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2014 Fall Directors: Faculty Development Presentation
The document discusses strategies for faculty development and community engagement through service-learning in higher education, highlighting practices from Berea College and Warren Wilson College. It emphasizes the importance of institutional support, faculty involvement, and community partnerships in successful service-learning initiatives. The workshop includes discussions on developing effective models tailored to individual institutions and addresses challenges in implementing service-learning programming.
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2014 Fall Directors: Faculty Development Presentation
- 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-EngagedTeaching 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 Institutionalizationof 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 Institutionalizationof 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 EngagementClassification • 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 forExcellence 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 •CommunityService •Bonner Scholars
- 17. Service-Learning Service-learning isan 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 BereaCollege • 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 PartnerStudents 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 inSL – 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 Seminarsin 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 WarrenWilson 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 SharedResources: •Google+ •Zotero Future Goals: • January – hosting campus-wide scholarship gathering •Continue to promote the value of this work on our campus
- 34. DISCUSSION Applying contextand models to your schools
- 35. Discussion •What arethe 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?