Posts Tagged 'Institutional Intentionality'

Carnegie Invites Institutions to Apply for 2015 Community Engagement Classification

Carnegie Logo
The Carnegie Foundation for the Advancement of Teaching invites colleges and universities with an institutional focus on community engagement to apply for the elective classification, first developed and offered in 2006 as part of an extensive restructuring of the Carnegie Classification of Institutions of Higher Education. The elective Community Engagement Classification provides a way for institutions to describe their identity and commitments to community with a public and nationally recognized classification.

A total of 311 institutions have been successfully classified in the Community Engagement Classification since 2006. Campuses that received the Classification in 2006 and 2008 will undertake re-classification application and review in order to retain the Classification. Campuses classified in 2010 do not need to apply for re-classification at this time.

“The Community Engagement Classification represents a significant affirmation of the importance of community engagement in the agenda of higher education,” said Carnegie President Anthony S. Bryk.  “The Foundation believes that the Classification provides campuses of every institutional type an opportunity to affirm a commitment to community engagement as an essential aspect of institutional mission and identity.”

The Foundation defines community engagement as “the collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. The purpose of community engagement is the partnership of college and university knowledge and resources with those of the public and private sectors to enrich scholarship, research, and creative activity; enhance curriculum, teaching and learning; prepare educated, engaged citizens; strengthen democratic values and civic responsibility; address critical societal issues; and contribute to the public good.” That definition and the documentation frameworks for the classification and re-classification are intentionally inclusive to honor the diversity of institutions and their approaches to community engagement.

Those institutions interested in the 2015 Classification, either as first-time applicants or campuses seeking re-classification, are urged to review the application process, timeline, documentation frameworks, and other information on the Carnegie website before making a decision to apply. Applications are available between May 1 and July 1, 2013, and will be due on April 15, 2014.

2015 Community Engagement Classification Timeline
January 2013 Announcement about the 2015 process
May 1, 2013 Deadline for registering
September 9, 2013 Release of applications
April 15, 2014 Applications Due/Reviewing begins
December 2014 Review Process completed/ campuses notified
January 2015 2015 classification results announced

2015 Classification: Campus Classification and Re-Classification

  • First Time Classification
    For the 2015 classification, campuses that have not previously received the classification will need to submit an application using what is referred to as the “first-time documentation framework.” A PDF version of the Documentation Framework to be used for planning purposes only is available here. There is also a guide attached to this version to assist institutions in the documentation planning process.
  • Re-Classification
    For the 2015 classification, institutions that received the classification in 2006 and 2008 and are seeking to retain the classification will be able to re-apply through a reclassification process. A PDF version of the application for reclassification to be used for planning purposes only is available.
  • 2010 Classified Institutions
    Institutions that received the classification in 2010 will not need to do anything in 2015. 2010 classified campuses will retain the classification until 2020. To be reclassified in 2020, the 2010 campuses will need to reapply through a reclassification process announced in 2018.

Inquiries about the Community Engagement Classification should be directed to John Saltmarsh at (john.saltmarsh@umb.edu) or Amy Driscoll (driscoll@carnegiefoundation.org).

Contact:
John Saltmarsh, Director
New England Resource Center for Higher Education
John.saltmarsh@umb.edu
617 287-7743

Amy Driscoll, Consulting Scholar
Carnegie Community Engagement Classification
driscoll@carnegiefoundation.org
503 227-9443

Campus Spotlight: Breaking Ground at UMBC

Breaking Ground at the University of Maryland Baltimore County (UMBC)

UMBC has been a key campus in the American Democracy Project’s Civic Agency initiative. We’re excited about the new BreakingGround initiative at UMBC which builds on UMBC’s commitment to fostering civic agency; it is yet another example of how institutional intentionality can contribute to cultural change on campus.

BreakingGround is a true campus-wide collaboration: inspired in part by student initiatives, building on a variety of successful service-learning and social change projects, supported by faculty from many disciplines, deeply rooted in UMBC’s culture and history of innovation and entrepreneurship.  BreakingGround features courses developed or redesigned to promote civic agency; incentives to link community service projects with opportunities for deep learning and engagement; numerous opportunities for students, faculty, staff, alumni and community partners to collaborate on campus and community change projects; and a blog for sharing stories, launching community discussions and promoting involvement.  Like the most successful social change movements, BreakingGround is inclusive and organic, tapping the talents and passions of the participants and helping them pull together to advance the common good.  In the wake of calls for higher education to become far more creative and effective in supporting democratic learning and engagement, BreakingGround is UMBC’s way of helping to “make the road by walking.”

About the Project

UMBC is helping to lead an extraordinary, new higher education movement toward innovative, energetic campus and community engagement. In a time of widespread skepticism about the capacity of our democracy to respond to society’s needs, UMBC’s initiatives are demonstrating the power of individuals and collaborative groups as agents of meaningful change and renewal. This work is deeply embedded in a campus culture that builds community from diversity and celebrates ingenuity and resourcefulness.

UMBC’s campus and civic engagement projects have developed over the past decade in a variety of departments, programs and student organizations linked by informal networks and conversations. Now, to deepen this work and make it more visible on campus and beyond, UMBC is fostering an intentional and powerful coalescence. This emerging collaboration, known as BreakingGround, launched in August 2012 through innovative courses, community engagement activities and online conversation.

Please visit the BreakingGround website (breakingground.umbc.edu), and follow/share the initiative on Twitter through #digUMBC.

Read ADP Campus Coordinator David Hoffman’s recent Breaking Ground blog post here.

SHSU Professor Honored with David Payne Academic Community Engagement Award

Congratulations to Phillip Lyons, professor of criminal justice and executive director of the Texas Regional Community Policing Institute at Sam Houston State University (Texas), for being honored with a faculty excellence award. Phillip, who attended the ADP 2012 national meeting in San Antonio in June, is the first recipient of the David Payne Academic Community Engagement Award. This award is named for a former SHSU provost who founded ADP at SHSU.

What a great example of institutional intentionality in terms of recognizing and rewarding faculty for driving civic learning and engagement more deeply into the heart of the academic enterprise!

Congrats, Phillip!

– Jen Domagal-Goldman, ADP National Manager

Faculty Recognized With 2012 ‘Excellence’ Awards

June 25, 2012
SHSU Media Contact: Jennifer Gauntt

Faculty Excellence winners
Provost Jaimie Hebert and university President Dana Gibson congratulate the four winners of the 2012 Faculty Excellence Awards. This year’s recipients include (from left, flanked by Hebert and Gibson) Stacey Edmonson, Excellence in Service; Richard E. Watts, Excellence in Research; John Newbold, Excellence in Teaching; and Phillip Lyons, the first recipient of the David Payne Academic Community Engagement Award. —Photo by Brian Blalock

Professors at Sam Houston State University do more than just teach. For the approximately 900 faculty members currently teaching at SHSU, their days are filled not only with service in the classroom, but within their communities and to their fields through scholarly research.

This year, four whose demonstrated commitment stands out from among their peers have been selected to receive one of SHSU’s Faculty Excellence Awards.

The 2012 winners include John Newbold, Excellence in Teaching; Richard E. Watts, Excellence in Research; Stacey Edmonson, Excellence in Service; and Phillip Lyons, the first recipient of the David Payne Academic Community Engagement Award.

Phillip Lyons

Phillip Lyons

As the first recipient of the David Payne Academic Community Engagement Award, Phillip Lyons continues to move into the foreground of Sam Houston State University’s motto, “The measure of a Life is its Service.”

The engagement award, named after former provost David Payne who formed the university’s American Democracy Project Committee, is given to a faculty member who shows “excellence in Community Engagement through their teaching, research, and service.” Through SHSU’s Engaged Scholars Committee, colleges offer academic community engagement-certified courses (a total of 106 courses) in which students apply the knowledge of their academic disciplines to define and address issues of public concern and advocate for change through close, collaborative, community partnerships.

Currently professor of criminal justice and executive director of the Texas Regional Community Policing Institute at SHSU, Lyons offers two courses that have a community engagement focus, face-to-face “Policing Strategy” course and his on-line “Law and Society” course.

His instrumental work in establishing an internship between Alvin and League City Police Departments as part of the Chinese Police Cadets Exchange Program, which hosts students from the Zhejiang Police College in Hangzhou, China, has made a worldwide impact. For this work, the City of League City proclaimed Jan. 11, 2012, as Chinese National Police Day and extended its “Building Bridges Award” as “a token of our esteem and mutual respect.”

“His eloquence in handling multiple personalities during the yearly cadet program puts everyone involved at ease. He is masterful in forming partnerships not only with students from another country, but also with two police agencies who furnish the host families,” a support letter stated.

“Professor Lyons believes these students greatly benefit from living the American policing lifestyle, and he has proven correct,” the letter continued. “These young cadets that visit League City will surely be important policy makers, and I am certain that the individuals will reflect upon their visit to America with admiration and respect. No one can anticipate the policy outcomes that may occur from such memories.”

It is a sentiment resounded by the cadets when they reflect back upon the experience.

“With the great hospitality and consideration of our host family and the Alvin Police Department, we had a special experience which allowed us to go deep into American life and develop a comprehensive knowledge of the practice of American policing,” one student said. “But what touched us most was that we made more kind friends from this special and impressive experience.”

“Theories experienced for oneself speak much louder than theories written in textbooks,” another student said.

College of Criminal Justice colleagues point to his work within the classroom utilizing a focus on community engagement that make is work so important to the college, stating that “his message is consistent, serve the students, the community, and the school;” “Philip has such a well-established history of course-related community engagement for his students;” and “he had community engagement components in some of his courses even before there were ACE courses.”
Watch and listen to Phillip talk about academic community engagement at SHSU here.

Learn more about ADP at Sam Houston State University here.

Institutional Intentionality: IUPUI’s Civic Engagement Medallion

Like ADP’s William M. Plater Award for Leadership in Civic Engagement, given  to AASCU chief academic officers (provosts) in recognition of exemplary leadership in advancing the civic learning of undergraduates, IUPUI’s William M. Plater Civic Engagement Medallion honors the legacy of IUPUI’s former Executive Vice Chancellor and Dean of the Faculties while also acting as a mechanism to recognize and reward those moving the civic engagement movement in higher education forward. Given annually to graduating students to honor their civic engagement efforts, the Medallion is an act of institutional intentionality — a means by which the campus formally recognizes and rewards informed, engaged citizenship. Read below to learn more about this award.

Kuddos to IUPUI and the more than 90 students awarded this honor since 2006!

- Jen Domagal-Goldman, ADP National Manager

William M. Plater Civic Engagement Medallion

William M. Plater Civic Engagement Medallion for Graduates

The William M. Plater Civic Engagement Medallion was established in 2006 to honor graduates who have excelled in their commitment to the community through activities such as service learning, volunteerism, community/social issue advocacy, community work-study, and political engagement.

The application is due annually on March 1st.

Overview
In alignment with IUPUI’s mission, the William M. Plater Civic Engagement Medallion has been established to recognize students who have demonstrated exemplary commitment to their communities during their years as an IUPUI student. The medallion is named in honor of IUPUI’s former Executive Vice Chancellor and Dean of the Faculties from 1988 to 2006, Dr. William Plater, a strong advocate of civic engagement during his career.

Students who are awarded the William M. Plater Civic Engagement Medallion will have exhibited personal development, intellectual growth, and positive community impact as a result of their civic engagement experiences. Recipients are expected to have engaged in a variety of activities demonstrating depth and diversity of commitment in serving their communities, while making a significant investment to at least one community experience over time.

Click here to see the full text of Plater Medallion applicaiton. All official applications should be submitted through the online form above.

Application Requirements and Materials
Applicants for the Plater Civic Engagement Medallion are undergraduate students who will receive their respective degrees by August 2013. Students completing their degree requirements in December of 2012 are also eligible to apply.

What is Civic Engagement?

Civic engagement is defined as active collaboration that builds on the resources, skills, expertise, and knowledge of the campus and community to improve the quality of life in communities in a manner consistent with the campus mission. Examples of civic engagement experiences could include volunteer service at a non-profit agency, participation in a service learning course, contribution of voluntary work on a political campaign, advocacy on specific social issues, involvement with a faculty member on a community-based research project, or employment in a community work-study position.

Dr. William M. Plater

Willam M. Plater

As the chief academic officer for IUPUI, William M. Plater led campus efforts to improve undergraduate retention, enhance the effective use of technology, develop IUPUI as a model for civic engagement, and increase research productivity as a part of the campus vision to become a leading urban research university. Administrators and faculty from across the country come regularly to IUPUI to learn about its innovative programs in undergraduate education, programs that Dr. Plater was instrumental in designing and developing. Plater is active in his community, serving currently or formerly on the boards of The Children’s Museum, the Indiana Repertory Theatre, the Indiana Humanities Council, the Indiana University Press, the Indiana Partnership for Higher Education, the Indianapolis Economic Development Advisory Board, MUCIA, WFYI, and the Council for Adult and Experiential Learning. He holds baccalaureate (1967), Master’s and Ph.D. (1973) degrees in English from the University of Illinois at Urbana-Champaign.

In July 2006, Dr. Plater became the director of the Workshop on International Community Development, a joint program of the IU Center on Philanthropy and the Center on Urban Policy and the Environment of the School of Public and Environmental Affairs.

Every year, recipients are honored with their medallions at the Showcase for Civic Engagement. The Showcase of Civic Engagement highlights the work of IUPUI faculty, students, and community partners in research, teaching, and service activities that have a positive impact on Indianapolis communities Commitment to Excellence in Civic Engagement Funds.

Reflections on the Public Purposes of Our Work

By George Mehaffy, Vice President for Academic Leadership and Change, AASCU

In the midst of all that we are involved in, I wanted to take a moment to reflect on the purpose of our work.  It is widely acknowledged that our public institutions are increasingly viewed as a “private good.” Students and their parents, understandably, are focused on college as career preparation.  Yet the last 9 years of the American Democracy Project have convinced me that we, as higher education leaders, need to be forceful advocates for a college education that does more than simply prepare one for a career (important as that is).  We need to advocates for developing students who can be informed, engaged citizens in our democracy.

Here are three simple arguments about why our public institutions must continue to focus on the “public good” of preparing citizens for our democracy.

  • First, you only have to think about the dysfunction in Washington to worry about the future of our democracy.  Increasing polarization, growing inequality, and a failure to confront and address our most pressing problems threaten our way of life.  A recent campaign to get all companies to contribute 1% of their profits to environmental protection ended with an ominous note.  When asked why companies should contribute, the response was: “Because there’s no business done on a dead planet.”  In a similar vein, do we really want to live, work, and have our children and grandchildren grow up in a country where democracy has been profoundly weakened?
  • Second, involving students in civic work is highly engaging. Civic work, well done, leads to higher levels of student engagement, resulting in greater student success, greater retention, and higher graduation rates.  In other words, civic work can contribute to both student and institutional success.
  • Third, the argument that we can’t do civic preparation because it takes away from career preparation is a false dichotomy.   As I read the Business Roundtable or National Association of Manufacturers reports about the problems of recent college graduates, they never say: “she doesn’t know enough Biology,” or “he doesn’t know enough about Accounting.”  Instead they complain about the lack of 21st century career skills: working with people who are different, listening to others, organizing to achieve a goal, communicating effectively.  In fact, these 21st century career skills are also civic skills; indeed, some of these skills are best taught in civic engagement activities. So preparing students for careers and citizenship can be done simultaneously.

In our American Democracy Project, we have continuously stressed the importance of “institutional intentionality.”  Every campus has some imaginative and creative civic project underway.  However, most of the time, these projects are isolated, idiosyncratic, and episodic.  What we need, it seems to me, to realize the goal of producing informed, engaged citizens are institutions committed to having a civic impact on ALL students.

As we approach ADP’s 10th anniversary, I encourage you to reinvigorate your campus’ civic education and engagement efforts. I continue to be passionate about the need for American Association of State Colleges and Universities (AASCU) members to carve out a distinctive mission at a time when our institutions are challenged as never before about their mission and purpose.  I believe that the civic mission is not only a distinctive mission for AASCU institutions but one that is critical for our students, for our own success, and for the success of our country.

ADP Faculty Feature: Richard Kendrick of SUNY Cortland Recognized with Chancellor’s Award for Excellence in Faculty Service

By Jennifer M. Domagal-Goldman, National Manager, American Democracy Project

The American Democracy Project is led by a very small national staff (me and the occasional intern). With such a limited staff, ADP relies heavily on the hard work and dedication of our faculty members and Campus Coordinators. Because of their vital contributions to ADP, we love to provide a national stage for their excellent work. Even more important, though, is the recognition that ADP Campus Coordinators receive on their own campuses.

A signature feature of the American Democracy Project is its focus on creating institutional intentionality for preparing informed, engaged citizens for our democracy. One way universities can be intentional about civic preparation of undergraduate students is by recognizing and rewarding faculty members for civic engagement work. The State University of New York (SUNY) at Cortland understands this important component of institutional intentionality and that is why we are deeply supportive of SUNY’s Chancellor’s Award for Excellence in Faculty Service.

Please join me in congratulating Richard Kendrick, a long time ADP Campus Coordinator at SUNY Cortland, on his receipt of this important award. Richard is a Professor of Sociology/ Anthropology, the Director of the Institute for Civic Engagement, and has been SUNY Cortland’s ADP Coordinator since 2003. He also served for four years as Chair of the Sociology/Anthropology Department. As ADP Campus Coordinator, Richard served on the Electoral Voices Task Force and contributed a chapter entitled “Voter Education” with co-author Jim Perry to the 2006 ADP monograph, Electoral Voices: Engaging College Students in Elections. ADP applauds both Richard’s tireless efforts to educate informed, engaged citizens for our democracy and SUNY Cortland’s leadership in providing important incentives for faculty civic engagement.

See below for a press release describing Richard’s stellar work taken from the SUNY Cortland website.

___________________________________________________________

Richard Kendrick

Kendrick becomes the eighth SUNY Cortland recipient of the Chancellor’s Award for Excellence in Faculty Service, which recognizes his extensive College service and leadership, as well as his specific contributions in the area of civic engagement since his appointment to the Sociology/Anthropology Department faculty in 1991.

He joined the College as a lecturer and was promoted to assistant professor in 1992. He became an associate professor in 1998 and a professor in 2005. Kendrick served as chair of his department while teaching and directing the Institute for Civic Engagement. He also has coordinated the All-College Honors Program.

A longtime proponent of community-based research, he has worked tirelessly with the City of Cortland on projects that include VISTA, AmeriCorps and the Cortland Community Assessment Team.

In 2003, he was appointed coordinator of the American Democracy Project. His dedication to the area of civic engagement resulted in his appointment as director of the Institute for Civic Engagement. In that role, he led the College’s successful effort to become the first SUNY school to achieve the prestigious Carnegie Community Engagement classification. He also was instrumental in having the College named to the President’s Higher Education Community Service Honor Roll for four consecutive years. Some of his campus-wide initiatives promote student voting during elections.

His external grants bring in significant funding for town-gown collaborative projects. Most recent is a Bringing Theory to Practice grant for $100,000 over two years. This project, done in partnership with the American Association of Colleges and Universities, will serve as a national model that will establish the critical connection between civic engagement and student well-being.

A frequent presenter and consultant at meetings of the Rotary Club and the New York State campus Compact chapters, he has served as a volunteer mediator for New Justice Conflict Resolution Services and a volunteer for Syracuse Habitat for Humanity. Within his profession, he is a reviewer for Michigan Journal of Community and Service Learning.

He holds a Bachelor of Arts in politics from Wake Forest University and an Master of Public Administration from University of Georgia. Kendrick earned a Ph.D. in social science as well as a certificate in achievement in conflict analysis and resolution from Syracuse University’s Maxwell School of Citizenship and Public Affairs.

ADP Query about Tenure and Promotion Practices that Recognize Democratically Engaged Teaching and Scholarship

By Cecilia M. Orphan, National Manager, American Democracy Project

A signature feature of the American Democracy Project is its focus on creating university institutional intentionality for preparing informed, engaged citizens for our democracy. Tenure and promotion policies and practices that encourage faculty commitment to civic engagement are an important component of this institutional commitment to activating students for lives of engaged citizenship. To this end, we would like to know how your university recognizes civic education and engagement in its tenure and promotion guidelines.

An ADP Coordinator at a school in Tennessee has done preliminary investigations into how engaged learning and scholarship is recognized in tenure and promotion guidelines at a number of institutions. She found that many universities count “community-based learning” in their tenure and promotion policies. As she astutely observes, community-based learning and all that it connotes is important and critical, but it stops somewhat short of describing all that is entailed in democratically engaged teaching and scholarship. She would like to know if there “there are short, pithy, potent terms/phrases (not to replace “community-based learning” but as a conceptual supplement to it) to add throughout universities’ tenure and promotion wording as guidance objectives and touch points?”

As far as we can tell, community-based learning is fairly well embedded in many tenure and promotion guidelines (as are service learning and experiential learning). As we have often observed, though, community-based learning, service learning, and experiential learning are frameworks, processes, tools, and mechanisms for student empowerment and engagement.  The even larger goal, of course, is awakening students to active citizenship and to their responsibilities in and to a participatory democracy. So the question becomes, how do we fully articulate the role of the faculty member in activating students as citizens in a way that extends beyond discrete tools, mechanisms, and specific teaching strategies (such as service learning, community-based learning, etc.)?

The field of civic education uses a lot of different terms, sometimes without much precision. We are particularly interested in collecting precise and descriptive language as guidance for objectives and touch points for tenure and promotion guidelines, but we want to see any tenure and promotion language that refers to educating students for active citizenship.

To contribute to this discussion and share your campus’s practices, please complete this brief, online survey. Thank you in advance for your help. The results will be shared with all ADP campuses. We hope to uncover best-practices for encouraging engaged teaching and scholarship through this query.

To fill out the online query about Tenure and Promotion practices, please visit this website.


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