1. Dan Sarofian-Butin, PhD
Institutionalizing High Impact and Community Engagement Practices in Higher Education Through Academic Programs
-- WORKSHOP –
Washburn University
January 31, 2017
Dan Sarofian-Butin, PhD
Executive Summary: There are by now over sixty academic programs – certificates, minors, and majors – that allow students to get an academic degree in community engagement, broadly construed. This workshop provides an overview of these programs, outlining best practices, their structures, and strategies for how to start such a program. Additionally, this workshop offers both a pragmatic and theoretical discussion for how such academic programs can serve as a critical next step in institutionalizing high impact and community engagement practices at Washburn.
Agenda
Introduction and Overview
“Housekeeping”
HICEP Spectrum of Institutionalization
Examples of Academic Programs in Community Engagement
How To Structure an Academic Program
Key Issues
Examples of Transcript Designation
Undergraduate Research
Service-Learning
HICEP Institutionalization – Next Steps?
Some Key Readings
Dan Butin “Rethinking the ‘Apprenticeship of Liberty’: The Case for Academic Programs in Community Engagement in Higher Education” Journal of College & Character. Volume 13(1). Pp. 1-8.
Dan Butin and Scott Seider. (Eds.) The Engaged Campus: Certificates, Minors and Majors as the New Community Engagement. NY: Palgrave.
Dan Butin Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education. NY: Palgrave.
Dan Butin “Can I Major in Service-Learning? An Empirical Analysis of Majors, Minors, and Certificates”, Journal of College and Character, 11(2). Pp

2. Some “Housekeeping” & Context…
High Impact Practices
Service-learning
Undergraduate research
Learning communities
Capstone experiences
First-year seminars
Community Engagement
Civic Engagement
Public Work
Translational Research
Service-learning
Community-based Research
Focus: practices with potential to scaffold
I have an agenda: “disciplining” community engagement
No agreed-upon definition
We must be critical…
Academic programs: majors, minors, certificates
…in order to be sustainable

3. HICEP Spectrum of Institutionalization
Course
Certificate
Minor
Major ?
COURSE
CERTIFICATE
MINOR
MAJOR
Sustainability
Low
[faculty-dependent]
High
[institutional legitimacy]
Medium
[enrollment-dependent]
[academic legitimacy]
Key Issues
Quality of HICEP experience
Criteria for designating HICEP exp.
Incentive for faculty to create course
Vision for certificate
Incentive for students to participate
Vision for academic program
Legitimacy of academic program
Mechanism
Course and/or transcript designator approval process
Structure for certificate
New program approval process
Vision for minor
Structure for minor
Vision for major
Structure for major
Oversight
Cross-institutional committee
Department

4. Examples of Academic Programs in Community Engagement
INSTITUTION
MAJOR
Alverno College
Community Leadership
Emory and Henry College
Public Policy and Community Service
Merrimack College
Community Engagement (graduate)
Providence College
Public and Community Service Studies
UC Santa Cruz
Community Studies
University of Baltimore
Community Studies and Civic Engagement
University of Connecticut
Urban and Community Studies
INSTITUTION
MINOR
Allegheny College
Values, Ethics and Social Action
Auburn University
Community and Civic Engagement
California State University, Monterey Bay
Service Learning Leadership
DePaul University
Community Service Studies
Dominican University
Social Justice and Civic Engagement
George Mason University
Public and Community Engagement
Guilford College
Community and Justice Studies
Indiana University
Leadership, Ethics, and Social Action
University of Michigan
Community Action and Social Change
William and Mary
Community Studies
INSTITUTION
CERTIFICATE
Bentley University
Service-Learning
Indiana University- Bloomington
Political and Civic Engagement
Saint Louis University
Service Leadership
University of Alaska - Anchorage
Civic Engagement
University of Pittsburgh
Civic Engagement and Community Service
University of Wisconsin - Milwaukee
Community Leadership

5. How To Structure an Academic Program
Introduction
(e.g. orientation session; course)
Foundational Core
Academic Courses
(HICEP designated)
Field-based experience
(e.g., internship; community-based research; study abroad)
Capstone
(e.g. student conference presentation; thesis; course)
Academic credits
CERTIFICATE
EXPERIENCE
Usually required
EXPERIENCE – 2-4 HICEP components
COURSE – 1-2 HICEP-designated (cross-institutional)
Required
May or may not be required
4-10
MINOR
COURSE
EXPERIENCE or COURSE
8-16
MAJOR
COURSE(s) – 1-2 Required Courses (e.g. methods; theory) within the major
Elective Courses within the major
EXPERIENCE or COURSE(s) (FBE may be embedded within the course)
32+
“Bookend” Structure
A Key Requirement for Academic Programs
EXPERIENCE = non-credit bearing
COURSE = credit-bearing

6. Key Insights for Deep Institutionalization
INTELLECTUAL MOVEMENT
Depth
Focus
Questions
Handbooks
A discipline (or SoTL; research initiative; research center)
SOCIAL MOVEMENT
Breadth
Diffuse
Answers
Toolkits
A campaign
DEPTH OF PRACTICE
Relevance and impact for all stakeholders; not an add-on
Community engagement as the question (rather than “the answer”)
PEDAGOGICAL LEGITIMACY
Scholarship of Teaching & Learning; faculty’s “signature work”
“Community as text”
COURSE & PROGRAM INTEGRITY
academic freedom
Community engagement as critical inquiry rather than an “add-on”
HICEP is a means to a goal; not the goal in and of itself
Goal = student learning
Can be conceptualized like any other academic goal
e.g., Major in Citizenship and Service
Can be structured like any other academic goal
e.g., Core Courses; Methods courses; Thesis
Means = academic practice
Can be evaluated like any other academic practice
e.g., Reflection papers, quiz, project
Can be rewarded like any other academic practice
e.g., public scholarship within tenure and promotion
RELEVANCE
Academic integrity
RECIPROCITY
Meaningful community participation & impact
REFLECTION
Experience is never transparent
RESPECT
Avoiding the “community as lab” phenomenon

7. Transcript Designation – Undergraduate Research (a sample)
Oklahoma State University
SUNY Cortland
For a minimum of two semesters, be engaged in and contribute substantively to a research or creative project under the direction of a faculty member and/or faculty-led team;
Present his/her research or creative project at a state, regional, or national conference and/or juried artistic venue, such as an art exhibition, concert or festival;
Publish (or have accepted for publication) his/her research or creative project in a refereed [peer reviewed] research, professional journal.
Demonstrated original research or creative activity that is substantial in terms of effort, outcomes and experiential learning. Examples include:
Successful completion of a Cortland Undergraduate Summer Research Fellowship under the guidance of a faculty mentor.
Successful completion of at least two semesters of credit-bearing independent investigation courses in which the student has carried out a substantial original scholarly research project or creative activity under the guidance of a faculty mentor.
An Honor’s or senior thesis in which the student has carried out a substantial original scholarly research project or creative activity under the guidance of a faculty mentor.
A completed internship in which the student has carried out an original scholarly research project or creative activity under the supervision of an organization, community, or business partner.
Co-curricular activity in which the student has carried out a substantial original scholarly research project or creative activity under the guidance of a faculty mentor.
Participation as a lead presenter in a SUNY Cortland Transformations oral or poster presentation
Participation as an author in an oral presentation, poster presentation, creative performance or exhibition in regional, national, or international professional conference or venue outside of SUNY Cortland.
Another option to #3: Author or co-author of a regional, national or international peer-reviewed publication in their discipline outside of SUNY Cortland.
Documentation Required of Student and Faculty Mentor
the student candidate will prepare a portfolio including:
above requirements
a description of research/creative activity
a reflective statement
a college transcript
hourly log
copies of written products (e.g., abstracts of presentations, exhibition or conference programs, publications, etc.) that further document the dissemination requirements
the faculty mentor must also submit a separate report indicating how the student has met the requirement of original research or creative activity that is substantial in terms of effort, outcomes and experiential learning.
Utah State University
Completion of a minimum of two semesters of research, scholarship, or creative activity supervised by a faculty mentor.
Dissemination of research through a recognized venue such as the on-campus Student Showcase, Undergraduate Research Day at the State Capitol, Utah Conference on Undergraduate Research, National Conference on Undergraduate Research, Council on Undergraduate Research’s Posters on the Hill, or a professional conference in the field of study. Alternate venues for creative activity may include art exhibitions or performances.
The endorsement of the faculty mentor(s).

8. Transcript Designation – Service-Learning (a sample)
Widener University
California Campus Compact
Academic Service-Learning Course Preparation
One or more specific learning objectives that will be the focus of the service-learning activity are included in the course syllabus
Clear connection between the service component and academic learning objectives
Service component embedded within pedagogical structure of course
Reflection activities or assignments that help students connect service to content are included in the course
Service Component of Course
Service activities must be mandatory
Students participate in on-going service activities with a minimum of 10 hours required
The nature and plan of the service activity is clearly described in the course syllabus
Learning objectives must address two or more of the Widener institutional learning objectives:
Students will demonstrate the knowledge, skills, and scholarship that are appropriate for the course
Students will be able to think critically and communicate effectively
Students will demonstrate attributes associated with professional and civic leadership
Students will demonstrate characteristics of responsible citizenship
Reflection: Reflection is the use of critical thinking skills to help students connect their academic learning with what they observe and experience in the community. Students engage in well-defined reflection activities throughout the course (pre-service, during service, and post-service).
Reciprocity: The intended benefits to the university, students, and community partner are identified in the syllabus.
Evaluation of Learning Outcomes: Evaluation of learning objectives is addressed in the course syllabus
The syllabus must reflect incorporation of service experience into teaching and learning objectives for the course, as well as an explanation of the service-learning component and pedagogy.
Partner agencies identify needs to be met by students performing service and are involved in planning for the service and evaluation of service; some schools also require that the partner agencies are involved in organizing the course itself.
Faculty and students become acquainted with agencies students are to be placed with prior to students commencing service, understanding agency mission, clientele, location; additionally students receive some training and have a full understanding of their rights and responsibilities in the agency.
Academic credit is earned for learning gained from the experience, not for the service itself; the courses are academically rigorous, as determined by department and college curriculum committees, and are appropriate for students’ academic preparation.
The service experience is informed by knowledge from the discipline and is integrated into the course through readings, projects, class presentations, meaningful and on-going reflection (including dialogues about community issues and the need for service).
The service opportunities are designed to further students’ civic education.
The course must offer students an opportunity to learn from each other in addition to learning from the instructor.
Students must complete a minimum number of hours of service and the community service component must comprise a minimum/maximum (i.e. no less than 15% and no more than 30%) percentage of the total course grade.
The community partnership does not represent a conflict of interest for students or faculty.