Campus Compact » Faculty Resources

Philanthropy-related course syllabi

compact339-admin — Wed, 28 Apr 2010 17:20:26 +0000

A compilation of syllabi on philanthropy.

Partnerships: A Journal of Service-Learning and Civic Engagement

compact339-admin — Tue, 02 Jun 2009 13:34:24 +0000

Partnerships recognizes that successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The articles in this peer-reviewed journal focus on how theories and practices can inform and improve such partnerships, connections, and collaborations. Studies co-authored by faculty, students, and/or community partners; or examining practices across disciplines or campuses; or exploring international networks are all encouraged.

Research Brief: How Can Engaged Campuses Improve Student Success in College?

compact339-admin — Thu, 21 May 2009 15:43:43 +0000

“How Can Engaged Campuses Improve Student Success in College” is a research brief compiled by Campus Compact staff and engaged scholars summarizing available research and resources on the link between campus engagement and college success.

Campus Compact Consulting Corps

compact339-admin — Thu, 14 May 2009 17:08:30 +0000

Campus Compact’s newly expanded Consulting Corps includes individual leaders whose valuable knowledge and diverse perspectives can inform efforts to deepen civic and community engagement in higher education.

Research University Engaged Scholarship Toolkit

compact339-admin — Thu, 14 May 2009 17:04:58 +0000

This toolkit offers a guide to the best resources on engaged scholarship, along with models, exemplars, and original essays. Developed by The Research University Civic Engagement Network (TRUCEN), for which Campus Compact serves as coordinator, the toolkit offers information and resources for all institutions seeking to implement or expand engaged scholarship on campus. (Updated 2010)

Building the Service-Learning Pyramid

admin — Tue, 17 Feb 2009 19:46:03 +0000

Below are concepts and key strategies to support civic education in post-secondary institutions. The ultimate goal of this effort is to move America closer to a nation of responsible, active citizens who are fully vested in the welfare of the democracy.

The pedagogy of service-learning has spread significantly in recent years. In a 1998 survey of Campus Compact’s members, 99% of respondents reported having at least one service-learning course, up from 66% in 1993. Of the 99%, 19% had 40 or more courses, 48% had between 10 and 39 courses, and just 33% had less than 10 courses.

Although widespread, many campuses are only in the early stages of adopting the service-learning pedagogy and seek much guidance and outside expertise. Others, where service-learning has taken hold, grapple with the difficult issues of institutionalizing the practice on their campuses—issues such as redefining faculty roles and rewards and providing the necessary infrastructure. Finally, there is a small number where service-learning is widespread—campuses whose missions are inextricably bound to their civic responsibilities.

This broad range of representation, from introductory to intermediate through advanced practice, comprises what Campus Compact calls the Service-Learning Pyramid.

Introductory Level

At the base of the pyramid is the Introductory Level. Here, large numbers of campuses are experimenting with service-learning. On some campuses, there are just a few interested faculty. On others, campuses have sophisticated student service opportunities and are beginning to recognize how powerful experiences can deepen the students’ commitment and understanding. On still others, presidents have become intrigued with the pedagogy and are urging faculty to try it.

In Campus Compact’s 1998 member survey, 68% of respondents reported that no more than 10% of their faculty is using this pedagogy. Often these campuses have no designated service-learning contact person or if they do, the person is not well known. The service-learning courses at these schools are of uneven quality and many students do not even know they exist. While courses are ‘allowed to happen,’ no campus policies exist to support faculty teaching them and community involvement is on an ad hoc basis.

Intermediate Level

In the center of the pyramid lies a smaller but growing Intermediate Level. In 1998, 23% of Campus Compact campuses had 11% to 25% of their faculty conducting service-learning courses. Campuses at this level have enough courses in a variety of disciplines to begin to think of service-learning as a mainstream practice.

Here, a support system in the form of a community service center and/or a service-learning center likely exists. Just as likely is an exemplary service-learning course in more than one discipline and ‘advanced’ faculty who are showcased on campus. Usually, there is some networking and communication among practitioners on campus. A network of community members is also likely developed.

These campuses are beginning to think about issues of faculty roles and rewards, starting work with chief academic officers and department chairs, looking at student outcomes, and improving their community connections. Intermediate-level campuses are seeking disciplinary support for their faculty. In addition, these campuses are also beginning to address questions of the quality of their service-learning courses, and sometimes, are measuring community impact.

Advanced Level

At the top are the advanced level campuses. These have significant numbers of service-learning courses, and these courses are often only one of multiple strategies to promote student and campus engagement with their community. These campuses enjoy abundant support from the highest levels on the campus, pay attention to faculty roles and rewards, emphasize quality and use in every discipline, have sophisticated community involvement and defined measurable outcomes.

Campus Compact’s 1998 survey reveals that these campuses—as measured by having 25% or more of their faculty involved in service learning—show a significantly higher percentage of students engaged in service. These campuses are more likely to reward student service involvement through scholarships and loan forgiveness. Service-learning courses are more likely to be incorporated into departments, majors, and core curriculum and graduation requirements.

Building the Pyramid

By 2002, more institutions had transitioned to the intermediate and advanced levels of the Service-Learning Pyramid and more of America’s post-secondary institutions were actively and inextricably bound to their communities and to their civic responsibilities.

Campus Compact realized this vision by:

Broadening and deepening institutional support for service-learning
Supporting faculty practitioners at all levels of the pyramid
Exploring the implication of the advanced practice of civic education, deepening the commitment of higher education, and defining the practices of a truly engaged campus.

Impact of Service-Learning: A Review of Current Research

tdomf_26a6d — Thu, 16 Aug 2007 16:10:59 +0000

A research brief from Learn and Serve analyzing the results of service-learning.

Download a PDF here: The Impact of Service Learning

SSRC Guide on Rise of Religion on College Campuses

tdomf_26a6d — Tue, 10 Jul 2007 20:37:52 +0000

Understanding students’ engagement with the ‘big questions’ and with religion and spirituality has become a challenge for those who work on today’s college campuses. To help make sense of these new realities, the Social Science Research Council’s Religious Engagements of American Undergraduates project offers a new online guide, which was derived from a series of essays the project commissioned from leading authorities in the field of religion and American higher education.

Service-Learning Resources

tdomf_26a6d — Fri, 05 Jan 2007 15:02:07 +0000

Campus Compact’s service-learning resources help students, faculty members, service-learning staff, and others create strong programs across academic disciplines.

Campus Compact Service Statistics

tdomf_26a6d — Fri, 05 Jan 2007 14:37:21 +0000

A concise summary of statistics on campus-based service, service-learning, and civic engagement, gleaned from Campus Compact’s annual member survey.

At a Glance: The Impact of Service-Learning

tdomf_26a6d — Fri, 05 Jan 2007 14:17:57 +0000

A paper summarizing the findings of service-learning research in higher education, including an annotated bibliography.

Service-Learning and Civic Engagement Research Directory

tdomf_26a6d — Tue, 28 Nov 2006 15:55:08 +0000

An aggregation of the search pages of primary online resources on service-learning and civic engagement research in K-12 education, teacher education, and higher education. The search databases of these online resources are posted on a single page, providing a one-stop source for accessing available research information from existing databases.

CivicReflection.org

tdomf_26a6d — Tue, 28 Nov 2006 15:54:24 +0000

A web-based resource created in a collaborative effort by the Project On Civic Reflection at Valparaiso University, and the Maine Humanities Council.

Campus Compact Publications: Service-Learning

tdomf_26a6d — Tue, 28 Nov 2006 15:53:12 +0000

The Introduction to Service-Learning Toolkit, the Engaged Department toolkit, books on assessing service-learning and civic engagement, fundamentals of service-learning course construction, working with students, and more.

Publishing Outlets for Service-Learning and Community-Based Research

tdomf_26a6d — Tue, 28 Nov 2006 15:50:31 +0000

Campus Compact Reflection Resource

tdomf_26a6d — Tue, 28 Nov 2006 15:49:43 +0000

A guide for educators on using structured reflection to enhance the learning from service experiences.

Program Models

tdomf_26a6d — Tue, 28 Nov 2006 15:49:10 +0000

Models of service-learning and other forms of campus engagement.

National Review Board for the Scholarship of Engagement

tdomf_26a6d — Mon, 27 Nov 2006 17:26:27 +0000

Provides external peer review and evaluation of faculty’s scholarship of engagement and consultation, training, and technical assistance to campuses who are seeking to develop or strengthen systems in support of the scholarship of engagement.

Robert H. Michel Special Project Grants

tdomf_26a6d — Mon, 27 Nov 2006 17:24:36 +0000

The Dirksen Congressional Center invites applications for grants to help teachers, curriculum developers, and others improve the quality of civics instruction, with priority on the role of Congress in our federal government.

AACTE Best Practice Award for Service-Learning in Teacher Education

tdomf_26a6d — Mon, 27 Nov 2006 16:03:22 +0000

This award is intended to recognize exemplary practice in the use of service-learning in teacher education. Growing out of the work of AACTE and the National Service-Learning in Teacher Education Partnership (NSLTEP), the award recognizes excellence and identifies useful models of service-learning in teacher education. Review and evaluation of award submissions will be performed by a panel of experts.