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.
HWS re-applied for the Carnegie Community Engagement Classification, due 4/15/19. The review committee will share those selected in December or January.
Dear Kathleen Flowers,
Congratulations! The Hawaii International Conference on Education is pleased to inform you that your submission, “CONSORTIAL COLLABORATION AND THE CREATION
OF AN ASSESSMENT INSTRUMENT FOR COMMUNITY-BASED LEARNING”, has been
accepted for presentation at the 16th Annual Hawaii International Conference on Education to
be held from January 4 to January 7, 2018 in Honolulu, Hawaii. The decision to accept your submission was based on a peer review process.
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
Civic Engagement: What, Why and How Iowa Campus Compact Can HelpIowa Campus Compact
Presentation given by IACC Executive Director Emily Shields to faculty and staff at North Iowa Area Community College on the basics of civic engagement and service-learning and the resources Iowa Campus Compact offers.
This workshop presents a recently developed mechanism for quantitative assessment of community-based learning, called the Community-Based Learning (CBL) Scorecard. Facilitators will reflect on the development of the CBL Scorecard by their Teagle-funded Consortium of liberal arts schools as an effort to promote assessment that improves student learning, with an instrument that employs a quantitative scale. Though the grant has concluded, the consultant had previously had capacity to allow for benchmarking across participating institutions. The workshop will include Q&A sessions about how the Scorecard provides a meaningful tool for assessing student learning and a brainstorming session about how the Scorecard can be applied at participant institutions to improve student learning and the teaching of CBL courses. The Scorecard will be shared via hard copy or drop box, and if participants find it useful, please keep facilitators informed so future use can be further explored. THANK YOU!
HWS re-applied for the Carnegie Community Engagement Classification, due 4/15/19. The review committee will share those selected in December or January.
Dear Kathleen Flowers,
Congratulations! The Hawaii International Conference on Education is pleased to inform you that your submission, “CONSORTIAL COLLABORATION AND THE CREATION
OF AN ASSESSMENT INSTRUMENT FOR COMMUNITY-BASED LEARNING”, has been
accepted for presentation at the 16th Annual Hawaii International Conference on Education to
be held from January 4 to January 7, 2018 in Honolulu, Hawaii. The decision to accept your submission was based on a peer review process.
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
Civic Engagement: What, Why and How Iowa Campus Compact Can HelpIowa Campus Compact
Presentation given by IACC Executive Director Emily Shields to faculty and staff at North Iowa Area Community College on the basics of civic engagement and service-learning and the resources Iowa Campus Compact offers.
This workshop presents a recently developed mechanism for quantitative assessment of community-based learning, called the Community-Based Learning (CBL) Scorecard. Facilitators will reflect on the development of the CBL Scorecard by their Teagle-funded Consortium of liberal arts schools as an effort to promote assessment that improves student learning, with an instrument that employs a quantitative scale. Though the grant has concluded, the consultant had previously had capacity to allow for benchmarking across participating institutions. The workshop will include Q&A sessions about how the Scorecard provides a meaningful tool for assessing student learning and a brainstorming session about how the Scorecard can be applied at participant institutions to improve student learning and the teaching of CBL courses. The Scorecard will be shared via hard copy or drop box, and if participants find it useful, please keep facilitators informed so future use can be further explored. THANK YOU!
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
Community-Based Learning: Pedagogies, Partnerships, and Practices: Bonner Foundation
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.
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
Community-Based Learning: Pedagogies, Partnerships, and Practices: Bonner Foundation
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.
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
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2. Carnegie Foundation for the
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.
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?
11. KEY ALLY… FACULTY ADVISOR + 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
18. SERVICE-LEARNING ADVISORY COUNCIL
Civically Engaged 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…
AREAS FOR 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…
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!
27. What I learned…and potential 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
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.
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.
18 departments, 6 faculty, 14 community partnerships = 38 people. Assistance appreciated from Jessica Khalif and Robin Lewis
“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."
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
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/
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
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
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…
Systems approaches to understanding engagement –
https://digitalcommons.unomaha.edu/slceslgen/127/
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/
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
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.
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
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.
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.
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.
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.
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?