A presentation given during the 2014 Fall Directors Meeting that offers an overview on faculty development and community engagement.

1. MAKING THE MODEL
WORK FOR YOU:
FACULTY DEVELOPMENT AND
COMMUNITY ENGAGEMENT
November 11, 2014
Bonner Fall Directors Meeting

2. Presenters
Ashley Cochrane - Director, Center for
Excellence in Learning through Service
(CELTS), Berea College
Brooke Millsaps – Director of Service-
Learning, Warren Wilson College

3. Today’s Workshop
• Introductions
•Setting the Context: Frameworks for
Community-Engagement Teaching and
Learning
•Faculty Development Strategies
•Faculty Development Models – Berea
College and Warren Wilson College
•Discussion – Making models that work for
you

4. SETTING THE CONTEXT
Frameworks for Community-Engaged Teaching
and Learning

5. Frames for Community-Engaged Teaching and
Learning
• Institutionalization of Service-Learning
•Carnegie Community Engagement
Classification

6. Institutionalization of Service-Learning
• Furco Self-Assessment Rubric:
Dimensions of Institutionalization of
Service-Learning in Higher Education
(2003)
• Philosophy and Mission of Service-Learning
• Faculty Support for and Involvement in Service-Learning
• Student Support for and Involvement in Service-Learning
• Community Participation and Partnerships
• Institutional Support for Service-Learning

7. Dimensions of Institutionalization of Service-Learning in Higher Education (Furco Self-Assessment Rubric, 2003)
•Faculty Support for and Involvement in
Service-Learning
• Faculty knowledge and awareness
• Faculty involvement and support
• Faculty leadership
• Faculty incentives and rewards

8. Dimensions of Institutionalization of Service-Learning in Higher Education (Furco Self-Assessment Rubric, 2003)
•Community Participation and Partnerships
• Community partner awareness
• Mutual understanding
• Community partner leadership and voice

9. Carnegie Community Engagement Classification
• Questions asked on application:
• Does the institution provide professional development support for
faculty and/or staff who engage with the community?
• Are there institutional level policies for promotion (and tenure at
tenure-granting campuses) that specifically reward faculty scholarly
work that uses community-engaged approaches and methods?
• Is Community engagement rewarded as one form of teaching and
learning?
• Is community engagement rewarded as one form of scholarship?
• Is community engagement rewarded as one form of service?
• Are there examples of faculty scholarship associated with their
curricular engagement achievements (research studies, conference
presentations, pedagogy workshops, publications, etc.)?
• Are there examples of faculty scholarship associated with their
outreach and partnerships?

10. Faculty Development Strategies
Faculty Support
• Individual consultations with faculty
• Faculty Service-Learning Handbook
• Service-Learning Resource Library
• Service-Learning Teaching Assistant Training
• Assistance with transporting students to SL site
• Service-Learning Support Grants (Mini-Grants)
Faculty Training
• Workshops
• Guest speakers who are leaders in the service-learning field
• Tours of the community for faculty
• Service-learning conferences – attending as part of a team
Highlighting Faculty Members Work
• Service-Learning Faculty Fellow position
• Invite faculty to participate in research and evaluation of service-learning program
• Invite faculty to represent the SL Program on or off campus
• Service-Learning Faculty Recognition Lunch

11. FACULTY DEVELOPMENT MODELS
Berea College

12. Berea, Madison County, Kentucky
• County population: 82,916
• Berea (2nd largest town in county)
• Berea population: 13,561
• Primarily rural community
• In the foothills of the Appalachian
Mountains

13. Berea College
• First co-educational, interracial
college in the South.
– Founded in 1855.
• Emphasis on serving students from
the Appalachian region.
• Emphasis on interracial education.
• 1600 undergraduate students, all
from the lower third
socioeconomically
– All admitted students receive full-tuition
scholarships.
• Liberal arts and pre-professional
programs.
• Christian-affiliated, non-denominational
• Work College.
– All students have a 10-15 hour labor
(work-study) position.

14. Berea College
• Mission: Eight Great Commitments
• Motto: God has made of one blood all peoples of
the earth.
• Learning, Labor, and Service

15. CELTS
Center for Excellence in Learning through Service
Vision
We envision an educational system that
successfully combines community service
with academic learning to create an
environment, which challenges and prepares
students to be critical thinkers, reflective
learners, and active members of just
communities near and far.
Mission
The Center for Excellence in Learning Through
Service (CELTS) educates students for
leadership in service and social justice
through promotion and coordination of
academic service-learning and student-led
community service.

16. CELTS
•Service-Learning
•Community Service
•Bonner Scholars

17. Service-Learning
Service-learning is an educational experience based upon a collaborative partnership between college and
community. Learning through service enables students to apply academic knowledge and critical thinking skills
to meet genuine community needs. Through reflection and assessment, students gain deeper understanding of
course content and the importance of civic engagement.
Service-
Learning
Collaborative
partnership
between
college and
community
Applying
academic
knowledge
and critical
thinking skills
Reflection and assessment
leading to deeper
understanding of course
content and civic engagement
Berea College
CELTS
3/4/04

18. Service-Learning at Berea College
• Approximately 20
Service-Learning
Courses taught each
year
• Service-Learning in
over 20 disciplines
• Active Learning
Experience
requirement
• Service-Learning
Course
Designation

19. Seminar in Service-Learning: What is it?
• Intensive
•Small group of participants
• Explore SL through readings, discussion,
and syllabus or project design
•Faculty commit to teaching SL Course
within next year

20. Faculty Community Partner Students
Defining Service-Learning Defining Service-Learning Defining Service-Learning
Intersections of Theory
and Practice
SL Project & Syllabus
SL Project & Syllabus
Design
Design
Reflection and
Assessment of Learning
Reflection and
Assessment of Learning
Reflection
Diversity in Service-
Learning
Diversity in Service-
Learning
Diversity in Service-
Learning
Student Perspective Student Perspective
Campus-Community
Partnerships
Campus-Community
Partnerships
Campus-Community
Partnerships
Assessment and
Scholarship
Accessing College
Resources
Time Management
Working in Groups

21. Developing a Service-Learning
Seminar: Some factors to consider
•Timing
• Participants
• Recruitment
• Incentives
• Evaluation

22. Faculty Seminars in SL – Outcomes
• Feedback from faculty
• Opportunity to engage with other faculty who are passionate about
teaching
• Time carved out for syllabus design
• Strengthened skills in syllabus design
• Strengthened teaching overall
• Deepened understanding of SL
• More likely to access CELTS resources
• Develops a core group of faculty on campus who are:
• Aware of SL best practices
• Aware of resources available to them
• Comfortable talking about SL with colleagues
• Teaching with SL

23. Community Partner Seminars in SL –
Outcomes
• Feedback from community partners
• Opportunity to develop relationships with faculty
• Greater awareness of resources available through Service-
Learning Program
• Empowered sense of role in the service-learning partnership
• Deepened understanding of SL
• Develops a core group of community partners
who are:
• Aware of SL best practices
• Aware of resources available to them
• Empowered to negotiate SL projects with faculty

24. FACULTY DEVELOPMENT MODELS
Warren Wilson College

25. Warren Wilson College
The mission of Warren Wilson
College is to provide a
distinctive undergraduate and
graduate liberal arts
education. Our undergraduate
education combines
academics, work, and service
in a learning community
committed to environmental
responsibility, cross-cultural
understanding, and the
common good.

26. City of Asheville
Population: 84,842
Buncombe County
Population:
245,347
North Carolina
www.ashevillechamber.org

27. Our
Students:
• 850 Students
• 90% live on
campus
• Students
represent 40
states and 11
countries
• 15-20% of
students from
North
Carolina

28. Educational Triad of
Academics, Work and Service
● Community Engagement Commitment that is a developmental service
requirement for all students.
Liberal Arts academic program including over 40 majors/concentrations.
Focus on sustainability and cross-cultural understanding.
Work Program where students work 15 hours each week on one of over
120 crews.

29. History of Service
• Founded in 1893
• Service affirmed in 1959
• Requirement for graduation 1960, Quantitative 1969 – 2012
• 2012 implemented developmental model – Community Engagement
Commitment
• Self-Knowledge
• Understanding of Complex Issues
• Collaboration for Community Impact
• Commitment to Community Engagement

30. Service-Learning at Warren Wilson College
- In our second year of formal service-learning designation
- Next year a new General Education Curriculum that includes:
- Service-Learning Course
- Service-learning First Year Seminar
-Service-Learning Fellows Program – started in 2011-2012
- 19 Warren Wilson Faculty representing 15 departments
- 7 Community Partners
2013-2014 By the Numbers:
· 23 Service-Learning Designated Courses
· 11 First Year Seminars
· 10 courses with significant service
• 29 faculty representing 11 departments, taught service-learning
courses

31. Engaged Scholars
Learning
Community
• Developed
organically from
interests of faculty
• Group comprised of
Service-Learning
Fellows

32. Engaged Scholars Format
Calendar of Gatherings
• Four ½ - ¾ day retreats
• Monthly lunch gatherings
Retreat Agenda
• Share project updates/ideas
• Resource sharing exercise
• Independent work time
• Closing – goals

33. Engaged
Scholars
Shared Resources:
•Google+
•Zotero
Future Goals:
• January – hosting campus-wide
scholarship gathering
•Continue to promote the
value of this work on our
campus

34. DISCUSSION
Applying context and models to your schools

35. Discussion
•What are the key elements of your most
successful service-learning faculty and
community partner development programs?
•What are some unique characteristics of your
institution that influence faculty and community
partner development in service-learning?
•What are some challenges we face in developing
and implementing service-learning programming
for faculty? For community partners?
•What are some assets of your institution that will
facilitate growth of a service-learning program?