2015 New Director Orientation - Building a Campus-wide Culture of Engagement
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This document discusses building campus-wide collaboration through faculty and student engagement. It recommends governance models that integrate service programs across academic and student affairs. Opportunities for collaboration include academic departments, career services, and admissions. Key factors for institutional support include senior leadership buy-in, financial resources, and mission alignment. The document presents a continuum of faculty engagement from transactional to transformational to institutional alignment. It provides an example of linking a service program with cornerstone activities and an academic pathway through courses and high-impact practices. Models for students working as colleagues on course design, leadership roles, and addressing power dynamics are also described.
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2015 New Director Orientation - Building a Campus-wide Culture of Engagement
- 1. Campus-Wide Collaboration Building the Culture of Engagement
- 2. What We’ll Cover • Revisiting Governance • Collaborating across campus • Faculty engagement • Students as Colleagues
- 4. Consider your… • Access to resources • Visibility and location • Access to students • Access and status with faculty • Institutional respect • The potential for building a culture of service
- 5. Some Governance Considerations Strengths Concerns Other Student Affairs Fit with broader departmental mission; student-led programs; larger scale; access to areas like Residence Life Fails to become integrated at institution’s core (faculty); lack of curricular change; co-curricular devaluation Many campuses have started from this vantage point
- 6. Some Governance Considerations Strengths Concerns Other Acade mic Affairs Build in access to and engagement of faculty; with care, may be able to build in research and scholarship Service can be episodic if only tied to courses; must put attention on student leadership; may miss opportunity for campus developmental model Having program under Academic Affairs does not guarantee curricular change
- 7. Some Governance Considerations Strengths Concerns Other Integrate d Center May leverage resources & change; curricular and co-curricular integration; high potential for campus-wide institutionalization Coordination and decision- making involves more time & people; top down vs. bottom up drivers Many established campuses seem to be moving here, but change is still hard
- 8. Regardless you want… • Staffing • Budget • Authority • Institutionalization
- 11. Opportunities to Collaborate Leverage Bonner to build campus-wide culture Academic Departments Chaplain/ Religious Life Public Relations/IT Department Student Life/ Affairs Career Services Multicultural Affairs Study Abroad Admissions
- 12. Opportunities to Collaborate Student Life/Affairs student development shared training integrated calendar student groups / service events learning communities
- 14. Opportunities to Collaborate Career Services career advising & training fairs & employment career exploration internships
- 15. Opportunities to Collaborate Multicultural Affairs diversity training recruitment community relations special projects
- 16. Opportunities to Collaborate International Affairs study abroad service trips internships training & courses
- 17. Opportunities to Collaborate Public Relations/IT Department media news & events website branding
- 18. Opportunities to Collaborate Chaplain/Religious Life service groups vocational discernment advising workshops
- 19. Opportunities to Collaborate Academic Departments CBR & research courses (designator) High-Impact Practices (HIPs) departmental strategies minor/major
- 20. • Individual • Teams (Carnegie or High-Impact) • Advisory Boards • Formalized Key Strategies for Collaboration
- 21. • Access to and support of senior leadership • Financial support (i.e., work study, stipends) for students to engage in service • Visibility in online and written communications (from recruiting to alumni news) • Faculty engagement and curricular links • Lived mission, strategic plans, and budget that reflects community engagement priorities Key Factors for Institutional Support
- 22. • Strategically build your team—starting with students • Creatively consider new programs—from more Federal Work Study placements to partnering with national organizations • Integrate, integrate, integrate • Communicate frequently, positively, and strategically with supervisors—manage up • Build a core constituency on and off campus Recommendations for Building Support
- 25. • Connects with the mission of higher education and institution • Can enable engagement of faculty and more students in addressing the needs and wants of community • Scholarship, research, and capacity-building projects • Learning outcomes and measures Why It's Important & Integrative
- 26. A Framework and Continuum Transactional------->Transformational------->Institutional Alignment •Short-term investment •Important and possibly necessary •May not lead to long-term relationships •Ongoing and repeated •Involve more relationship building & program development •Involve several faculty members and senior leaders •Can help foster changes to institutional policies and culture.
- 27. • Access resources (from Bonner, Campus Compact, etc.) to offer a few transactional supports • Invest in some key transformational strategies • Faculty Development • Students as Colleagues • Get connected to institutional alignment strategies Recommendations
- 28. • Resource Library • Assist faculty with site connections and transportation • Share publication opportunities • Take to Bonner Conferences; share professional development • Involve in doing inventories, like Bonner Self-Assessment Tool • Help faculty members plan reflection and present to classes • Faculty recognition and awards • Write letters of reference for tenure portfolios (www.ccph.org) Transactional
- 29. • Faculty Development Workshops and Seminars (Bonner can connect you with people/models) • Faculty Fellowships (formal role) • Student Faculty Pairing/Teaching Assistants (Students as Colleagues) • Course/Program development support grants (Mini-Grants for Service-Learning, CBR, etc.) • Faculty Advisory Boards • Departmental Strategies Transformational
- 30. • Strategic Planning • Student Learning Outcomes/Assessment • Course Designators • QEPs/Accreditation and External Reviews • Tenure & Promotion Support • Link with High-Impact Practices Institutional Alignment
- 31. • Link Bonner Program with academic study from the get-go through: • Cornerstone Activities • Sequence of courses and high- impact practices Final Key Recommendation
- 32. Example: Link with Cornerstones Exploration • FirstYear Trip • linked with FirstYear seminar Experience • SecondYear Exchange • linked with Service- Learning Course or Learning Community Example • ThirdYear International Trip or Leadership Role • linked with Undergraduate Research experience Expertise • Capstone service placement • linked with Capstone course
- 33. Example: Academic Pathway Exploration • Lead in course • FirstYear seminar • Learning community Experience • Government/ policy courses • Poverty courses • Service-learning (potentially tied to placement) • Learning community Example • CBR coursework (methodology) • Advanced service-learning coursework • Undergraduate research • Public Policy Issue Brief assignments Expertise • Capstone course / Senior Seminar • Undergraduate research • Honors’ thesis project—tied to Bonner work
- 34. Utilize model • Public Policy • Poverty • International perspective and issues • Issue-based knowledge • Place-based knowledge • Diversity
- 36. Theory •Classroom, Project Design, On Campus
- 37. What We’ll Cover 1. How students work with faculty - Students’ roles 2. What training students need to reach colleagues level? - How students are selected - How training is implemented 3. Model or structure (diagram) - How does it build capacity? 4. Benefits to faculty/students 5. Overcome challenge of unequal power between students and faculty? - Students taken serious?
- 38. Student - Faculty Fellowship Model Example: Allegheny College Roles: - ACES Fellow- Students designed - Gateway Project - Values, Ethics and Social Action Major
- 39. Students Work on Course Design Example: Siena College - Instructor uses a guide to course design (online) to teach students how to turn goals to assessment to activities - Students are paired with faculty - Students are taught how to develop faculty rapport, and facilitation skills - Students learn to design effective workshops outside the classroom
- 40. Student Leadership & Campus Wide Engagement Example: Berea College Coalition of projects model Student Director Program Coordinators Team Members Volunteers
- 41. Example: Rider University Community Service Council Student Leadership & Campus Wide Engagement • Club and Org Representative met bi-weekly • Created Combined Calendar of Projects • A student intern managed the council • Assisted with planning the service days
- 42. Addressing Power Dynamics - Understand and respect student voice - Continue to clarify role of student - Students learn as they go - Students tap into faculty for expertise in discipline/field