1. Strengthening Institutional Support for Service Learning and Civic Engagement
Robert G. Bringle, Ph.D.
Chancellor’s Professor of Psychology and Philanthropic Studies
Director, Center for Service and Learning
Indiana University-Purdue University Indianapolis

2. Boyer’s Civic Engagement
The scholarship of engagement means connecting the rich resources of the university to our most pressing social, civic, and ethical problems, to our children, to our schools, to our teachers, and to our cities.
-Boyer (1996)

3. Boyer’s Civic Engagement
What is needed is not just more programs, but a larger purpose, a larger sense of mission, a larger clarity of direction.
Ultimately, the scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and more creatively with each other.

4. Criterion Five: Engagement and Service
Learn from constituencies and analyze capacity to serve
Commitment and capacity to engage and provide service
Demonstrate responsiveness to dependent constituencies
Internal and external constituencies value the organization’s services

5. Engagement, Outreach, and Public Service
Civic Education
Civic Engagement
Community engagement
Community-based Learning
Community Service
Engaged Scholarship
Experiential Learning
Outreach
Participatory Action Research
Partnerships
Professional Service
Public Scholar
Public Service
Scholarship of Engagement
Scholarship on Engagement
Service
Service Learning
Student Engagement
Voluntary Service

6. Faculty and Student Activities In the Community

7. Community Involvement
Teaching, research, and service in the community
Occurs in profit, nonprofit, and government sectors
Has no geographic boundaries

8. Differentiation of Terms
Community Involvement
Defined by location
Occurs in the community
Civic Engagement
Defined by location and process
Occurs in and with the community
Demonstrates democratic values of participation
Impact + Partnerships

9. IUPUI Definition of Civic Engagement
Civic engagement is 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 that is consistent with the campus mission.

10. Faculty and Student Activities In the Community

11. AAC&U’s Survey of Employers
Best methods for ensuring that graduates have knowledge/skills:
Internship/community-based project where students apply college learning in real-world setting.
83% “Very Effective” and “Fairly Effective”
Senior project incorporating depth of knowledge, problem-solving, writing, and analytic reasoning skills. 79%
Essay tests 60%
Electronic portfolio 56%
Multiple Choice Exams 32%

12. Community-Based Learning
Not all community-based instruction is service learning
Field work experiences (e.g., Museum Studies, Anthropology)
Cooperative Education
Internship
Practicum
Service Learning
Pre-professional field experiences: Clinicals, Student Teaching
Applied Learning
Experiential Learning
Public Service-Focused Learning
Academically-Based Community Learning
Academic Service Learning
Student Engagement

13. Service Learning
A course-based, credit bearing educational experience in which students
Participate in an organized service activity that meets identified community goals
Reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility
(Bringle & Hatcher, 1997)

14. Key Elements of Service Learning
Reflection
“Perplexity” (Dewey, 1933)
Activities to structure learning from the service experience
Reciprocity
Partnerships
Dialogue to structure the service experience
Civic Education
define 4

15. Distinctions Among Approaches to Service & Experiential Learning
Recipient
BENEFICIARY
Provider
Service
FOCUS
Learning
SERVICE LEARNING
COMMUNITY SERVICE
FIELD EDUCATION
VOLUNTEERISM
INTERNSHIP
(Furco, 1996)

16. Why Service Learning in Higher Education?
Good Pedagogy
Structures Educationally Meaningful Service
Addresses Community Needs
Promotes Civic Responsibility
Student Development
Student Persistence and Retention
Supports an Expanding Role of Higher Education

17. Promoting Learning for Understanding
Active Engagement
Frequent Feedback
Collaboration
Cognitive Apprenticeship
Practical Application
Marchese

18. Why do we need more than a vocational education
Why do we need more than a vocational education? In part, because we live more than a vocational life: we live a larger civic life and we have to be educated for it.
- D. Mathews

19. What is Good Citizenship?
Battistoni (2002)
Civic Professionalism
Social Responsibility
Social Justice
Connected Knowing: Ethic of Care
Public Leadership
Public Intellectual
Engaged/Public Scholarship

20. Faculty and Student Activities In the Community

21. Professional Service
Service applies a faculty member’s knowledge, skills, and expertise as an educator, a member of a discipline or profession, and a participant in an institution to benefit students, the institution, the discipline or profession, and the community in a manner consistent with the mission of the university.
Indiana University: Defining, documenting, and evaluating. (

22. Unsatisfactory (Documentation of) Service?
Only listing university committees
No evidence of nature of activities or results
Evidence on outcomes, but no evidence of individual role
No review by others
No evidence on how service work is consistent with professional development or goals

23. Issues Related to Service
Time on task: Difficult to use as a criterion, although scope may be relevant
Remuneration: Typically not relevant
Process vs. Outcomes: Must be balanced, but process should not be emphasized to the detriment of demonstrating outcomes

24. Differentiation of Terms
Doing An Activity
Teaching, Research, or Service
Well-informed
Scholarly Teaching
Scholarly Discovery
Scholarly Service
Contributing to Knowledge
Scholarship of Teaching
Scholarship of Service
Scholarship of Discovery

25. Advancement And Tenure Are Decisions About The Academic Nature Of Work
There are differences between professional service as scholarship and
Doing good
Doing one’s job well
Administrative work
Clerical work
Evaluation for a merit increase
Collegiality
Citizenship

26. Promotion & Tenure for Professional Service
Service documented as academic work
Evidence of significance and impact from multiple sources
Evidence of individual contributions
Evidence of growth and leadership
Dissemination, including publications (some of which are peer-reviewed academic ones)
Dissemination to peers, clients, patients
Peer review of professional service, including process and outcomes

27. Faculty and Student Activities In the Community

28. Participatory Action Research
Collaboration between the campus and community Partnerships
Democratization of knowledge that acknowledges different ways of knowing and different types of knowledge
Social change through actions based on the research that promote social justice.
Strand et al., 2003

29. Participatory Action Research
Focus on the adequacy of the process as well as the outcomes
Peer review by multiple stakeholders, including academic
Outcomes for multiple stakeholders
Dissemination to multiple stakeholders

30. Harkavy: Why Emphasize Civic Engagement?
Responsible and Moral Choice
Improve the Quality of All Academic Work
Self-interest

31. University Administration
Mission
President
University Administration
Promotion & Tenure
School
Dean
Department
Chair
Faculty
Students
Staff
Support Services

32. Two Types of Engagement
Institutionalization of
Service Learning
Low High
Institutionalization
Of Other Types
Of Engagement
Research I
Liberal Arts
Community
Colleges
Land Grant
Boyer’s New American
College
High Low

33. To institutionalize service-learning effectively, service-learning must be viewed not as a discrete “program” but as a means to accomplish other important goals for the campus.
Furco & Holland

34. Comprehensive Action Plan for Service Learning (CAPSL)
Bringle, R.G., & Hatcher, J.A. (1996). Implementing service learning in higher education. Journal of Higher Education, 67,
Bringle, R. G., & Hatcher, J. A. (2000). Institutionalization of service learning in higher education. Journal of Higher Education, 71(3),
Bringle, R. G., Hatcher, J. A., Hamilton, S., & Young, P. (2001). Planning and assessing campus/community engagement. Metropolitan Universities, 12(3),

35. Holland’s Areas of Development
Mission,
Organizational structure
Faculty Involvement
Promotion and Tenure
Student Involvement
Community Involvement
Publications and University Relations

36. Service Learning as a Subversive Activity
Develops the public purposes of higher education
Change the traditional assumptions about faculty work
Change the way faculty teach
Increase interdisciplinary work
Contribute to the nature of first-year, honors, scholarships, capstones
Promote democratic values in the academy and with the community
Broaden assessment
Broaden promotion and tenure
Increase the salience of service in the campus culture
Change campus/community relationships
Change institutional accreditation and quality assurance

37. NCA Accreditation Process and Carnegie Documentation
Focuses institution-wide attention
Assures public of institutional quality
Supports institutional improvement
Expands literacy and understanding
Creates critical data sets
Facilitates decisions, planning
Spurs institutional, strategic change
Connects CE to other institutional work

38. IUPUI NCA: Three Primary Tasks*
What are we doing in CE?
How well are we doing CE?
What should we, as a campus, be doing in central Indiana?
*NOTE: Prior to release of 2003 Criterion 5

39. NCA Self-Study of Civic Engagement
I. Enhance capacity for civic engagement
A. Demonstrate advocacy and support
B. Expand internal resources and infrastructure
C. Secure external funding
D. Document the quality and impact
II. Enhance civic activities, partnerships, and patient and client
services
A. Offer academic community-based learning opportunities
B. Engage in community-based research
C. Provide professional services
D. Create opportunities for community service
III. Intensify commitment and accountability to Indianapolis
Central Indiana, and Indiana
A. Establish widespread community participation
B. Establish widespread campus participation
C. Conduct regular forums on the campus community agenda
for central Indiana.
IV. Identify strengths and challenges for future work

40. Civic Engagement Inventory
Document/categorize CE activities
Topical issues (e.g., homeless)
Academic unit
Increase understanding of CE
Internally (e.g., planning, collaboration)
Externally
Provide recognition for CE
Schools/campus reports
Individual faculty
Contribute to quality and impact
Hope to replace with eFAR

41. Institutional Portfolio
A focused selection of real work, combined with narrative interpretation and reflection, that demonstrates institutional achievements and shows learning and improvement over time—i.e., “institutional effectiveness.”

42. Why Electronic?
Information more accessible, transparent, authentic, dynamic, interactive—you can show something, not just describe it
Can be updated
Accommodates multiple types of evidence
Focus on evidence and alignment
Information accessed/linked more efficiently (e.g., to support recommendations and conclusions, contextualize information)
Facilitates campus involvement

44. Contents Primary materials from students and faculty
Assessment and performance data and reports
Survey results and reports
Statistical information
Narrative analysis, interpretation, and reflection

45. Levels of Aggregation Individual (examples)
Program or other unit (reports)
Institution (performance indicators)

46. Portfolio Audiences Accrediting agencies Community leaders and members
State governments
Prospective/current students
Prospective/current faculty, administrators, staff
Employers

47. Purposes
Internal Objectives (e.g., strategic planning, reports, exemplars)
External Representations
Accreditation
Carnegie Pilot Project
Quality Assessment
Research

48. Benefits
Can foster ongoing conversation about learning, improvement, and assessment
Catalyst for making improvement efforts more continuous, coordinated, collaborative, and complete
Promotes faculty development in ways compatible with institutional needs
Enhances stakeholder understanding of institution’s special mission, roles. and accomplishments
Demonstrates accountability and credibility
Can be updated

49. Institutional Maturity
Lots of counting
Lots of counting of what’s available
Look for the intersection of (a) practical to collect and (b) meaningful
Need more on outcomes, evaluation, impact
Developing partners to help (e.g., Institutional Research)

50. Tips Identify leadership for CE assessment
Customize process to advance campus goals
Use to expand capacity of institutional research
Use to develop community voice and participation
Identify multiple purposes
Analysis must be mission driven

51. What we see in IUPUI’s future
Assessing knowledge, skills,
and dispositions of civic
outcomes through narratives from
Service learning classes
Civic engagement programs
School-based curricular outcomes
Developing a campus/community agenda
Community impact– 1 study completed
Faculty outcomes (e.g., publications)

52. Fundamental Issue!
In what significant ways is the intellectual culture of YOUR CAMPUS incompatible with programs that embrace civic engagement?

53. Walshok
Are you asking faculty to account for the PUBLIC MEANING and impact of their scholarship beyond the discipline or profession?
How is civic engagement presented as an INTELLECTUAL IMPERATIVE?
How is the institution INTENTIONALLY supporting faculty (e.g., enabling infrastructures) with an interest in civic engagement activities?

54. Resources for Civic Engagement
Battistoni, R. (2001). Civic engagement across the curriculum: A resource book for service-learning faculty in all disciplines. Providence, RI: Campus Compact.
Boyer, E. (1991, March 9). Creating the new American college. Chronicle of Higher Education, A18.
Boyer, E. (1996). The scholarship of engagement. The Journal of Public Service and Outreach, 1(1),
Bringle, R., Games, R., & Malloy, E. (1999) Colleges and universities as citizens. Needham, MA: Allyn and Bacon.
Checkoway, B. (2001). Renewing the civic mission of the American research university. Journal of Higher Education, 72(2),
Colby, A., Ehrlich, T., Beaumont, E., Stephens, J.(2003). Educating citizens. San Francisco: Jossey-Bass.
Driscoll, A., & Lynton, E. (1999). Making outreach visible: A guide to documenting professional service outreach. Washington, DC: American Association of Higher Education.

55. Resources for Civic Engagement
Ehrlich, T. (Ed.) (2000). Higher education and civic responsibility. Phoenix, AZ: Oryz Press.
Glassick, C.E., Huber, M.T., & Maeroff, G.I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.
IUPUI institutional portfolio on civic engagement: North Central Association accreditation. (
Langseth, M., & Plater, W. M. (in press). Public work and the academy: A guidebook for academic administrators on civic engagement and service-learning. Anker Press.
Lynton, E. (1995). Making the case for professional service. Washington, DC: American Association for Higher Education.
National Review Board for the Scholarship of Engagement (
Indiana University: Defining, documenting, and evaluating. (

56. Websites IUPUI P&T Guidelines
Center for Service and Learning
Community-Campus Partnership for Health
National Review Board Scholarship of Engagement
Committee on Institutional Cooperation
Campus Compact
National Clearinghouse for Service Learning