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 critical 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.


  • 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


  • 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