reward faculty scholarly work using community-engaged approaches and methods:

Tenure and promotion guidelines for each School at Gonzaga are designed to promote the University’s mission and tomeet the general guidelines in the Faculty Handbook, section 302. “Gonzaga University is committed to excellence inteaching,” states the Handbook, and signs of teaching excellence listed in the Handbook, such as “enthusiasm for seeking,possessing, and sharing knowledge,” encourage ongoing scholarship. Professional development and continued growth areexpected. Signs of teaching excellence considered in promotion and tenure decisions such as “bringing subject matter … tobear on the present human condition” and “relating subject matter to human values, issues of peace and justice, and otherdimensions of the human condition” are readily demonstrated through the robust community engagement optionsorganized by the University. The category of “Academic Citizenship and Service,” which is also considered in promotionand tenure decisions, includes evaluation of examples of faculty member’s “participation in the civic community” and“service to the larger community” (“larger” meaning the community beyond Gonzaga University). The examples from thethree schools below are taken from each school’s criteria to evaluate faculty for reappointment, promotion and tenure.

School of Education: For both tenure and promotion, faculty must demonstrate “Service to the larger community (servicemay vary).”

School of Business: Criteria for Teaching includes that the “faculty member, where appropriate, relates the subject matter toethics, human values, issues of peace and justice. . . .” Also listed: “The faculty member introduces innovative teachingmethodologies. . . to enhance student learning.” Service criteria is listed as, “involvement in the civic community.”

School of Arts and Sciences: Guidelines for tenure and promotion are determined by each Department in the Arts andSciences. Department of Women’s and Gender Studies: Professional Development: “Gonzaga University is a vitalresource to the larger Spokane area. The faculty of Gonzaga University provides expertise . . . by working for socialjustice…it is the responsibility of faculty to provide evidence of direct contributions to this kind of service.” Department ofPhilosophy: “Faculty may also promote the University Mission by service to the local community…” “Community servicesponsored by GU (e.g., Mission Possible Department of Religious Studies: “The Department of Religious Studies has along history of excelling in the area of Academic Citizenship within the department, university and the larger regionalcommunity. With this in mind, tenure track faculty should, during their first year at Gonzaga, begin to familiarizethemselves with the needs of these various communities as well as opportunities to be of service beyond their teachingand professional development.”


12. If current policies do not specifically reward community engagement, is there work in progress to revisepromotion and tenure guidelines to reward faculty scholarly work that uses community-engaged approaches andmethods?

Yes

If yes, describe the current work in progress:

The Faculty Assembly plans to rewrite the criteria for tenure and promotion contained in the Faculty Handbook. Thisincludes the criteria used for assessing faculty performance in the area of Academic Citizenship and Service. The goal is towrite criteria that are detailed and explicit about faculty community engagement and their scholarly work in this area.


1. Is community engagement noted on student transcripts?

Yes

Describe how community engagement is noted on student transcripts:

Service learning courses are designated on the student transcript.


2. Is community engagement connected with diversity and inclusion work (for students and faculty) on yourcampus?

Yes

Please provide examples:

Students majoring in Classical Civilizations and involved in the Gonzaga Latin Club are working to translate sacramentalrecords from the St. Ignatius Mission for the Salish Kootenai College in Pablo, Montana. The records are written in Latinand French, with transliterations of Native American names. The Sacramental Records Translation Project trains studentsin epigraphy, and then allows them to transliterate and translate the documents, which are to be published by the SalishKootenai College Press. The project synergizes academic knowledge with community need, tribal history and culture.

Introduction to Intercultural Competence is an elective course that introduces students to a developmental process ofacquiring cultural self-awareness, developing knowledge and skills that build intercultural competence, and engaging inmeaningful reflective self-evaluation. Students examine conceptual themes and practices that contribute to the holisticacademic success and personal development relative to intercultural competence. As a result of completing the course,students demonstrate an understanding of multiple perspectives (beliefs, values, and assumptions) that contribute toliving, serving, and working collaboratively in a global society. The course is structured to allow for collaboration withexternal stakeholders where members from the greater Spokane community facilitate discussions on topics relating to thecourse such as Inclusion and Equity from a Refugee’s Perspective. The course’s collaborative partner, the agency WorldRelief, engages the students in a refugee resettlement outreach service-learning project.

The International Day for Tolerance is a time for students, faculty, staff, and community partners and members to learntogether about respecting and recognizing the rights and beliefs of others. It is also a time of reflection and debate on thenegative effects of intolerance. Many educators use the theme of this day to help students understand issues centered onhuman rights and non-violence. Gonzaga University partners with Spokane Public Schools, the City of Spokane, andmedia outlets to plan the event.

The Center for American Indian Studies and University faculty hosted the “Salish Language Gathering” on campus in thespring of 2013. The Salish Language Gathering is a meeting of people from Salish language communities, which includesElders and other associated with language programs from the Coeur d’Alene Tribe, the Colville Confederated Tribes, andthe Spokane Tribe.

Gonzaga-in-Zambezi is a four-week summer study abroad program, sponsored by the Comprehensive LeadershipProgram (CLP). The program provides students and opportunity to develop leadership skills while immersed in a Zambiancommunity. Students work with community members to develop civic projects, including a free-trade honey importationprogram for Zambian beekeepers.


3. Is community engagement connected to efforts aimed at student retention and success?

Yes

Please provide examples:

Gonzaga’s new strategic plan explicitly links community engagement to a commitment to our integrative Jesuit educationalexperience. Gonzaga partners with a wide variety of community groups to facilitate a wide array of service activities richwith meaningful opportunities for service, leadership, reflection, and learning. The University provides high-impacteducational practices not solely because of their positive association with student retention, but because it creates alearning environment in which students will learn to integrate the totality of the educational experience into a mature,sound, and moral basis for transformative engagement with the world beyond the campus setting. Gonzaga’s freshman-to-sophomore retention rate is currently 94%, having risen over six percent since high-impact educational activities likeservice-learning became embedded in Gonzaga’s undergraduate education system seventeen years ago. High-impacteducational practices, such as service learning participation, are well-established as positive student learning and retentionpractices in higher education (Kuh, 2008). That Gonzaga offers experiences that demonstrably increase student learning,engagement, and success is nationally known; the institution is recognized in the national Documenting EffectiveEducational Practice (DEEP) study for its efforts in community engagement through service learning. Service learningprovides opportunities for student reflection, integration, and application in a deep, integrative-learning setting whereacademic, interpersonal, and co-curricular works are mutually reinforcing (Pascarella & Terenzini, 2005).

Gonzaga graduates continue their lived commitment to community through high participation rates in volunteer serviceopportunities such as the Jesuit Volunteer Corps and Teach for America. In addition, for the second consecutive yearGonzaga is the top-ranked institution among small colleges and universities in the nation with undergraduate alumniserving as Peace Corps volunteers worldwide. Gonzaga graduates are passionate about making a difference in our worldas men and women for others. This continued passion about making a difference in the world demonstrates thatGonzaga’s educational tradition is one of transformation both institutionally in educating people for others and individuallyas alumni carry their inspired missions into many career fields. As Gonzaga alumna and recent Peace Corps volunteerKate Hewitt notes: “Gonzaga’s mission of commitment to the dignity of all human beings, social justice, cross-culturalknowledge and respect, humility for the poor and vulnerable, and utmost care for the planet we live on was something thatinspired and cultivated my passion every single day in my four years as a Gonzaga undergraduate.”

26. II. Categories of Community Engagement

1.a. Does the institution have a definition, standard components, and a process for identifying service learningcourses?

Yes

Discuss how your institution defines service learning, the standard components for designation, and the processfor identifying service learning courses:

Gonzaga University formally designates service-learning classes on transcripts and uses a standard process for theidentification of these classes.

Gonzaga's definition of service learning is the following:

Service Learning is a pedagogical method that engages students in organized service activities and guided reflection; theservice activities benefit students and the community they serve and, in combination with guided reflection, enhance theacademic curriculum for students and faculty.

Service Learning is distinct from acts of charity because it is reciprocal: students, faculty, and community partners teach andlearn through their interactions. Teaching and learning are informed by the realities of the world, and service is informed bytheoretical and conceptual understanding.

Additionally, Gonzaga uses Heffernan’s types of service learning to guide course construction and partnershipdevelopment (i.e., pure service learning, problem-based service learning, community-based research, etc. (Heffernan,2001)

Gonzaga’s standard components and criteria for service learning designations are: 1) Significant investment in and with the community. A “significant investment” typically requires at least 20 hours ofengagement over the course of the semester. 2) Collaboration with community partners and agencies to meet a legitimate community need and for the practice of co-education. 3) Explicit service learning integration into course objectives and learning outcomes, specifically within the course syllabus.4) Integration of reflection activities that engage the intersection of theories/concepts and experience into courseassignments and activities. 5) Service learning integration into course assessment.

To receive a course designation, a faculty member first meets with the Service Learning Faculty Coordinator to review theircourse, including the syllabus, and begin integrating the standard components and discussing service learning pedagogy.After this consultation, an application is submitted to a subcommittee of the Service Learning Advisory Board (SLAB),which is comprised of faculty and community partners. The subcommittee reviews the application, makes suggestionsand, ultimately, decides whether or not to grant the designation. Once approved, a course is formally designated with theRegistrar’s Office beginning the following semester.

1.b. If you have a process for designating service learning courses, how many designated, for-credit servicelearning courses were offered in the most recent academic year?

108

What percentage of total courses offered at the institution?:

10.73%

1.c. How many departments are represented by those courses?

17

What percentage of total departments at the institution?

29.31%

1.d. How many faculty taught service learning courses in the most recent academic year?

40

What percentage of faculty at the institution?

5.1%

1.e. How many students participated in service learning courses in the most recent academic year?

1496

What percentage of students at the institution?

19.21%

1.f. Describe how data provided in 1. b-e above are gathered, by whom, with what frequency, and to what end:

The service learning information reported in b-e above is compiled by the Center for Community Action and ServiceLearning (CCASL) using data provided by the Registrar's Office. Overall University data is collected by the Office ofInstitutional Research. The data is compiled each semester. This information is shared with the following stakeholder groups: * Each academic Dean. * Academic Vice President. * Vice President for Student Development. * Service Learning Advisory Board. * Marketing and Communications Department.

The information is used to: * Determine budget proposals to support the service learning program. * Analyze where service learning is taught and create action plans to grow service learning teaching in underrepresenteddepartments (i.e., STEM areas). * Guide professional development planning for service learning practitioners. * Market the University's commitment to community engagement. * Align curricular and co-curricular community engagement experiences.


2.a. Are there institutional (campus-wide) learning outcomes for students' curricular engagement withcommunity?

Yes

Please provide specific examples of institutional (campus-wide) learning outcomes for students’ curricularengagement with community:

The Service Learning Advisory Board created a standardized list of learning outcomes for designated service learningcourses that guide the creation, implementation, and assessment of these courses. The outcomes were developed basedon research in the field of service learning and alignment with the institution's mission. All designated service-learningcourses must integrate some of the following learning outcomes into their syllabus.

As a result of participating in a service-learning course at Gonzaga University, students will be able to: 1. Apply discipline-specific knowledge to identifiable community needs and social problems. 2. Critically reflect on service experiences in thecontext of the academic curriculum. 3. Apply service experience to career identity development. 4. Demonstrate a sense of“solidarity for the real world” (Kolvenbach, 2000) so they will then “perceive, think, judge, choose and act for the rights ofothers, especially the disadvantaged and the oppressed” (Kolvenbach, 2000). 5. Interpret their experiences as they relate toconcepts on civic engagement, service-learning, community-based learning, and community development. 6. Be activeparticipants in the learning that is occurring both in and outside of the classroom. 7. Attain a greater awareness of the needsand social problems in Spokane and the factors that have created them. 8. Experience diversity* and develop the ability tothink critically about diversity. (*Diversity includes, but is not limited to, experiences of socioeconomic status, gender, race,culture, ethnicity, sexual orientation, physical or mental disability, and religious/spiritual affiliation). 8. Collaborateeffectively with community partners and community members to reflect the reciprocal nature of the relationship. 9. Definetheir personal commitment to service as “men and women for others” (Arrupe, 1973) as it relates to the promotion ofjustice. 10. Conduct research to identify community needs and appropriate service interventions; e.g., community needsassessments and nutritional assessments.

The University’s Baccalaureate Goals emphasize learning outcomes related to community engagement. An exampleincludes:

“Gonzaga seeks to graduate Baccalaureate students who possess and demonstrate …“Habits of mind and heart, including:• Reflection.• Ethical reasoning and action.• Civic, cultural and intercultural engagement.• A commitment to a just society and world, and the courage to act justly.”

2.b. Are institutional (campus-wide) learning outcomes for students’ curricular engagement with communitysystematically assessed?

Yes

Describe the strategy and mechanism assuring systematic assessment of institutional (campus-wide) learningoutcomes for students’ curricular engagement with community:

These outcomes are systematically assessed in all Service Learning courses by the Center for Community Action andService Learning. A survey is administered to all service learning students that assesses their self-perception regarding eachlearning outcome. This survey is required of all service learning students and is administered each semester.

Additionally, individual faculty members teaching service learning courses use written assignments, reflection experiencesand other direct assessment mechanism's to assess service learning outcomes.

Programs have developed learning outcomes for their majors and those outcomes are linked to the baccalaureate goals,including the goal “Habits of the Mind and Heart.” These outcomes are assessed in each unit on an annual basis and data isuploaded to TracDat, the institution-wide assessment tracking software.

2.c. If yes, describe how the assessment data related to institutional (campus-wide) learning outcomes forstudents’ curricular engagement with community are used?

All service-learning assessment data is collated and analyzed in each term and over time to examine trends. The learningoutcome assessment data is used in a variety of ways. It is used to modify and improve the support and training given toservice learning students prior to their community engagement experience. It is used to inform faculty about theeffectiveness of in-class assignments, reflection opportunities, and the relationship between course content and service. Additionally, we use the data to assess the effectiveness of community partnerships for each service learning course,reflecting and initiating improvements in partnership communications and faculty workshop trainings on service learningand co-curricular activities. The data is also shared and disseminated to the academic Deans, the Academic Vice Presidentand the Vice President for Student Development.

Administrators utilize the assessment data during academic program reviews conducted by the Academic Council’sProgram Review Committee. The assessment data is uploaded to the institution-wide assessment tracking software,TracDat, where it is related and aligned (mapped) to college and departmental program outcomes assessments,institutional strategic goals, and initiatives. The data is also used in applying for and renewing university accreditation withour regional accrediting agency.

Gonzaga’s commitment to high-impact educational practices in undergraduate liberal arts is evident in its Jesuit, Catholic,humanistic educational mission; assessment data on service-learning is used to measure performance toward strategicgoals and mission fulfillment. The National Survey of Student Engagement (NSSE) is administered every three years, andin 2012-13, almost three-quarters of Gonzaga senior class-level respondents reported participating in one or moreservice-learning course while at GU. This service-learning participation rate is significantly higher (p<.01) than institutionsin Gonzaga’s Carnegie classification comparison group, demonstrating Gonzaga’s significant commitment to community-based learning and experiences that enhance student learning. The AJCU suite of questions in the NSSE survey are alsodesigned to measure the extent to which students are achieving institutional learning outcomes, including the developmentof Ignatian values around leadership, service, and engagement. Items include: (1) Actively working toward a more inclusivecommunity; (2) Actively working to further social justice; (3) Increasing your awareness of the relationship between globaland local issues; and (4) Understanding the Jesuit principle of being “men and women for others”.


3.a. Are there departmental or disciplinary learning outcomes for students' curricular engagement withcommunity?

Yes

Provide specific examples of departmental or disciplinary learning outcomes for students’ curricular engagementwith community:

Gonzaga’s Baccalaureate Goal, “Habits of the Mind and Heart,” includes the student learning outcome, “Civic, Cultural andIntercultural Engagement.” Departments have established disciplinary outcomes that reflect this goal. Disciplinaryexamples of outcomes identified for Civic, Cultural and Intercultural Engagement include:

Comprehensive Leadership Program: “Students will develop solidarity with the marginalized as they practice socially-justleadership. Through three different courses, the Comprehensive Leadership Program uses several assessment methods toevaluate this outcome. Methods include course assignments, interview projects, and standardized tests.”

Women and Gender Studies: Students will gain a deeper understanding of the concept of privilege and its connection tosocial inequalities. Students select a social justice issue that they are interested in and conduct research about feministactivism in that area. This can include a broad range of social issues including sexual violence, representations of womenin media, the historical lack of research about women/gender in the student’s home discipline, suffrage, human trafficking,food justice, etc. Papers examine the relationship between knowledge, power, and action with respect to their chosen topic.Papers are evaluated on how well students integrate the concept of privilege and its relationship to social inequality intotheir theses.

Political Science: Students will develop an interest in public-spirited participation in civic affairs. Using a senior survey,Political Science majors reflect upon what it means to be a civically engaged citizen. Students prepare a final paper for acourse in Citizenship and Civic Life that addresses this outcome.

Engineering Management: Students will demonstrate the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and societal context. Utilizing their capstone design project,students must account for the project’s ecological impact and it value for society. This process enables students to graspthe social impact of their design projects.

Sociology: Students will articulate an understanding of social differentiation and inequality, including social stratification,social mobility, race and minority relations, ethnicity and gender; social change including development, social movements,and collective behavior. Students will articulate an understanding of social institutions and processes, including the family,economic institutions and work, political institutions, schools and education; religion; medicine; organizations.

School of Business: Students will be able to identify the relevant ethical issues in a business situation.” Students addressthis outcome through a case study of on the manufacture of rugs in India and child labor. The case study examines theprocess of global outsourcing.

3.b. Are departmental or disciplinary learning outcomes for students’ curricular engagement with communitysystematically assessed?

Yes

Describe the strategy and mechanism assuring systematic assessment of departmental or disciplinary learningoutcomes for students’ curricular engagement with community:

Institution-wide learning outcomes for all service learning courses are included in the service learning course assessments,which are administered for every course each semester. Learning outcomes for the service-learning courses are assessedby the faculty members teaching those courses. Students in service learning courses are given a survey by which facultycan determine how well their service learning outcomes were integrated into the curriculum and reflect the baccalaureategoals.

Outcomes related to baccalaureate goals (e.g. Habits of the Mind and Heart) and civic, cultural and intercultural engagementare assessed as part of an academic unit’s annual assessment of student learning outcomes. This assessment derivesfrom each academic unit’s assessment plan that must include learning outcomes, methods of assessment, desired results,and an action plan. Learning outcomes are assessed through a variety of methods such as exams, research and reflectionpapers, presentation, and case studies. Assessment results are placed into TracDat, an institutional assessment database,and reviewed annually by the University Assessment Committee. The Committee supplies an assessment evaluationreport to each academic unit for their use in the next assessment cycle.

3.c. If yes, describe how assessment data related to departmental or disciplinary learning outcomes for students’curricular engagement with community are used:

Depending on whether desired results for students were attained, and based on the evaluation report from the UniversityAssessment Committee, academic units must develop a plan of action to address areas where desired results were notmet. Assessment data then is used to modify courses, teaching methods, grading rubrics, or how students are evaluated.These planned actions are factored into the academic unit assessment plans for use in the next assessment cycle.


4.a. Is community engagement integrated into the following curricular (for credit) activities? Please select all thatapply:

Student ResearchStudent LeadershipInternships/Co-opsStudy Abroad

For each category checked above, provide examples:

Student ResearchSeveral classes engage in community-based research by students. For example, Gonzaga's Accounting 489 class, Justicefor Fraud Victims provides students an opportunity to investigate real cases of suspected fraud referred by local lawenforcement. This class provides students with the opportunity to experience forensic accounting in a unique and excitingway while simultaneously providing a valuable service to the community. The goal is to assist small businesses and non-profit organizations in which fraud has occurred and financial harm suffered that would otherwise be unable to afford aforensic examination.

In Sociology 200 Social Problems, Solutions and Social Change, class themes focus on understanding and discussingsolutions to poverty and inequality and to hate and discrimination. By meshing sociological knowledge and practicalexperiences through community-based learning, students realize that they can become agents of social change. To gaindirect experience in understanding and problem-solving the above issues, students are placed in local communityorganizations and agencies that are currently working towards resolving or coping with social inequality issues. As a part ofthis community-based experience, students conduct semester-long research in which they utilize their sociological skills toassist the agency in achieving its goals.

Student Leadership The Comprehensive Leadership Program (CLP) is a for-credit leadership program for Gonzaga undergraduates. Theprogram has strongly integrated community engagement into its program design and curriculum. Some examples includestudents organizing an annual basketball clinic for Native American students in Inchelium, Washington, and a week-longservice immersion trip to East Los Angeles that includes service at Homeboy Industries and education on immigration,gang violence, homelessness, and other justice topics. CLP offers a for-credit service learning study abroad experience toZambezi, Zambia, each summer and has jointly started a non-profit organization with Zambian Bee Farmers that sellsZambian honey in the United States with profits supporting the Zambezi community.

Internships Several departments have established curricular internships with a focus on engagement with non-profit partners. Forexample, the Public Relations Department requires a semester internship program and has established partnerships withmany non-profit partners, including Daybreak Youth Services, Providence Health Care Foundation, and the SpokaneCounty United Way. The History Department offers an internship with students placed in non-profit or governmentalagencies.

Study Abroad In addition to the CLP's service learning study abroad experience in Zambezi, Zambia (mentioned above), the Universityalso offers a semester-long service learning program in Stellenbosch, South Africa focusing on social justice. Additionally,Gonzaga partners with other Jesuit universities to send students to El Salvador for the Casa de la Solidaridad (CASA)program. Beginning with sustained accompaniment of the poor, CASA integrates praxis experience into rigorous academicreflection, and then supports this reflection through a carefully structured web of spiritual and communal support.

4.b. Has community engagement been integrated with curriculum on an institution-wide level in any of thefollowing structures? Please select all that apply:

Graduate StudiesCore CoursesCapstone (Senior level project)General EducationIn the MajorsIn Minors


General EducationService learning courses are offered in the College of the Arts and Sciences undergraduate general education curriculumwithin Religious Studies, English, Social Sciences, Sociology, and Philosophy. One section of Philosophy 201(Philosophy of Human Nature), a University General Education Requirement, is designated as a service learning course.

Core CoursesThe Freshmen Honors Colloquium in Gonzaga’s Honors Program requires students to participate in a communityengagement project.

School of Education courses EDTE and EDSE (21 EDSE classes total) integrate service learning into the program, whichincludes core courses.

Majors and MinorsEnvironmental Studies offers its majors a course with a three-part focus: cross cultural training and in-depth study of WestAfrican culture, study of health conditions and health promotion in developing countries, and epidemiological researchdesigns and their practical application using appropriate technologies for eradicating water-related illnesses in Benin, WestAfrica.

Service learning is required for undergraduate majors in Communications Studies and Psychology.

A community engagement capstone is integrated into the Dance minor program through the course Strategies of DanceInstruction I. Students develop their own dance teaching methods through a service learning teaching component with localelementary school children.

The Criminal Justice major and minor offers a course that reviews the relationship between criminal justice and race, classand gender in history and in contemporary America.

Majors and minors in Economics may take a course that explores the economic dimensions of environmental topics suchas air and water pollution, deforestation, non-renewable resource depletion, recycling, global warming. The course studiesthe extent of environmental problems and alternative solutions.

Broadcast and Electronic Media students examine relation between TV and social justice. The course examines theapplication of this powerful medium toward improving the human condition. Students study examples of this concept intoday's media then use their own analytical and production skills to improve the condition locally.

Graduate StudiesStudents in the Master of Arts in Clinical Mental Health Counseling program serve in internships with community agenciesas part of their required practicum.

Law students must complete a graduation requirement of 30 hours of public service. The public service requirement cannotbe satisfied by hours for which the student also receives compensation, other monetary value, academic credit, or hoursthat are submitted to the Center for Law in Public Service.

Gonzaga's Master of Accountancy program (students and faculty) aid Spokane community members who are victims ofidentity theft through the Justice for Fraud Victims Project (JFVP).

Three distinct models for online courses that integrated service learning were piloted in 2012-13 into Master’s inOrganizational Leadership program.

Capstone (Senior level project)Many School of Engineering and Applied Science Senior Design projects involve students with various forms ofcommunity engagement. Projects have included water quality in Zambia; improving fish passage and stream restorationwith the Spokane Tribe; providing design recommendations for the construction of the Karagwe University College ofAgriculture in Karagwe, Tanzania; and a project to design a water distribution and sanitation system for a community inChimfunshi, Zambia.


5. Are there examples of faculty scholarship associated with their curricular engagement achievements (researchstudies, conference presentations, pedagogy workshops, publications, etc.)?

Yes

Provide a minimum of five examples of faculty scholarship from as many different disciplines as possible:

Bormann, N.E., London, M.R., Matsumoto, A., Walter, M, & Fry, S. (2012, June 10-13). “Understanding the System:Sustainability projects increase student interest and learning.” American Society for Engineering Education (ASEE) 2012Annual Conference, San Antonio, TX. (Engineering)

Bucciferro, C. (2013, February 20-22). “Intercultural communication and global inequality: Educating for social change.” 9thInternational Globalization, Diversity, and Education Conference; Washington State University, Vancouver, WA.(Communication Studies)

Caputo, J. S., & Crandall, H. M. (2012). “The intercultural communication cultural immersion experience: Preparing leadersfor a global future.” Journal of Leadership Studies, 6(1), 58–63. doi: 10.1002/jls.21229. (Communication and Leadership)

Hammer, Gail. (2013, spring). “Developing as a teacher.” Workshop presented at the Law Teaching for Adjunct FacultyConference, Institute for Law Teaching and Learning, Western State College of Law, Fullerton, CA.. (Law)

Hoover, K. (2012). “Enhancing student engagement: Exploring the intersection of graduate education, service-learning, andonline delivery.” Conference presentation to the 15th Annual Colleagues in Jesuit Business Education (CJBE). EngagedLearning of Mind, Heart, Body, and Spirit; Los Angeles, CA. (Organizational Leadership)

Kretchmar, M., Worsham, N. L., & Medina, A. M. (2013, April). “Benefits and challenges of service learning in childpsychology: Perspectives of students, community partners and professors”. Poster presented at the meeting of the Societyfor Research in Child Development, Seattle, WA. (Psychology)

Maccarone, E. (2012, October). “Learning from environmental justice: Finding a conceptual framework for humanitariansocial justice work.” Poynter Center 40th Anniversary Symposium—Humanitarianism and Human Rights in the 21stCentury, Indiana University, Bloomington, IN. (Philosophy)

Ostersmith, S. (2013, April 14). Dance as catalyst: Making space and cultivating community. MFA-IA Residency, GraduatePresentation; Goddard College; Fort Worden, Port Townsend, WA. (Theatre and Dance)

Topuzova, L. (2012). “Educating through Community Development Principles.” Invited presentation at Jesuit Commons:Higher Education at the Margins 1st Worldwide Conference, March 5-8, 2012, Denver. (Leadership Studies)


1. Indicate which outreach programs are developed for community. Please select all that apply:

learning centerstutoringtraining programsevaluation supportprofessional development centersother (please specify): community education programs


Northwest Alliance for Responsible Media—A partnership of Gonzaga and University Washington; they have a number ofcommunity outreach projects on media literacy, social issues and media, stereotypes in the media, critical perspectives onmedia and business, and a video contest.

Saturday Literacy Tutoring Program: For 10 years the School of Education has given additional, personalized instruction forstruggling readers and writers in the Spokane community with funding from the Kappa Delta Pi organization fundraisers.

Math Tutoring Lab: A free resource to Gonzaga students proctored by mathematics professors and selected mathematicsstudents.

Gonzaga Math Tutoring Outreach: Gonzaga math and engineering students, under faculty direction, tutor Spokane countyschool children from 1st through 12th grades on selected Saturdays through the academic year at no cost to the families.

Zag Study Buddies is an after-school tutoring program working with youth in second through eighth grade. The programserves four local elementary schools and one middle school to emphasize academic success and personal growth.

Transformation Cafes: Gonzaga faculty members engage with community members in neighborhood hot spots to sparkcuriosity and dialogue on their subjects of mutual interest.

Family Owned Business Conference - One day conference with one hour keynote and two hour workshop. Smallbusiness, family members and managers of family businesses participate.

New Venture Lab - The New Venture Lab (NVL) is Gonzaga's student-run business consulting lab. The NVL connectsSpokane entrepreneurs with Gonzaga students, providing entrepreneurs with research for their companies and studentswith valuable business experience.

The Justice for Fraud Victims Project brings together law enforcement agencies from eastern Washington, accountingstudents and faculty from Gonzaga University, and professional Certified Fraud Examiners to investigate and documentallegations of financial fraud in area businesses and organizations. The project seeks to provide justice for the victims andunique real world experience for the accounting students involved.

Law Clinics- The Gonzaga Center for Law and Justice is home to University Legal Assistance (ULA), a not-for-profitclinical law program. The Clinic is modeled after a general-practice law firm. Managed by faculty members, the Clinic givesstudents the opportunity to apply academics to legal practice.

The Organizational Leadership graduate program supports Leadership Spokane in two initiatives- Leadership ConnectionSeries (a fall and spring series of leadership training and networking breakfasts) debuted, produced in partnership withGonzaga and Whitworth University; Excellence in Non Profit Leadership (NPL) with partners Gonzaga University, InlandNorthwest Community Foundation, United Way and Avista Foundation.

Gonzaga supports Leadership Spokane, a professional development program for aspiring community leaders, in twoinitiatives- Leadership Connection Series and Excellence in Non- Profit Leadership with partners Gonzaga University,Inland Northwest Community Foundation, United Way and Avista Foundation.

Dean's Business Forum Breakfast - The Dean's Business Forum is made up of alumni and community members. Abreakfast lecture series gives the opportunity for all community members to attend lectures on various topics of currentinterest throughout the year.


2. Which institutional resources are provided as outreach to the community? Please select all that apply:

co-curricular student servicework/study student placementsathletic offeringslibrary servicestechnologyfaculty consultationcultural offerings


Co-curricular student service The Center for Community Action and Service Learning (10 full-time staff, 1 AmeriCorps member, and 90 student staff)facilitates co-curricular service activities. Over 350 GU students mentor at-risk youth in eight schools. Students organizeservice immersions annually for 135+ students during spring and winter breaks. Service activities also include outreach tohomeless populations to provide food and a drama program for developmentally disabled adults from eight area grouphomes. Together, CCASL coordinates 35 co-curricular projects. The department of Plant Services provides motorpool ofvehicles to assist students with this outreach. Biology’s Science in Summer program places high school students (fromlocal Indian reservations or other high-need and under-represented minority communities) in active research labs for one-on-one mentoring by GU students, which is a rewarding relationship for both. The School of Education provides collegestudent tutors on Saturdays for local K-12 students needing assistance. The Math and Engineering departments collaborateon a weekly math tutoring outreach program serving K-12 students from resource-challenged neighborhoods. Math &Engineering students provide free tutoring on-campus to 1st-12th grade students.

Work/study student placements 62 Federal Work Study designated for community service – 19.4% of FWS wages paid.

Cultural offerings The Marketing and Communications Office maintains a calendar of events (lectures, speeches, theatre, music, etc.) forexternal audiences, available on Gonzaga’s website. Various university academic departments also host holidaycelebrations open to the community such as Kwanzaa and the Jewish New Year. Theatre, dance and music performancesare promoted to and available to the public. Also, admission to the Gonzaga Jundt Art Museum’s exhibits and events isfree and open to the public.

Athletic offerings Through the Department of Athletic’s Life Skills Program during AY 2012-13, student-athletes and the Athletic Departmentpartnered with Campus Kitchens to provide 391 pounds of food and funding to benefit 1,500 people. The Universityencourages attendance at all of its athletic events which are open to and welcome community members.

Library services The Foley Center library, including its rare book collection, is open to the public. The library offers regular displays open tothe public; examples include “175th! Gonzaga Celebrates Fr. Cataldo’s Birthday,” and the “Late Qing Photograph andDocument Exhibit” on China’s Catholic legacy.

Technology Examples include Modern Languages lab direct technology support and the ESL department lab for non-English speakers.The Institutional Technology department also provides technical assistance to community organizations meeting oncampus at no charge.

Faculty consultation The School of Education dedicated a faculty member as Sunnyside High School’s “turn-a-round” principal through apartnership with Sunnyside School District. The SOE’s faculty collaborate with the Charles Lwanga College of Educationin Zambia to develop a master’s degree program for the college’s teachers. The SOE’s faculty consult with Spokane PublicSchools on strategies to address K-12 student retention and drop-out rates.Gonzaga’s Chief Diversity Officer provides consultation to community agencies and organizations regarding diversity,multiculturalism and community development.


3. Describe representative examples of partnerships (both institutional and departmental) that were in placeduring the most recent academic year (maximum=15 partnerships). Please follow these steps:

Download the Partnership Grid template (Excel file) and save it to your computer;Provide descriptions of each partnership in the template; and then,Upload the completed template here.

MASTER 2015_Partnership_Grid Carnegie 4 14 14.4.xls


4.a. Do the institution or departments promote attention to the mutuality and reciprocity of the partnerships?

Yes

http://nerche.org/images/stories/projects/Carnegie/2015/2015_Partnership_Grid.xls

http://surveygizmoresponseuploads.s3.amazonaws.com/fileuploads/51277/1183353/34-aaee627b1865f0a97673430c4907d25b_MASTER+2015_Partnership_Grid+Carnegie+4+14+14.4.xls

Describe the strategies for promoting attention to the mutuality and reciprocity of the partnerships:

Gonzaga’s approach to partnering includes key components that encourage and support reciprocity and mutual benefit.This includes defining the purpose of the partnership, an enunciation that includes what both the institution and thepartnering entity are looking for through the engagement – as well as the specific outcome desired through the initiative.Often this guiding document includes a clear definition of principles, or a ‘mission statement’ for the initiative.

Meeting plans and priorities are usually expressed (frequency, structure, content). Membership and roles can also bedefined (for instance, in a neighborhood coalition where engagement by specific organizations, businesses or institutionsis desired). For time-specific partnership activities, plans will identify anticipated results or targeted outcomes (such as areport, a distinct set of deliverables).

The conclusion of the academic year is used to assess the achievement of goals or a list of accomplishments forpartnership programs. Concluding assessments routinely include an evaluation of how successfully the partnership hasperformed and delivered on the shared interests of the parties involved, as well as consideration of how the mutual efforthas impacted the targeted issue. Because many of Gonzaga’s partnerships are ongoing, this action often leads toestablishment of new goals and targets for the coming year.

The CCASL staff’s protocol is to review each partnership annually. The staff’s approach is informed by the principles setforth in “Campus-Community Partnerships for Health Principles of Partnership.” The staff discuss, design and evaluate allpartnerships with reciprocity and mutual benefit in mind. They intentionally work with community partners to seeksustainable partnerships for the long-term. A follow-up site visit is conducted by staff for each partnership. The staff alsoseek input from the Service Learning Advisory Board which includes community partners who inform the department’sstrategy to develop and strengthen community partnerships.

In partnering with Campus Kitchens, Gonzaga has fully promoted attention to mutuality and reciprocity. The CampusKitchens Coordinator is given all the resources provided to full-time Gonzaga staff and her office is located within theCCASL building. The Coordinator attends all CCASL staff meetings and strategic planning efforts. She also meets with theAssociate Director of CCASL on a weekly basis and jointly supervises an AmeriCorps volunteer. As a fully integratedmember of the CCASL staff, the Campus Kitchens coordinator consistently provides and receives feedback about thepartnership and ensures that the needs and missions of both organizations are fulfilled.

CCASL’s mentoring programs are a model of promoting attention to mutuality and reciprocity with its non-profit partnersand the school district. The Director, Associate Director and Manager of CCASL, as well as the Assistant Dean of StudentDevelopment, meet with school district officials, school administrators, non-profit partners and government officials on aweekly basis to continually assess the partnership and to make modifications to enhance the impact on all stakeholders.

4.b. Are there mechanisms to systematically collect and share feedback and assessment findings regardingpartnerships, reciprocity and mutual benefit, both from community partners to the institution and from theinstitution to the community?

Yes

If yes, describe the mechanisms and how the data have been used to improve reciprocity and mutual benefit:

Partnerships, community engagement activities and data collected by the institution and community partners are reportedon a departmental basis through individual college/schools or operational divisions (such as Student Development,Mission, University Advancement). These reports are presented at the highest levels of the institutions, including Boards ofTrustees and Regents as well as shared with community partners through publications, formal collaborative networks,neighborhood committees and using an asset based community development approach.

Information on the impact of Gonzaga’s partnerships is captured and reported to the community through suchpublications as the annual Report of the President, annual reports of specific college/schools and divisions, theUniversity’s “At-A-Glance” brochure as well as on web-based reports, and in Gonzaga Magazine and news stories. Whentargeted for the public, emphasis focuses on how the partnership worked together to achieve results.

Formal networking through inter-institutional collaborations provide an essential way to share information between theinstitution and community partners. For example, Gonzaga participates in the Inland Northwest Service LearningPartnership (INSLP) , where assessment data is shared on a monthly basis with community partners with the goal ofimproving partners and ensuring their reciprocity.

One of the mechanisms Gonzaga uses are neighborhood-based committees that meet regularly to promote strong,positive understanding between the university and its neighborhood, manage issues that arise, and ensure ongoingcommunications and shared activities. In 2012-13 two committees were working in this capacity, one that focusedexclusively on neighborhood issues, and a second that encompassed municipal agencies and was targeted on safety andsecurity concerns. Assessment findings are shared with these committees, including data the university collects onneighborhood safety. The committees’ members propose and implement strategies to improve university-neighborhoodrelations, neighborhood safety and community development.

The university is also using Asset-Based Community Development (ABCD) approaches for community engagement,both domestically and abroad. The Organizational Leadership Program implemented this approach in an internationalservice learning course, Leadership and Accompaniment (ORGL 689), in Cali, Colombia. This course included 3-partyinternational partnership that developed a youth-based community asset map. An ABCD community asset mappingproject is also underway in the low-income neighborhood in which Gonzaga resides. Community Café listening sessions,community town halls, and other strategies engage community members, organizations and associations in the asset-mapping process and dissemination of results.


5. Are there examples of faculty scholarship associated with their outreach and partnerships activities (technicalreports, curriculum, research reports, policy reports, publications, etc.)?

Yes

Provide a minimum of five examples of faculty scholarship from as many different disciplines as possible:

Beckstead, J. (2012, August). “Creating authentic learning experiences that benefit undergraduate students and landmanagement agencies.” Presented at the 97th Annual meeting of the Ecological Society of America, Portland, OR.(Biology)

Crogan, N., Dupler, A., & Heaton, G. (2013, April). “The cost of implementing a person-centered meal delivery system innursing homes.” Podium presentation at Western Institute of Nursing Research Conference, Anaheim, CA. (Nursing)

Matsumoto, A., London, M.R., & Bormann, N.E. (2012, July 10-13). “Development of a sustainable, point-of-use ceramicwater filter for use in rural Africa.” Accepted, International Water Association (IWA) 6th International Conference for WaterProfessionals, Budapest, Hungary (Engineering)

Ostersmith, S. (2012, June). “Arts Impact Institute.” Elementary school teachers from the region participated in this instituteto learn ways of integrating theatre dance and visual arts into the teaching of literacy. Spokane, WA. (Theatre and Dance)

Salina, C. & Edison, J. (2012, November). “Transformational partnership: Gonzaga and Sunnyside High School.” Paperpresented at the Greater Spokane Gonzaga Guild, Spokane, WA. (Educational Leadership and Administration)

Senger, B., Stapleton, L., & Gorski, M.S. (2012). “A hospital and university partnership model for simulation education.”Clinical Simulation in Nursing, 8(9), 477-482. (Nursing)

Traynor, J., Tully, D., Lundberg, S., & Spear, L. (2013, January). “Collaborative schools for innovation and success: Pilotproject presentations.” Invited presentation at the Office of Superintendent of Public Instruction and Professional EducatorStandards Board, Seattle, WA. (Teacher Education)

Whatley, L. R. & Popa, A. B. (2012). “Community and leadership: The role of humility, rhythm, and experiential learning.”Journal of Leadership, Accountability and Ethics, 9(4), 113-143. (Organizational Leadership)

36. III. Wrap-Up

1. (Optional) Use this space to elaborate on any short-answer item(s) for which you need more space. Pleasespecify the corresponding section and item number(s).

I.IA.5.

Dr. McCulloh offered similar perspectives in speeches and reflections he presented in the 2012-13 year:I do believe in providing our students with the opportunity to learn the importance of creating healthy, accountablecommunities, through the modeling provided by our campus residential experiences and service learning…and bychallenging them to access external experiences, while they are in their studies, to more deeply appreciate the practicalapplication of the knowledge they are acquiring while on this campus. Historic First Day of Class Leadership Breakfast;Sept. 17, 2012

As products of this Jesuit University I challenge you now to continue:• To bring together all of your wisdom, all of your experience, and to lead lives of integrity• To use your imagination and your influence to create new solutions, new pathways for good, and to help others whohave no power; and• To rely on your remarkable voices to speak on behalf of those who have no voice.Undergraduate Commencement Address; May 12, 2013

Other University leaders also reinforce community engagement is a priority. In April 2011, trustees, regents, faculty, staff,alumni and the student group April’s Angels partnered with Rebuilding Together Spokane on a community revitalizationeffort in the Logan neighborhood effort.

Many University leaders serve on community boards. In 2012, Executive Vice-President Earl Martin, chaired the Use ofForce Commission at the Mayor’s invitation to review police policies and procedures following a deadly encounter betweenan officer and a civilian.

II.2B.1The Gonzaga Center for Law and Justice is home to University Legal Assistance (ULA), a not-for-profit clinical lawprogram. The Clinic is modeled after a general-practice law firm. Managed by faculty members, the Clinic gives studentsthe opportunity to apply academics to legal practice.

Students, under the supervision of clinical law professors, assisted community members in the areas of drafting andexecuting wills; probate of decedent estates; health care matters (including Medicaid and Medicare); public benefits issuesrelating to Social Security, Supplemental Security Income, and Veteran’s Benefits; housing and homeownership mattersrelating to tenant’s rights and predatory lending, mortgage foreclosure; consumer protection matters relating to the rights ofconsumers in connection with consumer contracts and debt collections; assistance with Federal Income Tax;Environmental Law Issues; misdemeanor criminal offenses; and family law matters.The Elder Law Clinic provides representation, advice and counseling without charge to low-income persons 60 years ofage and older.

The Federal Tax Clinic Students represent low-income clients in IRS examination and collection matters, including audits,offers in compromise, penalty abatements, innocent spouse claims, appeals, Tax Court cases, etc. Students also providecommunity outreach and education regarding tax obligations and benefits to persons with limited English proficiency,especially during tax season each year.

The Gonzaga Environmental Law Clinic provides legal representation to not-for-profit environmental programs in theInland Northwest, with a focus on representing the Spokane Riverkeeper and other area environmental programs.

37. III. Wrap-Up

2. (Optional) Is there any information that was not requested that you consider significant evidence of yourinstitution's community engagement? If so, please provide the information in this space.

Gonzaga encourages its students to engage in service careers after graduation. We actively promote post-graduate serviceprograms such as PeaceCorps, AmeriCorps, Jesuit Volunteer Corps and Teach for America. Our students’ choice toengage in these experiences after graduation is an indicator of success in achieving our goal of developing civically engagedleaders for the common good. Gonzaga has a strong record of success for student recruitment into post graduate service. In 2012-13, the University received the distinction of the #1 Peace Corps institution among small colleges universities inthe United States. (This year, Gonzaga received the #1 ranking again.) In addition, Gonzaga ranked 4th in the nation foralumni volunteers in the Jesuit Volunteer Corps and 18th nationally for alumni serving in Teach for America. According toGonzaga’s Career Services Center, 13.43% of graduating seniors planned to participate in a service program aftergraduation.

The university awards $100,000 in scholarship funds annually through the Mary Stuart Rogers Scholarship Program toundergraduate juniors and seniors who “demonstrate a dedication to service and a thirst for social justice.”

38. III. Wrap-Up

3. (Optional) Please provide any suggestions or comments you may have on the application process for the 2015Elective Community Engagement Classification.

39. Request for Permission

Please respond to A or B below:

Yes No

A. I consent to having the information provided in the application for the purposes of research. In providingthis consent, the identity of my campus will not be disclosed.

X

B. I consent to having the information provided in the application for the purposes of research. In providingthis consent, I also agree that the identity of my campus may be revealed.

X

Partnership NameCommunity

Partner

Institutional

PartnerPurpose

Length of

Partnership

Number

of faculty

Number of

studentsGrant funding Institution Impact Community Impact

1

Star Talk Spokane Public

Schools

Modern

Languages Dept.

This summer program provides free Chinese lanugage

instruction to K-12 students. The program fosters new

connections between the university's language

program and the school district. Prior to offering the

program, Chinese was almost entirely absent in the

school curricula of the region.

5 yrs 4 4 2012: $95,610;

2013: $89,713,

National Security

Agency (NSA)

Provides valuable teaching experience for students in the

undergraduate and graduate Teaching English as a Second

Language program. Our international students who are Chinese-

speaking have benefited from their experience in this program and

the opportunity to work with Americans. Our Chinese language

instructor has received a depth of professional development

opportunties. She has attended more than a dozen conferences and

seminars that are directly related to her involvement. Students also

benefit from the training provided to participate as program instructors

and assistants. Enrollment in the Chinese program has increased

since the program was implemented.

The program has enrolled students from 14 high schools, 8 middle

schools, and 24 elementary schools. The success of the program

has demonstrated the interest in Chinese language study. As a result,

several schools in the region have begun to offer Chinese, or are in

the planning stages to add a Chinese program in the next few years.

The program, which regularly hires up to six teachers from the area

as its summer staff, also has a teacher-training component; thus, the

program serves to inculcate more up-to-date and effective

instructional approaches among the language teachers in our region.

2

Collaborative Schools for

Innovation and Success

Holmes

Elementary

School;

Spokane Public

Schools

Educational

Leadership and

Administration

dept.

Works with school administrators and staff to develop

relational trust and aligned systems for social behavior

and academic support.The purpose of this parternship

is to enhance the preparation of teachers for working in

a low-performing, high-need school while also

providing support for the teachers, students and

families in the school.

3 yrs 10 15 $100,000 in

grant funds to

Gonzaga and

$300,000 to

partner, SPS,

from the State of

WA.

This project has supported faculty and student involvement in a

school change process at a high level. Also, this has provided us with

important learnings as to how to prepare teachers to be successful in

environments such as Holmes.

The project has received high levels of participation on the part of

Gonzaga students and faculty in the public schools. Specifically,

Masters In Teaching students have been placed as co-teachers in

many of the classrooms in addition to providing after school

programming for struggling students referred by the school. This

classroom support would be otherwise unavailable to the school

without the program.

3

TESOL Summer Institute Spokane Public

Schools

English Language

Center

Provides ESL and content classes to K-12 Immigrant

and refugee children.

15 yrs 6 22 $200,000 Utilizing a focus on content areas such as: Integrated language

instruction, Communicative language teaching, Cooperative learning,

Process writing, Content-based learning, Literature-based learning,

and Language games and songs, the Summer Institute provides

education for those interested in teaching a foreign or second

language either in the United States or overseas. Participants learn

how to apply these methods to the specific needs of language

learners during a three-week language camp designed for ESL

students in the community. Participants focus on their particular

teaching situations, areas of interest, or fields of research. The

program helps to prepare professional and knowledgeable ESL

teachers as well as language specialists.

Part of a language program offered free during the month of July on

Gonzaga’s campus to local immigrant and refugee children.The

children are able to improve their English language skills. The

program serves 300 immigrant and refugee children.

4

Campus Kitchen at Gonzaga Campus

Kitchen at

Gonzaga

(CKGU)

Center for

Community Action

and Service

Learning

This arm of the national non-profit Campus Kitchens

program is housed on Gonzaga's campus. Gonzaga

provides the space and additional personnel to the

program. The Campus Kitchen at Gonzaga delivers

thousands of meals annually to Spokane area non-

profits. The program includes the creation and

management of a community garden on campus

whose proceeds go to the kitchen. The Campus

Kitchen recovers thousands of pounds of food from

campus dining services that would otherwise be

wasted which is redistributed to community members.

Provides service-learning opportunities to college

students and develops leadership skills in Gonzaga

college students who serve as members of the

Campus Kitchen's team.

9 yrs 3 290 AmeriCorps

funding,

equivalent

$44,000 annually

The program provides service opportunities to college students in all

aspects of the program. The opportunities are integrated into three to

four service-learning courses each semester. Students serving in

leadership opportunities explore food justice issues, leadership

experience leading teams of their peers. The program also recovers

thousands of pounds of food that otherwise would have been wasted

by campus dining services and disseminates it in meals for low

income individuals in Spokane. Gonzaga students help recover,

prepare and distribute all the meals produced by the Campus Kitchen

for its partners. The program is also a green and sustainability

resource to prevent excess food waste from the University.

Since programming started in 2005, CKGU has recovered 98,362

pounds of food, served 92,397 meals, and added 15,294 hours of

service to the Spokane community. Provides the only weekly meal on

Thurday evenings for homeless individuals in Spokane. Agencies

served by Campus Kitchen are able to reallocate resources to other

needs that they would have spent previously on food. The kitchen

prepares and serves meals to six Spokane non-proit organizations.

Annually serves meals to 3,900 individuals per year.

5

Gonzaga-in-Zambezi Lady Fatima

Parish,

Zambezi,

Zambia,

Diocese of

Solwezi

Comprehensive

Leadership

Program (CLP)

Provides a cultural leadership immersion program for

students in partnership with local schools and

community members. Students are involved in

community development projects, including leadership

development/capacity building training, literacy projects

in local schools, health education partnership, and

basic computer education.

8 yrs 3 19 $12,000 from the

Murdock Trust

This faculty-led study abroad course employs service learning

pedagogy to meet learning outcomes including developing

intercultural competencies, leadership knowledge and practices

principles of accompaniment and asset based community

development. The project has developed an exemplary learning lab

with its free-trade honey importation project, which is a partnership

with Zambezi beekeepers.

Sales from the honey importation project have raised over $35,000 for

community-driven projects impacting the beekeepers' families

including the creation of a new school library. The program has

served hundreds of Zambezi village community members by offering

computer, health, literacy and leadership courses.

6

Jesuit Higher Education in the

Margins Pilot Project

Jesuit

Commons:

Higher

Education in the

Margins (HEM)

Gonzaga

University

In September 2010, a four-year pilot project

commenced to provide online distance learning to

refugees, in Sub-Saharan Africa as well as in Syria and

Jordan. This project, called Jesuit Commons: Higher

Education at the Margins (JC:HEM) is sponsored by

the Society of Jesus, in partnership with Jesuit Refugee

Services, and housed on Gonzaga's campus. The

partnership with Gonzaga also provides two full-time

staff to the project and other resources.

4 yrs 37 0 GU

students,

549 students

in refugee

camps

Receives

resources from

GU; office space,

staff salaries,

etc.

Gonzaga faculty and staff participate in JC: HEM in a variety of ways.

Some serve as instructors in the program; others serve as essay

readers to assist faculty in the evaluation of students. Information

Technology staff has asisted with computer availability and set-up for

students in the program. One Gonzaga faculty has published a

chapter in a book (Topuzova, L., & Lock, E. (2013): Community

service learning track in community development and organization in

Kakuma refugee camp, Kenya. In E. Brown (Ed.) International

advances in education: Global initiatives for equity and social justice,

Volume 5 (pp.307-325). Charlotte, NC: Information Age Publishing

Inc.). Also mentored an onsite coordinator in qualitative research to

obtain better data on the program.

Students emphasized the benefits of receiving education, particularly

within the constraints of their current circumstances. The refugees

expressed feelings of empowerment, related to their expanded

worldview as well as to a specific set of skills obtained. These

benefits, according to several students, also have collective as well as

individual benefits. Many students said that, as a result of their

experiences with JC:HEM, they were able to help their communities

directly. To date, 549 students have completed one or more tracks.

Name of Institution: Gonzaga University

II.B.3. Using the following grid, describe representative partnerships (both institutional and departmental) that

were in place during the most recent academic year (maximum 15 partnerships).

Page 1 2015 CE Partnership Grid


Partner

Institutional

PartnerPurpose

Length of

Partnership

Number

of faculty

Number of


7

Gonzaga Mentoring Programs Spokane Public

Schools (SPS)

Center for

Community Action

and Service

Learning (CCASL)

These programs match Gonzaga college students with

youth in Spokane Public Schools who are at-risk for

dropping out due to low attendance, behavioral issues

or lack of course completion. Youth are referred by

school counselors, teachers and administrators.

Mentoring interventions include academic

engagement, sports/games, conversations, college

visits, weekend activities, service learning and artistic

engagement. Mentoring relationships are sustained

throughout the entire school year and includes

programming Monday-Friday and frequently on the

weekends. Programming includes Campus Kids

(campus-based elementary), SMILE (school-based

elementary), Connections (school-based, middle),

GAME (athletics focus, middle), Eye-to-Eye (Learning

Disabilities intervention, middle), and Zag Study

Buddies (tutoring focus, elementary and middle).

19 yrs 5 540 $62,000 in

grants from

multiple funders:

Women Helping

Women Fund,

the Bank of

America

Mentoring

Initiative, the

Raikes

Foundation and

Federal

AmeriCorps

These programs provide Service Learning and Field experience for a

variety of disciplines, especially Education. The University receives

significant attention from city leaders, non-profit partners and the

overall community for its mentoring programs. Multiple perception

surveys have shown that the university is positively known for its

mentoring programs. Additionally, the programs have provided

significant research opportunities for faculty, including a report that

developed the framework for the School District's Early Warning

System.

659 at-risk youth mentored or tutored in 2012-13. Gonzaga provides

significant after school support to already-existing school district

programming. At the end of each year, all students and participating

youth are surveyed to assess impact. At the end of last year, 75% of

youth agreed that Campus Kids helped them with behavior in school,

78% agreed that Campus Kids made them want to attend school

more often, and 83% agree that Campus Kids makes them want to

finish high school and go to college. 92% of youth agreed that

Connections helped them with behavior in school, 100% agreed that

Connections made them want to attend school more often, and

82.8% agree that GAME makes them want to finish high school and

go to college.

8

Catholic Charities and Gonzaga

University

Catholic

Charities

Spokane

Center for

Community Action

and Service

Learning

Gonzaga has developed a long-term partnership with

Catholic Charities of Spokane and their myriad social

service programs. There are dozens of service

learning placements and co-curricular projects with

Catholic Charities' sites throughout the city. Gonzaga

provides faculty, staff and student volunteers and

Catholic Charities provides experiential learning, urban

plunges and sits on our advisory board.

10 years 8 92 Institutionally

funded

Students receive excellent learning opportunities for a variety of

disciplines, including education, psychology, sociology and religion.

Catholic Charities works with faculty and staff to create innovative

projects that elevate student learning. Faculty, especially in sociology

and english are provided research and project opportunities to

enhance their scholarship. The relationship also strengthens

Gonzaga's relationship with the local diocese and provides excellent

integrative possibilities with various deparments across campus,

including University Ministry.

Over 1,800 service hours committed to Catholic Charities serving

homeless men and women, at-risk youth, elderly and pre-K children in

2012-2013. Multiple Gonzaga staff and faculty sit on the Catholic

Charities Board each year. Catholic Charities receives hundreds of

items for its community warehouse as part of the "Zag Giving

Campaign" and students have completed multiple projects, including

writing and research projects for Catholic Charities.

9

Volunteer Income Tax

Assistance (VITA)

United Way of

Spokane

Accounting Dept. Helps low income individuals apply for Earned Income

Tax Credit


funded

There are three benefits for students. First, students get to practice

the skills they are learning in the classroom in a real world

environment. They are getting to directly apply their skills from their

tax course to real world clients. Second, students are gaining the

experience of working with actual clients as a tax expert while still in

school. This builds confidence and the ability to think on their feet.

Lastly, students get the benefit of community engagement and how

their chosen field can contribute to the common good. This builds

leadership and citizenship skills in the students that they will need to

be successful after graduation.

The VITA program processed 728 tax returns, generating $1,061,558

in refunds for the United Way's low-income clients. Gonzaga

accounting students contributed 695 volunteer hours.These are tax

returns thay may have never been filed and refunds that may have not

been received by low-income individuals and families. During the past

two years, approximately $1.6 million in refunds have been processed

and received by the working poor in Spokane, also representing a

$1.6 million economic boost to the local economy.

10

Hillyard: Community and

Populations as Clients

NE

Neighborhood

Center

Nursing Dept. Students engage with community partners to help

address needs the partner has identified. Students

conduct community assessments, gather relevant

epidemiological data, propose interventions, develop

action and evaluation plans, and implement

interventions as feasible within the constraints of their

10-week community health practicum experience.


funded

Bachelor level nursing students have engaged in research in the

Hillyard neighborhood on topics of youth obesity and bullying among

others during the past four years. Findings have been shared with the

Northeast Community Center and other stakeholders, with

recommendations and plans to improve the overall health of the

community.

The Executive Director of the Northeast Community Center has

utilized the community based research from this partnership to make

strategic business decisions such as building and hosting a new

health clinic within the community center. Similarly the Northeast

Community center is currently adding a teenage drop in center based

on research completed by Gonzaga University Students.

11

Math, Engineering and Science

Achievement (MESA)

Competition

MESA of

Spokane

School of

Engineering and

Applied Science

The goal of MESA is to build a pathway to college and

careers in science, technology, engineering, and

mathematics. MESA helps traditionally

underepresented students in STEM fields, including

African American, Native American, Latino, Pacific

Islanders and women reach their full potential. MESA

students prepare for college beginning in high school

and continuing through high school, and supports

parents and teachers as well. Each year, GU's

program hosts over 100 local students who assemble

devices they have taken months to design and

construct (i.e. a windmill, a robotic arm), using

materials provided by the MESA Center.


funded

While on campus, MESA students visit the University's engineering

labs where they take part in a series of engineering activities

arranged by students, including creating whitewater rapids, testing

acidity levels in different liquids, operating the power in a wind tunnel

and learning how a jet engine works - and giving students the

opportunity to design and develop curricula and hands-on

experiences. The program showcases the campus experience to

students who might not otherwise have reason or opportunity to visit

GU.

Approximately 600 students have participated in MESA competitions

at GU over the past 5 years, gaining experience and understanding in

STEM disciplines. Parents and teachers involved in the MESA

program have better understanding of careers, educational paths and

opportunities for students headed toward these disciplines.

12

Expanding Your Horizons Girl Scouts of

Eastern

Washington &

North Idaho

School of

Engineering and

Applied Science

This national STEM initiative by the Girl Scouts

provides hands-on experience activities in math,

science, technology, and engineering in a one-day

workshop that allows young women to learn from role

models, including faculty and students. The program is

customized to highlight GU's particular strengths. For

instance, girl scouts spend time in GU's Transmission

and Distribution Engineering Lab, learning our

management of the energy grid, through hands-on

experiments and experiences.

5 years 15 total;

for year

2012-

2013, 4

25 Institutionally

funded

The institution demonstrates its commitment to women in STEM in a

meaningful, hands-on way, and welcomes these young women to

campus. Gonzaga students experience what it means to be role

models and have the opportunity to explore development of

experiential learning activities, while earning community service

credit. Faculty have the opportunity to engage potential students and

demonstrate the richness of STEM careers.

Over 500 Girl Scouts have participated in the program over the past 5

years, broadening understanding of STEM careers.

13

Zambia Waste Heat/Water Filter

Project

Communities in

Zambia, Africa

School of

Engineering and

Applied Science

In 2012, following visits to Zambia, a team of 5

engineering students embarked on a project to

address two key needs women residents there were

experiencing. The students captured a $90,000 grant

through the People Planet Prosperity national

engineering competition to develop two methods to

improve the health of Zambian women and children as

well as a plan to distribute the devices in the African

nation. One of the students’ breakthroughs involves

development of a simple ventilation system for kitchens

in rural dwellings that uses electricity generated from

thermoelectric cells that are driven by the waste heat

from cooking fires. The second development is a

ceramic water filter made with local materials to

remove contaminants from drinking water in the home.

3 years 4 18 total; for

year 2012 -

2013, 10

$90,000 from the

U.S.

Environmental

Protection

Agency

Students and faculty earned significant experience and institutional

recognition through the prestigious competition required to win the

grant. Students have been challenged to solve technical problems

and to create simple devices that utilize resources at hand in the

communities they serve. They have gained significant project

management experience and learned about the value of cross-

cultural connections at a personal level.

The project has the potential to transform the lives of people in the

communities served, particularly women who can benefit from the

additional access to electricity and the business opportunities that

emerge from the ability to create and sell a product locally.



Partner

Institutional

PartnerPurpose

Length of

Partnership

Number

of faculty

Number of


14

Sunnyside High School (SHS)

Partnership

SHS, Sunnyside

Schoool District

School of

Education

The purpose of the partnership is to improve the

graduation rate at SHS. A Gonzaga faculty member

served at SHS's "turn-a-round" principal through a

partnership with Sunnyside School District and

Gonzaga University.

5 years 6 20

undergradua

te Teacher

Education

students and

15 M.A. in

Counseling

graduate

students

Three-year six

million-- Federal

School

Improvement

Grant

The SOE Counseling Department developed a counseling program

for SHS known as “All Hands on Deck” to align counseling standards

to work in the field. This program is still evolving and has been

recognized in the State as an effective counseling model to improve

graduation rates.

• The Departments of Counselor Education and Teacher Education

invited Sunnyside students to the GU campus to expose potential first

generation college bound students to higher education.

• Thirteen migrant leadership student mentors and their thirteen

mentees from SHS visited GU for presentations by School

Counseling students on: How to be a good mentor, and Thinking

about the future: Possible Selves.

• In the fall and spring semester 10 SHS students came to GU to

speak with our future teachers about their lives and perspectives on

school, i.e., what makes a good teacher and their likes and dislikes

about school. GU candidates had conversations about college life,

the benefits of a degree, and encouraged students to pursue higher

education.

• Two faculty members conducted 3 sessions on Best Practices in

ELL at SHS in the fall semester. They met with administrative teams

and bilingual teaching assistants. The faculty also interviewed ELL

students about their experiences with bilingual support.

This endeavor at SHS has been viewed as one of the more

successful school improvement grant schools in the nation. When the

SHS received the grant the graduation rate was 49%, the bottom 5%

of the State and now the graduation rate is 85% and attendance is at

94%. In 2012-2013 GU faculty served as the Central Office

Transformation Facilitator in the Sunnyside School District.

15

ZagDance Logan, Stevens,

Garfield

Elementary

Schools

(Spokane

Public Schools)

Gonzaga

University

Academic Dance

Program

Teaches undergraduate dance students methods for

teaching creative movement to at-risk K-12 children

through practical application in a free afterschool

program.

7 yrs 1 12-Sep Institutionally

funded

Practical application of theory and methods for dance students.

Students commit to the real world setting of working and committing

to area youth and teaching partner for a year long program.

Each of the 30+ children from low-income schools are transported to

the Gonzaga dance studio for free after school dance class once a

week for a year. Studies show the number of times a child sets foot

on a college campus, the greater the chance of continuing education

past high school. The year-long program culminates in a

performance for the community in which family and friends attend a

performance by the ZagDance Children on the Gonzaga Campus and

then are invited to stay and watch the final dress rehearsal of the

spring dance concert. This way they not only get the opportunity to

perform, but to see their student teachers perform , modeling hard

work, artistry and joy.


Documents

applicants) Community Engagement ... - Brown University...“Gonzaga University is an exemplary learning community that educates students for lives of leadership and service for the