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Carnegie Webinar Slides - Fall 2022 PCCE session.pptx
The document discusses Carnegie Community Engagement Classification and assessment of community engagement. It provides context on the Carnegie Foundation's mission to advance teaching and address inequities using improvement science. The Community Engagement Classification recognizes institutionalized community engagement between campuses and communities. It also discusses strategies for assessment, including developing assessment instruments, gathering information for institutional recognition applications like Carnegie Classification. Areas for continuous improvement noted by Carnegie include communications, partnerships and collaboration with a focus on community-based learning, assessment of community partner perceptions, and faculty support/recognition for community-based learning.
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Carnegie Webinar Slides - Fall 2022 PCCE session.pptx
- 1. Carnegie Community Engagement Classification- 101 What? Why? What’s in? What’s Next?
- 2. Carnegie Foundation forthe Advancement of Teaching Mission: The Carnegie Foundation for the Advancement of Teaching aims to build a field around the use of improvement science and networked improvement communities to solve longstanding inequities in educational outcomes. . The (elective) Community Engagement Classification is intended to recognize institutionalization of community engagement within the context of a campus and its community.
- 4. What is theCarnegie attempting to assess?
- 5. 1. Documentation framework= source of “promising practices” reflecting the best work in community engagement in higher education. 2. Honor the efforts of community engaged, collaborative programs 3. Connection with the cachet of the Carnegie name. 4. Communicating with community and national “accountability” purposes. 5. Opportunity for national recognition Why elect to do an elective classification?
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- 8. ASSESSMENT OF COMMUNITYENGAGEMENT
- 9. SERVICE-LEARNING + COMMUNITYBASED RESEARCH = COMMUNITY ENGAGED LEARNING
- 11. KEY ALLY… FACULTYADVISOR + LIASON! Faculty development – provide resources to assist faculty with developing service-learning courses and incorporating service-learning components into existing courses; provide resources for faculty to develop community-based research o Organize workshops , Host speakers, Publicize conference opportunities Curricular development o Outreach to faculty who teach courses with Service-Learning Course “SLC” designation o Support of SLC professors through curated understanding of resources o Support professor scheduled to teach SJSP 101 o Collaborate with SJSP steering committee Assessment of learning and of programs o Develop, refine, and implement assessment instruments (CBL Scorecard) o Assist Director with gathering of information and apply for institutional recognition, i.e. Carnegie Classification, Washington Monthly, etc. Continuous improvement, based on feedback from organizations, (ie. Carnegie) Co-facilitate meetings of the Service-Learning Advisory Council (SLAC) Other: Represent HWS at conferences and institutes focused on higher education and community engagement Produce research and writing about community-based learning and research Assist CCESL Director in building relationships with community partners
- 12. COMMUNITY ENGAGEMENT –EXAMPLE OF ASSESSMENT – STRIVE TOGETHER COLLECTIVE IMPACT
- 13. ASSESSMENT OF COMMUNITYENGAGEMENT
- 18. SERVICE-LEARNING ADVISORY COUNCIL CivicallyEngaged Faculty Member of the Year – VP for DEI and Education Professor Khuram Hussain, Presented by Provost Sarah Kirk at Annual Community Engaged Scholarship Forum
- 19. FEEDBACK FROM CARNEGIE… AREASFOR CONTINUOUS IMPROVEMENT Your application documented excellent alignment among campus mission, culture, leadership, resources, and practices that support dynamic and noteworthy community engagement. It responded to the classification framework with descriptive, coherent, and compelling evidence of exemplary practices of institutionalized community engagement. There are also areas for continuous improvement. During the selection process, the application reviewers noted that even among the most successful re-classification applications, there are areas of practice in need of further development. As a way of improving your institutional practices and to position your campus for successful applications in the future, we encourage you to attend to each of the interrelated areas below as relevant to your institutional type/context…
- 20. Communications – tellingthe story
- 22. Partnerships and Collaboration(with CBL focus) • National and International Service Recruitment, joint effort between CCESL and The Salisbury Center . HWS is one 300 higher education institutions to match AmeriCorps awards, national ranking for alumni entering the Peace Corps • Consortiums: • Rochester Regional Network • Teagle Foundation CBL Score Card • NSLVE (National Study of Learning, Voting and Engagement) • Campus Compact • Partners for Campus Community Engagement • Strive Together • Likely others!
- 24. Assessment of CommunityPartner perceptions
- 26. Faculty support andrecognition - CBL
- 27. What I learned…andpotential next steps 1. Start earlier… falsely assumed 2020 application would be similar to 2010, I was wrong! Considerable more data required as evidence. 2. “The reward is in the process itself” 3. Broaden the committee (Fairfield U had four task forces working in concert (a). Leadership, Mission, and Identity, (b). Institutional Commitment and Assessment (c). Professional Development, Roles and Rewards, and Curricular Activity (d). Outreach and Partnerships 4. Breadcrumbs…
Editor's Notes
- #2 Introductions Much like other assessment terms, benchmarking has been used appropriately and inappropriately to rate, compare, chart progress, and evaluate. benchmarking as a “promising practice” defined as “the process of identifying and learning from institutions that are recognized for outstanding practices.” They add that benchmarking often includes careful study of “best” or “promising practices.” In contrast, the processes of rating or comparing are not intended with the new classification. Why? See list 'see public engagement NOT as a program, but as a central strategy for addressing key institutional priorities. '' Cynic: Finally, there are those institutions, often prompted by individuals on the campus, who want to use the classification to highlight their lack of progress and to increase momentum to improve their engagement practices. I was told by those individuals that they were aware that they could not meet the requirements for the classification, and that such deficits would prompt attention from upper administration and motivate colleagues to dedicate more resources to the agenda.
- #3 The essence of engagement is that it is contextualized to the communities of which the campus is a part. It is the goal of the Foundation for the Elective Classification to honor the community context. Show video clip https://www.carnegiefoundation.org/about-us/ up to one minute.. Goes on to be proactive about the exciting potential when research and practice align. Interesting history of Carnegie https://www.carnegiefoundation.org/about-us/foundation-history/ Andrew Carnegie—an American industrialist and a leading philanthropist of his time—created the Foundation to address what he perceived as a pressing issue on the education landscape at the time: the lack of any form of retirement plan or system for the faculty at institutions of higher education. His concern first surfaced as a trustee of Cornell University and through conversations with his friend Henry Pritchett, President of the Massachusetts Institute of Technology, that made evident the low salaries of higher education faculty and the glaring poverty into which most professors retired. As a result, Carnegie established the Foundation as a general pension fund for a wide range of universities in the United States, Canada, and Newfoundland. To move forward with its mission, the Foundation found that it needed to determine which schools qualified as a bona fide institution of higher education and which of their faculty qualified for pensions. The resulting eligibility standards created by the Foundation became the most widely used basis for the admissions requirements and instructional policies of colleges and universities, as well as the graduation requirements for high schools. In 1918, the Foundation spun off the pension fund as an independent not-for-profit organization known as TIAA-CREF (now known as TIAA) that serves as the world’s largest retirement management system for academics, researchers, and individuals in the public serving not-for-profit sector. Education in the Professions – Medicine, law, teaching, engineering, dentistry -Higher Education Assessment In 1937, under the leadership of then President Walter Jessup, the Foundation extended its work in professional education by developing and administering the Graduate Record Examination (GRE) to assist universities in their graduate school admissions processes.
- #4 18 departments, 6 faculty, 14 community partnerships = 38 people. Assistance appreciated from Jessica Khalif and Robin Lewis
- #5 “riddle, wrapped in a mystery, inside an enigma” – larger universities with various colleges develop teams to approach separately then collaboratively A form of Winston Churchill's quotation, made in a radio broadcast in October 1939: "I cannot forecast to you the action of Russia. It is a riddle, wrapped in a mystery, inside an enigma; but perhaps there is a key. That key is Russian national interest."
- #6 1). Institutional self-assessment / fostering institutional alignment 2). Part of our institutional identity – walk the walk and talk the talk 3. Legitimacy.. 4. Accountability – how are we showing the ways we fulfil the mission of education as commitment to serve the common good? Reciprocity and mutuality ? 5. Carnegie notes “This opportunity allowed us to lift up elements of our institutional mission and distinctiveness that are not necessarily represented in the national data on colleges and universities, and it also helped us prepare for both re-accreditation and our current strategic planning process. Colleagues have also noted it was helpful in the reaccreditation process
- #7 Compare to 2009 submission… I under-estimated the difference even though I attended a workshop at Holy Cross that it was quite more involved… much more verifying claims that in the 2010 classification so a lot of time was also ensuring websites were current etc. https://carnegieelectiveclassifications.org/the-2024-elective-classification-for-community-engagement/
- #8 Mainly descriptive Self-reported data/information Institutions evaluate various aspects of their processes in relationship to standards of best practice (Documentation Framework) Not a tool that creates a hierarchy or levels of classification A space to tell your campus’ story and unique approach to community engagement. Start early and Establish key partners – CCESL faculty advisor, Institutional research, or a committee… and then divide and follow up… Spiritual Engagement – inclusive outreach to local faith communities Ontario ARC – The College Experience office in Coxe Hall HWS Arts Experience Festival –stellar example of campus/community partnership (MARY KELLY!) Finger Lakes Institute - dedicated to the promotion of environmental research and education about the Finger Lakes and surrounding environments. WEOS – Finger Lakes Public Radio Sustainability – initiatives with solar among others Youth Engagement and Support HWS Summer Academy NJ SEEDS - (Scholars, Educators, Excellence, Dedication and Success) College Preparatory Program ESSYI - Environmental Studies Summer Youth Institute Discovery's Playground – 737 South Main hosts an after-school enrichment program serving Geneva School District children in grades K-5. Geneva 2020 – College bound campus visits for 500 2nd, 6th, and 9th graders annually Leadership Center – Youth Leadership College HWS summer camps – Kids Academy Geneva Scholarship Associates – investing in local youth just celebrated it’s 50th year and
- #9 Co-curricular engagement… SPREADSHEET HELL!!! 60,000-80,000 hours tracked annually of service to/with the community, $40-60K annually of $ fundraised for local, national, and international non-profit… Thrive to Survive Dunk Tank, LAO Extravaganza dinner fundraiser for local scholarships, service-learning classes, internships at non-profit agencies, student teaching, days of service, Big Brothers Big Sisters, etc. Curricular engagement – Teagle Foundation co-created CBL Scorecard – community partner feedback captured on SL feedback form, and through a SL contract https://conservancy.umn.edu/handle/11299/213717 ) Assessment Rubric for Institutionalizing Community Engagement in Higher Education
- #10 Cohort Collaboration with Office of the Provost, CTL, CCESL Hosted national leaders from the field annually (Tim Eaton, Nadinne Cruz, Edward Zlotkowski) CBL Resources on webpage for faculty development Community Engaged Scholarship Forum – celebration of the work + annually recognizes a student, faculty member, and community partner SLC designation to help “count” and avoid a student enrolling in three…
- #11 Systems approaches to understanding engagement – https://digitalcommons.unomaha.edu/slceslgen/127/
- #12 https://www.hws.edu/news/2022/HWS-Ranked-4th-in-the-Nation-for-Service.aspx
- #13 HWS = anchor entity of the 66 partnerships only 5 are anchored by a college (most are large corporations in large cities) https://www.strivetogether.org/what-we-do/collective-impact/
- #14 The StriveTogether Cradle to Career Network is a national, nonprofit network of nearly 70 communities working to improve outcomes for kids. We have community partnerships in 29 states and Washington, D.C. https://strivetogetherportal.force.com/s/assessment?accId=0014P00002Dx1q8QAB&buttonclicked=assessment https://www.strivetogether.org/wp-content/uploads/2022/07/ST_NetworkAtAGlance_072022.pdf
- #15 https://successforgenevaschildren.org/
- #16 https://allinchallenge.org/join/
- #17 https://allinchallenge.org/campuses/hobart-and-william-smith-colleges/
- #18 https://www.hws.edu/news/2022/HWS-Ranked-4th-in-the-Nation-for-Service.aspx https://www.hws.edu/centers/service/hws-votes.aspx
- #19 Leveraging SLAC for guidance, outreach, assessment, celebration https://www.hws.edu/centers/service/faculty-resources.aspx https://drive.google.com/drive/folders/1EmxfHEKqIkBJ9l2wUrVxpeAoPxdWlaX7 Annual reports -
- #20 INFRASTRUCTURE, ASSESSMENT, COMMUNITY PARTNERSHIPS… When community engagement is part of the core institutional culture of the campus, then it is commonplace and expected in the academic work of the campus – in teaching and learning, in curricular structures, in student learning outcomes, and in faculty research and creative activities. If there are not faculty rewards for community engagement at the time of promotion, then sustained curricular and scholarly engagement is extremely difficult.
- #21 Spiritual Engagement – inclusive outreach to local faith communities Ontario ARC – The College Experience office in Coxe Hall HWS Arts Experience Festival –stellar example of campus/community partnership (MARY KELLY!) Finger Lakes Institute - dedicated to the promotion of environmental research and education about the Finger Lakes and surrounding environments. WEOS – Finger Lakes Public Radio Sustainability – initiatives with solar among others Youth Engagement and Support HWS Summer Academy NJ SEEDS - (Scholars, Educators, Excellence, Dedication and Success) College Preparatory Program ESSYI - Environmental Studies Summer Youth Institute Discovery's Playground – 737 South Main hosts an after-school enrichment program serving Geneva School District children in grades K-5. Geneva 2020 – College bound campus visits for 500 2nd, 6th, and 9th graders annually Leadership Center – Youth Leadership College HWS summer camps – Kids Academy Geneva Scholarship Associates – investing in local youth just celebrated it’s 50th year and
- #22 https://www.hws.edu/centers/service/newman-civic-fellows.aspx https://hws.box.com/s/mdvmz9387ldd0ts4cscnpue0wvcs4fyw
- #23 Community engagement offers often-untapped possibilities for alignment with other campus priorities and initiatives to achieve greater impact-for example, first-year programs that include community engagement; learning communities in which community engagement is integrated into the design; or diversity initiatives that explicitly link active and collaborative community-based teaching and learning with the academic success of underrepresented students.
- #24 Publishing outlets – ensuring awareness of the wide variety of journals and additional outlets for community faculty student co-generated research and contributions to the field Community-Focused Teaching: Dismantling Barriers to Practice and Publishing November 4th (3pm to 5pm) - Location TBD (Merritt Hall 100 is Available if we have bigger than fits Centennial Center) Does your teaching connect with local, regional, or international communities? Do you send students into communities for learning experiences or bring community members into your classes? Or, would you like to pursue such community engagement in the future? If so, this workshop provides you with insights on how to coalesce, craft, and implement community-focused teaching projects with publishable academic components. The two-hours will feature opportunities learn about community focused pedagogies, developing community focused teaching experiences, connecting with community partners, and ensuring best practices around diversity, equity, inclusivity, accessibility, and belonging. Participants will be able to connect with editors of academic journals that publish community focused work including Community Development, Local Development & Society, and the International Journal of Community Well-Being. Leveraging these connections, coaching around writing, evaluating, and publishing community-focused teaching will be provided to participants during and after the workshop. This workshop is sponsored by CTL, CCESL, OAF, and Community Development, published by Taylor & Francis.
- #25 Partnerships require a high level of understanding of and intentional practices specifically directed to reciprocity and mutuality. Campuses have begun to attend to processes of initiating and nurturing collaborative, two way partnerships, and are developing strategies for systematic communication. Maintaining authentically collaborative, mutually beneficial partnerships takes ongoing commitment, and we urge institutions to continue their attention to this critical aspect of community engagement.
- #27 SLAC has reviewed Standards and Criteria document… some departments fully embrace CBL ie. Education Dept. and their work is an example to others who might be interested in further exploring how to integrate language into their SAC documents. CCESL has a faculty CBL list-serve and shares publishing outlets for this work, wide variety of peer reviewed journals CTL, the Provost’s Office, and CCESL collaborated on an inaugural stipended CBL Faculty Cohort retreat in 2018.
- #28 1). 50 pages vs. 100 pages + the community partner section 2). Review it more broadly as an opportunity to examine, question, and learn as opposed to a hoop to jump through… great to learn more about other departments engagement! (ie. the Diversity timeline!) 3). Take advantage of resources… 361 people have suffered through this, I mean embraced the challenge! 4). If I get hit by a bus, here’s how you find the application! Also… reminder to pick our heads up – we all do great work and often collaboratively, but where could we further save time, energy and maximize student learning and community impact… Ellen is a community member on the Institutional Review Board… THANK YOU! Add WEOS or Ontario ARC to SL Advisory Council . How might Geneva 2020 engage with the curriculum? Public policy, social innovation, etc. Should we collaborate on an institution wide definition of community engagement (as opposed to the big tent approach) How can we successfully initiate a campus-wide conversation about what constitutes community engaged scholarship?
- #29 https://www2.hws.edu/community-based-learning-faculty-fellows-retreat/
- #30 https://www.hws.edu/hobart-bicentennial/bicentennial-weekend.aspx https://www.hws.edu/hobart-bicentennial/timeline.aspx https://www2.hws.edu/elizabeth-blackwell/
- #31 https://www2.hws.edu/hws-offers-civic-engagement-scholarship/