Institutionalizing Community Engagement at the College Level

2019 ◽  
Vol 8 (3) ◽  
Keyword(s):  
Community Engagement ◽  
College Level

scholarly journals Institutionalizing Community Engagement: The College Within a University as a Missing Organizational Link

2019 ◽  
Vol 8 (3) ◽  
Keyword(s):  
Organizational Change ◽  
Community Engagement ◽  
College Level ◽  
Engaged Scholarship ◽  
Core Value ◽  
Community Engaged Scholarship ◽  
Assessment Rubric

This article examines organizational change that can be implemented at the level of a college in a university in order to institutionalize community-engaged scholarship as a core value of the college. Through the development and implementation of an assessment rubric, the authors argue that college-level institutionalization of community-engaged scholarship can be evaluated as a complement to department- and institution-level efforts. Attention to college-level engagement offers new possibilities for deeper institutionalization of community-engaged scholarship.

scholarly journals Utilizing the College-Level Community Engagement Assessment Rubric to Identify Strengths, Weaknesses, and Opportunities for Growth in Drexel University’s College of Arts and Sciences

2019 ◽  
Vol 8 (3) ◽  
Keyword(s):  
Civic Engagement ◽  
Community Engagement ◽  
White Paper ◽  
College Level ◽  
Job Descriptions ◽  
Arts And Sciences ◽  
Vision Statements ◽  
Engagement Assessment ◽  
Faculty And Administrators ◽  
Assessment Rubric

Drexel University’s College of Arts and Sciences (CoAS), one of the institution’s largest colleges, has intentionally aimed to grow and deepen its commitment to civic engagement over the last decade. CoAS has demonstrated a significant commitment to community engagement by making it a funding priority and creating a leadership position to support engagement. Because of the varying levels and formats of the college’s civic-engagement efforts, a process of assessment was needed. To channel assessment efforts, a faculty working group adopted Saltmarsh and Middleton’s pilot assessment rubric. A group of seven engaged faculty from across the college and the executive director of the Lindy Center for Civic Engagement analyzed campus websites, press releases, and presidential addresses. The group also examined additional indicators associated with policies, practices, structures, communication, and culture in the form of mission and vision statements, faculty and staff job descriptions, strategic plans, student recruitment materials, tenure and teaching faculty reviews, faculty contracts, operational budgets, and course learning objectives. These data allowed for formative and substantive evaluation of the college’s civic engagement and scholarship. A final white paper was presented to both the dean of the College of Arts and Sciences and the senior vice provost of University and Community Partnerships. Moving forward, this pilot will allow faculty and administrators to strategically address multiple dimensions of engagement at the collegiate and institutional loci.

Are We Engaged? A College-Level Inventory of Community Engagement in Weber State University’s College of Arts and Humanities

2019 ◽  
Vol 8 (3) ◽  
Keyword(s):  
Community Engagement ◽  
Faculty Members ◽  
College Level ◽  
Engaged Learning ◽  
Self Assessment ◽  
Arts And Humanities ◽  
Primary Finding ◽  
University Level ◽  
Stage 1 ◽  
The University

In the study discussed in this article, a group of six faculty members from Weber State University’s Telitha E. Lindquist College of Arts and Humanities tested and applied the Self-Assessment Rubric for the Institutionalization of Community Engagement at the Level of the College Within a University as part of a pilot program. Based on this application of the rubric, the group found that the college tended toward the “Emerging” stage (i.e., Stage 1) for most items, indicating a need to continue developing programs and practices that center on community engagement (CE) within the college. The primary finding from this activity was that CE is fragmented in the college, within its constituent departments, and at the university level. This fragmentation limits the effectiveness of community-engaged learning, teaching, and scholarship. The authors discuss the group’s findings and interpretations of the rubric elements and offer recommendations for future use of the engaged college rubric.

Co-Constructing Knowledge Spheres in the Academy: Developing Frameworks and Tools for Advancing Publicly Engaged Scholarship

2018 ◽  
Vol 53 (4) ◽  
pp. 532-561 ◽  
Author(s):  
Timothy K. Eatman ◽  
Gaelle Ivory ◽  
John Saltmarsh ◽  
Michael Middleton ◽  
Amanda Wittman ◽  
...  
Keyword(s):  
Higher Education ◽  
Institutional Change ◽  
Community Engagement ◽  
Change Agents ◽  
College Level ◽  
Engaged Scholarship ◽  
Institutional Policies ◽  
Constructing Knowledge ◽  
Critical Site

Publicly engaged scholarship (PES) has emerged as a powerful force, yet institutional policies and cultures have often inhibited its acceptance in the academy. This article considers the benefits of PES for higher education as well as the obstacles to its enactment. It identifies the college level as a critical site for change and offers a rubric for institutional change agents to use to assess support for community engagement at the college level and identify avenues for further progress. The authors also grapple with tensions inherent in promoting PES at institutions that have historically served as agents of domination and oppression.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Supporting Birth-to-Five Development Through Community Engagement

2016 ◽  
Author(s):  
Beth A. Haines ◽  
Kathy Immel ◽  
Alison R. Kleppin ◽  
Kathryn L. Taber ◽  
Brittni T. Adekoya ◽  
...  
Keyword(s):  
Community Engagement
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