1. The Scholarship of Civic Engagement Adapted from a presentation by Robert G. Bringle Director, Center for Service and Learning Indiana University-Purdue University Indianapolis

2. TSU’s Mission Teaching and Learning Research, Scholarship, and Creative Activity Service - Locally, Nationally, and Globally

3. Boyer’s New American College A new model of excellence Undergraduates involved in social issues Application of theory to practice Integrated view of knowledge Classrooms extended into communities

4. Boyer’s New American College Faculty partnerships with practitioners Cross-disciplinary courses New dignity and status to the scholarship of engagement Reflective practitioners

5. Traditional Assumptions About Faculty Work -Rice Research is the central professional endeavor and the focus of academic life. Quality in the profession is maintained by peer review and professional autonomy. Knowledge is pursued for its own sake The pursuit of knowledge is best organized by disciplines.

6. Traditional Assumptions About Faculty Work -Rice Reputations are established in national and international professional associations. Professional rewards and mobility accrue to those who persistently accentuate their specializations. The distinctive task of the academic professional is the pursuit of cognitive truth.

7. Major Shifts in Faculty Work -Rice FromTo Focus on faculty Focus on learning Autonomous Building institutions faculty IndividualisticCollaborative Discipline-basedInterdisciplinary University is Civic engagement separate from community

8. Bringle, R. G., Games, R., & Malloy, E.A. (1999). Colleges and Universities as Citizens. Needham Heights, MA: Allyn & Bacon.

9. 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. Teaching, research, and professional service in and with the community.

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

11. 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)

12. Why Service Learning in Higher Education? Good Pedagogy Structured Service Civic Responsibility Student Development Expanding Role of Higher Education Student Persistence and Retention Supports an expanding role of higher education Addresses community need

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

14. Key Principles Academic credit is for learning, not service. Set learning goals for students. Establish criteria for the selection of community service placements. Be prepared for uncertainty and variation in student learning outcomes. Maximize the community responsibility for orientation of the course. Do not compromise academic rigor. (Howard, 1993)

15. Service Learning as a Subversive Activity 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 Change institutional accreditation Broaden assessment Broaden promotion and tenure Contribute to the campus culture Change campus/community relationships Promote democratic values in the academy and with the community

16. 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.

17. Boyer’s Criteria Clear Goals Adequate Preparation Appropriate Methods Significant Results Effective Communication Reflective Critique

18. Scholarly Service will have Multiple sources of evidence on impact Clear academic qualities Demonstrated effective dissemination to relevant stakeholders, including academic ones Publications, including academic ones Peer review Demonstrated professional growth

19. 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

20. 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

21. Promotion & Tenure for Professional Service Service documented as intellectual work Evidence of significance and impact from multiple sources Evidence of individual contributions Evidence of leadership Dissemination through peer reviewed publications Dissemination to peers, clients, patients Peer review of professional service

22. Good Documentation of Scholarly Service will... Clearly portray the role of the candidate in each service activity Clearly illustrate how the service activities represent well informed plans for achieving goals Clearly demonstrate coherence with professional development of the candidate

23. 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, 221-239. Bringle, R. G., & Hatcher, J. A. (2000). Institutionalization of service learning in higher education. Journal of Higher Education, 71(3), 273-290. Bringle, R. G., Hatcher, J. A., Hamilton, S., & Young, P. (2001). Planning and assessing campus/community engagement. Metropolitan Universities, 12(3), 89-99.