Faculty Development and Support

  • Workshops -- Customized one-hour to multi-day interactive, hands-on sessions supporting individual and collaborative exploration of key design principles in community-engaged teaching, learning, and scholarship. Topics include: introduction to service-learning; critical reflection, assessment of student learning, partnerships in service-learning and community engagement, scholarship of teaching and learning, community engaged scholarship, community based research, civic learning, student leadership in service-learning, etc.
  • Immersions -- Faculty (often with community partners and students) experience service-learning first-hand, as students. Through half-day to day-long events, they engage with academic content, participate in relevant service, and undertake multiple critical reflection activities designed to generate and document their own learning. A concluding debrief of the event as a microcosm of community-engaged teaching, learning, and scholarship helps participants better understand the benefits and challenges students face as service-learners as well as the process of designing for successful service-learning and the prospects for related scholarship.
  • Retreats -- Over the course of several days, through an experiential learning process , faculty participants collaboratively explore the dynamics of community-engaged teaching, learning, and scholarship and begin to design their own courses and associated scholarship projects. Retreats include advance readings and reflection, an immersion activity, and sessions focused on instructional design, partnership development, critical reflection, assessment, and capacity building for learning through counter-normative pedagogies.  Participants come back together following the retreat to present revised syllabi and share lingering questions.
  • Faculty Learning Communities -- New and/or veteran service-learning faculty enter into long-term collaborations focused on enhanced teaching, on collaborative scholarship, and on peer mentoring. Activities may include readings and discussion, individual and collaborative reflection on the experience of teaching with and/or conducting scholarship on service-learning, development of conference and grant proposals, and collaborative writing projects and presentations.
  • EDGES -- EDGES (Education and Discovery Grounded in Engaged Scholarship) is a nationally-recognized faculty development program; it was created by Patti Clayton, Audrey Jaeger, and Jessica Jameson, with input from colleagues at NC State University and from national engagement scholars and with funding from the “Faculty for the Engaged Campus” initiative of Community-Campus Partnerships for Health (CCPH) and the Fund for the Improvement of Secondary Education (FIPSE). EDGES is a developmentally-structured, competency-based approach to supporting faculty in the design and implementation of community-engaged scholarship projects during key transition points (or “edges”) in their career paths—projects that, in turn, involve students at key transition points in their undergraduate careers. Doctoral students and faculty undertake a year-long program, in career stage cohorts, including professional development activities (both within and across stage cohorts) oriented toward the development of community-engaged scholarship projects (focused on teaching or research) to be implemented with students (in the first or last year of their undergraduate careers). EDGES creates an inter-generational learning community of novice and senior faculty, provides experiential collaborative learning opportunities for faculty and their community partners, makes explicit the connection of community-engaged scholarship to education (teaching) and discovery (research), facilitates the reflective implementation of new projects, enhances the curriculum, and deepens the field’s understanding of community-engaged scholarship across career stages.

Curricular Design

  • Nonprofit Studies Minor -- Supporting a faculty/staff/student cohort in a multi-year project to design, implement, and conduct scholarship of teaching and learning on a new minor grounded in threaded (sequential) service-learning and structured in accordance with Bloom's Taxonomy as applied to five key themes (conceptualized as leadership challenges facing the nonprofit sector): aligning mission, methods, and resources; balancing individual interests and the common good; earning the public trust; moving from charity to systemic change; and capitalizing on opportunities associated with diversity.

Multi-year Collaborative Scholarship 

  • Providing professional development and support for faculty cohorts engaged in scholarship of teaching and learning on the DEAL Model for Critical Reflection
  • Convening service-learning professionals and faculty state-wide to envision and pilot a Research & Scholarship Initiative, focused on building capacity for research related to service-learning (partially supported by North Carolina Campus Compact)
  • Example projects:
    • Beyond Reciprocity: Investigating Transactional and Transformative Dimensions of Partnerships in Service-Learning -- Using the SOFAR model for partnerships in service-learning and community engagement, investigators examine various dimensions of the relationships among the full range of participants (Students, Community Organizations, Faculty, Administrators, and Community Residents), including their transactional and transformational qualities. This research provides a means to explore questions related to partnership development, maintenance, and growth as well as a mechanism to determine desired partnership enhancements and to design supportive interventions.
    • Student Learning, Faculty Learning, and the Relationship Between Them -- Tools and processes originally developed for the investigation of student learning are adapted and applied to generate and assess faculty learning as well as the relationship between the learning of students and of faculty (how they influence one another, how they are similar and different, etc.).
    • Integrating Critical Reflection and Assessment to Generate, Deepen, and Document Student Learning within and across Courses -- Investigators design critical reflection mechanisms in accordance with explicit learning objectives, implement reflection strategies per their design for mutually-reinforcing research and learning opportunities, gather and collaboratively score student reflection products (e.g., against the DEAL Model's rubric for critical thinking and/or for learning objectives), and use the resulting assessment data to refine learning objectives, reflection prompts, feedback processes, classroom-based capacity building activities, etc.

Institutionalization Efforts

  • Professional Development for Senior Administrators, Deans, and Department Heads -- Supporting institutional leaders in exploring benefits and challenges of community-engaged teaching, learning, and scholarship; in considering the capacity building needs and opportunities of their units; in conducting curricular mapping; and in developing intra- and inter-unit collaborations.
  • Carnegie Community Engagement Classification Application -- Supporting campus teams in preparing applications

Engaged Student Scholarship 

  • Supporting undergraduate students in designing and conducting capstone projects, often but not necessarily undertaken abroad. Students have undertaken such projects in the Philippines (conducting program evaluation on HIV/AIDS education), in Siberia (helping to develop new curricula), in Ecuador (conducting ethno-botanical inventories and supporting local community organizing), and in Thailand (supporting AIDS education efforts). Experienced students helped to create a “Guidebook for Self-Designed Capstone Projects,” mentored their peers in this process, presented this model at national conferences, and worked with other programs to develop similar opportunities.
  • Supporting upperclass undergraduates in a community-engaged Honors seminar: Camp Woodbine project (a partnership with a local surgeon to establish a camp for hearing-impaired children and their families, including helping design land-use plans and curricula for a hippo-therapy facility): facilitating student design of the learning process and student-faculty reflection.
  • Supporting graduate students in integrating community engagement and related scholarship and leadership into their advanced studies

Student Leadership in Service-Learning

  • Mentoring students in designing their undergraduate and graduate careers as "developmental journeys" with community-engaged teaching, learning, and scholarship -- from co-curricular and curricular service-learning experiences to roles as community liaisons and reflection leaders to participation on research teams to capstone projects to opportunities to co-present at conferences and co-author articles and book chapters.
  • Changing Paradigms of Leadership, Learning, and Service -- A seminar-style, service-learning enhanced course focused on how, in the western world of the early 21st century, we are coming to understand leadership and learning and service in less hierarchical, more participatory and collaborative ways and on the implications of these new understandings for our own growth as leaders and scholars and citizens. Course designed to help prepare students for leadership roles in supporting and advancing community-engaged teaching, learning, and scholarship.

Service-Learning Enhanced Courses

  • Environmental Ethics, First Year Inquiry -- A special section designed specifically for first year students, in which the service-learning project involved collaboration with the Hillsborough Street Partnership (HSP), a grassroots, community-based effort, bringing together homeowners, merchants, the university, the DOT, and local government to reclaim and revision Hillsborough Street. The students developed a webpage for the HSP and put on an Earth Day celebration as a way to help bring members of the local community into the revisioning process; interviewed members of the HSP Board and compiled an analysis of their various perspectives on the process and objectives; and gathered information from street users, students, and others to use in making recommendations. Through their service with the HSP the students encountered first-hand the dilemmas of ethical decision-making and the complexities of sustainable development. Through critical reflection via in-class and out-of-class discussion sessions and a guided journal, they learned that collaborators do not necessarily share values and agendas yet find concrete ways to work together across their differences and that environmental quality is an important component of many people’s sense of community.
  • Contemporary Science, Technology, and Human Values -- A seminar in which students partnered with assisted living facilities on The Computer Literacy Project, focused on enhanced access to and understanding of computer technology among the elderly. Students solicited donations of computer equipment from local companies and installed the computers, worked with the organizations to acquire Internet service, and taught the residents to use email and to surf the World Wide Web. Reflecting on these experiences online, through a guided journal, and in peer-led reflection sessions, the students assessed their own comfort levels in working with elderly individuals, considered how youth and technological literacy are sources of power in our society, and debated whether technological literacy is in fact a need articulated by this population. The students struggled with challenging collaborative processes and learned how wide the gap can be between envisioning change and enacting it within organizational constraints.

Accreditation

  • Collaborating to envision, draft, and implement a Quality Enhancement Plan focused on a developmentally-designed service-learning requirement

Evaluation Projects

  • Campus-wide Office of Faculty Development
  • State-level professional development for campus teams
  • Multi-institutional pilot of an international Masters degree program

Events

  • Celebration of Service-Learning: Campus-wide event showcasing curricular and co-curricular service-learning projects
  • Community Partner Think Tank and Fair: Campus-wide event showcasing multiple community organizations and bringing community partners, faculty, and students together to examine and enhance partnership processes