Slides for plenary session at Bonner 2014 SLI with Ariane Hoy, Ashley Cochrane, Consuelo Gutierrez-Crosby, Kristine Hart, Bryan Figura, and David Roncolato. For the faculty and administrator track at Berry College.

1. A SHOWCASE
Promising Strategies for
Faculty Engagement
Community-Based Learning:
Pedagogies, Partnerships, & Practice
A Symposium at the Bonner Summer Leadership Institute
The Bonner Foundation’s Summer Leadership Institute
Berry College • Rome, GA
Thursday, May 29, 2014

2. Promising Strategies for
Faculty Engagement
Share a few key strategies
that have proven effective for
supporting and enhancing
faculty engagement in
community-based learning
and engagement

3. A Framework & Continuum
Transactional------->Transformational------->Institutional Alignment
•Short-term
investment
•Can be easy and
important
•May not lead to
long-term
relationships and
sustained
engagement
•Ongoing/
repeated
• Involve more
relationship
building,
program
development, and
management
•Involve several
faculty members
and senior leaders
(position)
•Can help foster
changes to
institutional
awareness,
policies, and
culture

4. Transactional
• Service-Learning Resource Library
• Handbooks (how-to guides)
• Assistance with transportation
• Financial assistance for course expenses
• Teaching Assistants (TA’s) (with simple placement model)
• Sample Surveys
• Lists of relevant conferences/professional development
• Publication lists
• Inventories/lists of courses
• Helping faculty members plan reflection
• Faculty Recognition Strategies*
• Letters of reference for tenure portfolios*
• Course development support grants* (when not tied to program)

5. Transformational
• Faculty Trainings and Workshops
(internal/guest presenters)
• Faculty Development Seminars*
• Faculty Fellowships and Cohort Programs
• Student Faculty Pairing/Teaching Assistant Cohort
Programs*
• Professional conferences (representing institution)
• Course/Program development support grants
(Mini-Grants for Service-Learning, CBR, etc.)*
• Faculty Advisory Boards*

6. Institutional Alignment
• Strategy to develop Student Learning Outcomes
and measures associated with community
engagement*
• Linking community engagement with institutional
accreditation review
• Course designator efforts, especially when utilized
to promote quality and best practices*
• Efforts to revise tenure and promotion standards
to align with faculty engagement*

7. Spotlight
• Faculty Immersions into Community,
Macalester College - Consuelo Gutierrez-Crosby
• Faculty Development Workshops and Partnerships with
the Center for Teaching and Learning
Berea College - Ashley Cochrane
• Changing Tenure, Promotion and Institutional Policies
Allegheny College - Dave Roncolato
• Linking with QEP/QIPs and Accreditation
Washburn University - Kristine Hart
• Working on Student Learning Outcomes
University of Richmond - Bryan Figura

8. Faculty Development Seminars
Berea College
Ashley Cochrane
•Intensive faculty development
experiences, often organized and led
by Center staff. Some Centers
partner with other units, like a Center
for Teaching and Learning

9. Significance
•Support faculty to deepen and apply their
understanding of community-engaged teaching
and scholarship
•Guide faculty as they develop a course or
academic connection
•Helping faculty develop a community of peers
•Build a common language
•Expand allies and advocates

10. Structure
•Veteran and new, tenure and adjunct
•Cuts across disciplines
•Range from 3 to 10; 6 ideal for Berea
•Week long or spread over a term or year
•For six faculty, costs have been about $6,000
•$500 for week-long participation and
$500 when s/he implements course
•Involved mentoring, training, interactions with
partners and peers
•Clarifies Center role and resources

11. Key Elements
•mentoring/peer networking: Pairings; intentional
cohort creation
•training/education: structured workshops; syllabus
design support
•awareness raising: administrators/senior leaders and
partners participate; faculty learn context
•supportive university (and center) infrastructure:
connect with Center support; continuity with partners;
logistical and operational help

12. Organizing Considerations
•Design to fit institutional culture
•Timing
•Participant targeting
•Recruitment
•Incentives
•Evaluation

13. Faculty Immersions into
Community
Macalester College
Consuelo Gutierrez-Crosby
•Macalester College’s Urban Faculty
Colloquium (UFC) introduces and
prepares faculty for civic engagement
and which connects them to their
urban context as scholars, teachers,
mentors, and local citizens

14. Faculty Immersions into
Community
•11 iterations of the UFC with various themes since 2005
•3-8 days, depending on time of year and focus
•Annual summer UFC engages faculty in local context
•Three “national” colloquia (breaks/post graduation) have
built on Macalester faculty, staff, student, and institutional
connections in New Orleans, Chicago, and Detroit
•Over 83 Macalester faculty, staff, or partners of the college
have participated in at least one local or national UFC

15. Immersion in Twin Cities
•Get faculty members off campus
•The “Distinctiveness of Place”
•Bus tour and guided walks around Twin Cities
•Intentional exposure to urban and cultural context
•Meetings with community partners
•Dialogue about how work could connect to
discipline, discuss personal values, and model CBL

16. Why It Works
“The goal is to model for faculty what we tell our
students: they are entering a story that began before
them, that they will add their own voices to it, and that
the story will continue after them. Whenever possible,
we provide time for residents and those working in the
community to talk directly with faculty. Even as faculty
members send students to work in sites or they
themselves mentor students in internships or
community-based research projects, rarely do residents
or organizational leaders interact with faculty directly or
introduce their neighborhoods.”

17. Links with Accreditation
Washburn University
Kristine Hart
•Link the institution’s broader
strategic aims for community
engagement and the Center’s
work with accreditation
efforts, through the Quality
Improvement or
Enhancement Plans

18. Advantages of this Strategy
•Learn more across the institution about faculty
•Reach and expand success with incorporating experiential
learning and engaged pedagogies
•Heighten attention to roles of community partners as co-
educators
•Significant financial and institutional resources
•Pave the way to address institutional changes, such as
tenure and promotion standards
•Leverage the leadership of faculty members

19. Key Elements
•mentoring/peer networking: Surveys; mentoring
relationships
•training/education: Reading groups; trainings; support
for bringing in speakers
•awareness raising: integration with faculty governance
and operations; links with new faculty orientation
•supportive university (and center) infrastructure:
discussing the use of technology and web-based
learning and instruction; budget; policy changes
(tenure)

20. Three Recommendations
•Meet with your Vice President of Academic Affairs/Provost.
Recruit this person to be a part of your initiatives. Share the
impacts of your work, for student learning, career development,
diversity, post-graduate success, and community impact.
• Join the strategic planning process (round tables, etc.) at your
institution. Show up at the meetings. Recruit others (students,
faculty, allies) to do so. Put your themes (community
engagement) on the agenda.
•Volunteer to help move these processes forward; be on the
committee(s) that help select the focus of the QIP/QEP.

21. Student Learning Outcomes
University of Richmond
Bryan Figura
•This strategy involves
formalizing a set of learning
outcomes tied to the Center,
Bonner Program or civic/
community engagement

22. Advantages of this Strategy
•Demonstrates and documents the impact of community
engagement on student learning
•Connects community engagement to institutional core
(curriculum, values, strategic objectives) and multiple
faculty/departments
•Elevates the perception and value of community
engagement, community-based scholarship, co-curricular
and curricular
•Enables the Center to be taken more seriously (rigor) as a
professional unit that impacts learning
•Provides feedback and continuous improvement

23. Needs & Considerations
•Conduct a process that engages key
stakeholders (students, faculty, partners, staff)
in providing input on student learning outcomes
•Engage expertise (IR dept., role of outside
consultant and work with Imagining America,
AAC&U, Bringing Theory to Practice)
•Consult established rubrics and examples
•Buy-in of leadership

24. Process & Approach
•Intentional Impact working group collected
and analyzed data from student evaluations,
write-ups, and CBL coursework
•Bonner Scholars longitudinal study with six
write-ups per year (24 total)
•Scoring of write-ups clarified development and
outcomes
•Large, intentional, long-term undertaking

25. Examples
1. The BCCE helps students understand the ways that difference, privilege,
and power work in their own lives and in our society. Through their
experiences in BCCE programs students will develop:
• Understanding of their own identities and backgrounds.
• Understanding of identities and backgrounds different from their own
• Understanding of the systemic forces that have shaped and continue to shape our different life experiences.
• Attitudes of curiosity and openness about others.
• Capacity for empathy, learning to relate to and appreciate people different from themselves.
2. The BCCE broadens and deepens students’ thinking about complex and
interconnected social issues affecting our world today. Through
participation in BCCE programs students will:
• Strengthen their abilities to analyze complicated social issues.
• Connect and apply knowledge (facts, theories, etc.) from their areas of academic study to their own civic
engagement experiences.
• Connect and apply knowledge from their civic engagement experiences back to their areas of study, using
these experiences
• to comprehend, analyze, and/or challenge theories and frameworks.

26. Examples
3. The BCCE prepares students for active citizenship. Through
participation in BCCE programs, students will:
• Clarify their civic identity.
• Develop and expand their understanding of and capacity for active participation in a
community.
• Experience the personal benefits of forming reciprocal relationships in one's community,
including joy, fulfillment, and well-being.
4. The BCCE prepares students for lives of active learning.
Through BCCE programs, students will:
• Practice self-motivated learning.
• Develop and demonstrate communication skills across a variety of settings.
• Practice professional skills and gain professional experiences needed to work in a variety of
settings.

27. Changing Tenure & Policies
Allegheny College
Dave Roncolato
•This strategy involves making
concrete policy changes to
tenure standards, on an
institutional or departmental
level.

28. Advantages of this Strategy
•Incentivize and reward faculty engagement across
the institution, clearly signaling its value to faculty,
administrators, and partners
•Significantly reduces barriers to faculty engagement
•Elevate the perception and value of community
engagement and community-based scholarship
•Supportive policies can drive more complex
partnerships and projects (research and capacity-
building)

29. Considerations
•Strategic plans and senior leadership,
especially academic leadership (Provosts,
Chairs)
•Perceptions and embedded faculty cultural
issues
•Boyer’s four domains of scholarship:
discovery, application, integration, and teaching
•Integrate with governance, structures and
committees

30. The Allegheny Case
•Embedded in Middle States Civic Learning
graduation requirement
•Use of external experts and consultants
•Reading Group
•The work of the Bonner High Impact team
•Grow, equip and expand the circle of
advocates
•Capture success: change the narrative

31. Recommendations (IA)
•Define public scholarly and creative work
•Develop policy based on a continuum of scholarship
•Recognize excellence of work that connects domains of
knowledge
•Expand, document, and present what counts: use portfolios
•Expand who counts: broaden peer review
•Support publicly engaged graduate students & junior faculty
•Build in flexibility at the point of hire
•Promote public scholars to full professor
•Organize the department for policy change