Campus Compact » Service-Learning Resources

Action Research

admin — Fri, 13 Jan 2012 17:40:10 +0000

Action Research is an new international, interdisciplinary, peer reviewed, quarterly published refereed journal which is a forum for the development of the theory and practice of action research. The journal publishes quality articles on accounts of action research projects, explorations in the philosophy and methodology of action research, and considerations of the nature of quality in action research practice. This journal is a member of the Committee on Publication Ethics (COPE)

Gateways: International Journal of Community Research & Engagement

admin — Fri, 13 Jan 2012 17:39:18 +0000

A peer-reviewed journal jointly edited and managed by the UTS Shopfront at the University of Technology, Sydney (UTS) and the Center for Urban Research and Learning, Gateways is an online electronic journal concerned with the practice and processes of community engagement and collaborative, community-based, participatory research. The journal also aims to engage academics and policymakers more fully with the concerns of the community and community engagement and to articulate creative tensions between theory and practice.

Journal of Public Scholarship in Higher Education

admin — Fri, 13 Jan 2012 17:38:05 +0000

The Journal of Public Scholarship in Higher Education aims to advance the status and prospects for publicly engaged teaching and research in the academy by showcasing the new disciplinary and/or pedagogical knowledge generated by engagement with the community. JPSHE provides a venue for higher education faculty and administrative leadership to reflect on the ways that community engagement affects work in higher education – and its outcomes for broad issues such as classroom teaching, the advancement of research and knowledge creation across the disciplines, faculty development, tenure and promotion processes, the preparation of graduate students, etc. JPSHE welcomes diverse manuscripts, from empirically-based examinations to critical reflection pieces, theoretical investigations, commentaries, case studies, and pedagogical and research designs. All submissions must identify implications for the growth and viability of public scholarship in the academy.

Civic Engagement, a publication from The School of Public Affairs and Administration at Rutgers

compact339-admin — Wed, 05 May 2010 18:15:56 +0000

The School of Public Affairs and Administration at Rutgers produces Civic Engagement, a publication that seeks to deepen the discourse about, and underscore our shared commitment to, public service.

Civic Engagement can be found on the Alliance 4 Public Service website at: http://publicservice.newark.rutgers.edu

This online resource contains service-learning news, research, and events.

Rural Alliance for Service Learning

compact339-admin — Thu, 08 Apr 2010 18:41:52 +0000

The website for the Rural Alliance for Service Learning contains resources, including case studies, to encourage, enhance, and study the role of service learning in building a healthier and more vibrant rural America.

In conjunction with community partners, service-learning practitioners will strive to build upon the positive attributes of the rural culture while mitigating the negative factors. Rural Service Learning can involve studies, service, co-operative programs and projects, and policy development. In the process, students will develop their potential as future engaged citizens.

Civic Engagement Magazine

compact339-admin — Tue, 19 Jan 2010 18:54:36 +0000

Civic Engagement Magazine seeks to deepen the discourse about, and underscore our shared commitment to, public service. Civic Engagement features the exemplars of public service—people and projects—as well as publications, other resources for “doing” public service, and personal reflections. It is available on the Alliance website at: http://publicservice.newark.rutgers.edu/index.php/home/civic-engagement.html

The Alliance for Public Service website

compact339-admin — Tue, 19 Jan 2010 18:51:38 +0000

The Alliance for Public Service website contains up-to-date information on public service news, events, organizations, research, publications, and more. The website also contains career information such as professional development and internship opportunities.

The Effects of Service-Learning on Retention

compact339-admin — Tue, 18 Aug 2009 17:00:05 +0000

In a report of results of a study to the Northern New England Campus Compact, students who participated in service-learning courses scored significantly higher on all measures. The students reported higher community engagement, academic engagement, interpersonal engagement, academic challenge, and likelihood to remain at the university (retention) than students in courses that did not include service-learning. In addition, a mediation model showed that academic challenge and academic engagement were the elements of service-learning courses that most influenced students’ decision to stay at the university (retention).

»To read the full report, click here.

Everyday Heroes

tdomf_26a6d — Fri, 26 Jun 2009 14:39:28 +0000

Everyday Heroes takes a behind-the-headlines look at a diverse group of young adults who give a year of their lives through a San Francisco area AmeriCorps program to tutor and mentor needy kids. While documenting a year both turbulent and exhilarating, the film reveals the hopes and dreams, successes and setbacks of a group of individuals–potentially tomorrow’s leaders– searching for their place in the world and trying, against odds, to make a difference.

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 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)

How Young People Develop Long-Lasting Habits of Civic Engagement: A Conversation on Building a Research Agenda

compact339-admin — Wed, 13 May 2009 15:11:33 +0000

This report grew out of two meetings held by the Spencer Foundation to inform its Civic Action and Civic Learning initiative. Campus Compact participated in the higher education meeting and contributed a “memo to the field” for the report that shares key questions, implications, and challenges designed to stimulate discussion and research among both scholars and practitioners. Posted by permission.

Download the report here.

Developing Service-Learning Scholarship

compact339-admin — Wed, 18 Mar 2009 09:27:32 +0000

A fact sheet from Learn and Serve America’s National Service-Learning Clearinghouse

Reflection in Higher Education Service-Learning

compact339-admin — Wed, 18 Mar 2009 09:24:33 +0000

A fact sheet from Learn and Serve America’s National Service-Learning Clearinghouse.

Michigan Journal of Community Service Learning

compact339-admin — Tue, 17 Mar 2009 19:55:39 +0000

The Michigan Journal of Community Service Learning is a national, peer-reviewed journal consisting of articles written by faculty and service-learning educators on research, theory, pedagogy, and issues pertinent to the service-learning community. The purpose is to: widen the community of service-learning educators; sustain and develop the intellectual vigor of those in this community; encourage research and pedagogical scholarship related to service-learning; contribute to the academic legitimacy of service-learning; increase the number of students and faculty who have a chance to experience the rich teaching and learning benefits that accrue to service-learning participants.

Initial findings from the IOEP study of HBCUs, HSIs, and TCUs

admin — Thu, 19 Feb 2009 23:57:52 +0000

These executive summaries include initial findings from the IOEP studies of engagement at Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), and Tribal Colleges and Universities (TCUs).

Executive summary of civic and community engagement at HBCUs (64 K pdf)

Executive summary of civic and community engagement at HSIs (64 K pdf)

Executive summary of civic and community engagement at TCUs (64 K pdf)

This project was funded through the Corporation for National and Community Service, Learn and Serve America — Higher Education.

Campus Compact Survey of Engagement at Minority-Serving Institutions

admin — Thu, 19 Feb 2009 23:55:32 +0000

This Campus Compact survey seeks to document exemplary service-learning and civic engagement practices at minority serving institutions around the country. It consists of a list of 13 “indicators of engagement“–signs that a campus has a strong commitment to engagement.

For the purposes of this survey, exemplary practices include any or all of the following characteristics: innovative, sustained, sustainable, replicable, transforming, institutionalized, accepted, widespread, in practice, publicized/acknowledged/recognized, significant, deliberate, planned, intentional, and unique or special.The Indicators of Engagement, developed by Campus Compact are the basis for the survey. This survey asks you to review each indictor, consider the core characteristics described, then respond if you believe there is an exemplary practice on your campuses that embodies this indicator. We expect that a given campus may have one or more indicators but would not expect every indicator to be present on any given campus.

Download the Survey:

’¢ as a Word document (76 K)
’¢ as a PDF (176 K)

This project is funded through the Corporation for National and Community Service, Learn and Serve America — Higher Education.

Indicators of Engagement Revised for Minority-Serving Institutions

admin — Thu, 19 Feb 2009 23:50:54 +0000

A. Mission and Purpose

The institution’s mission statement explicitly articulates its commitment to the public purposes of higher education and is deliberate about educating students for lifelong participation in their communities.
This aspect of the mission is openly valued and is explicitly used to promote and to explain the civic engagement and community building activities on and off campus.
The institution demonstrates a genuine willingness to review, discuss, and strengthen its commitment to civic engagement and community building.
All members of the campus community demonstrate their familiarity with and ownership of the institution’s mission.

B. Academic and Administrative Leadership

The president, the chief academic officer, and the trustees visibly support the campus’s civic engagement and community building efforts, in both their words and their actions.
The president and the institution’s academic leaders have played a visible and committed role in helping the institution sustain and expand its community building efforts and evolve into a genuinely engaged institution.
The campus is publicly regarded as an important and reliable partner in local community development efforts.
High-level administrators include community-based and service-learning in their strategic plans for enhanced academic learning.

C. Disciplines, Departments, and Interdisciplinary Work

Community-based learning opportunities can be found across the entire curriculum. It is as much the concern of the arts and humanities, the natural sciences, technical disciplines, pre-professional studies, and interdisciplinary programs as it is of the social sciences.
Students have multiple opportunities to do community-based work in their disciplinary and general education curricula.
Formal opportunities exist for capstone experiences (including group reflection meetings, forums, and variable credit courses) focused on community-based problems or issues in most disciplines.
Academic units (i.e., departments and programs) rather than individual faculty members have assumed ownership of partnering activities.
Course-based community initiatives are structured and/or coordinated across disciplines.

D. Teaching and Learning

The institution recognizes that course content can be delivered in many ways and allows faculty sufficient freedom to utilize community-based strategies.
Multiple cultural and historical perspectives on the meanings of community-based work are integrated throughout the students’ curricular and co-curricular experiences.
Community-based work provides an opportunity for students to generate knowledge, develop critical thinking skills, and grapple with the ambiguity of social problems.
Community knowledge and community expertise are valued as essential to the education of students for meaningful participation in their communities and are incorporated in various ways throughout the curriculum.
Experiential learning is valued both by faculty and administrators as an academically credible method of creating meaning and understanding.
Students are formally introduced to the concepts and skills necessary for civic engagement and community-based work early on in their academic careers.

E. Faculty Development

The institution regularly provides faculty with campus-based opportunities to become familiar with teaching methods and practices related to service-learning and community-based education.
Mechanisms have been developed to help faculty mentor and support each other in learning to design and implement service-learning and other community-based courses.
To enhance their ability to offer quality community-based or service-learning courses, faculty have access to curriculum development grants, reductions in teaching loads, and/or travel grants to attend relevant regional and national conferences.

F. Faculty Roles and Rewards

The institution’s tenure, promotion, and/or retention guidelines reward a range of scholarly activities such as those proposed by Ernest Boyer (1990), including community-based teaching and scholarship.
Faculty data forms, annual reports, and mandatory evaluations all include sections related to civic engagement, community-based teaching and research, professional service, and/or other forms of academically based public work.
The institution explicitly encourages academic departments to include community-based interests and experience as criteria in their faculty recruiting efforts.

G. Support Structures and Resources

Faculty and students are kept well informed of the resources available to support community-based work. These resources are effectively included in all faculty and student orientation programs.
The institution has developed a full range of forms and procedures that allow it to organize and document community-based work.
The institution recognizes the unpredictable nature of work in the community and attempts to provide flexible scheduling options for faculty and students.
The institution maintains a centralized office or center that is clearly aligned with academic affairs and is committed to community-based teaching and learning.

H. Internal Budget & Resource Allocations

Adequate funding is provided to support, enhance, and deepen involvement by faculty, students, and staff in community-based work.
The institution regularly draws upon already existing resources to strengthen community-based and civic engagement activities. Such activities are seen as priorities in the allocation of those resources.
The institution provides sufficient long-term staffing to support all core partnerships and community-based and civic activities. It also provides adequate office space for that staff to do its work.

I. Community Voice

Local knowledge and expertise are honored through on-campus celebrations of and for the community. The keepers of local history and knowledge are invited to share their expertise with campus students, faculty, and staff.
The community is deeply and regularly involved in determining its roles in, and contributions to, community-based learning.
The community plays a significant role in helping shape institutional involvement in the community.
The community is well represented on all relevant institution al committees.
The community provides feedback on the development and maintenance of engagement programs and community-based work and is involved in all relevant strategic planning.
The institution allocates resources to compensate community partners for their participation in service-learning courses and other forms of teaching and research.

J. External Resource Allocations

The institution helps the community create a richer learning environment for students working with it and assists it in accessing human, technical, and intellectual resources on campus.
The institution makes resources available for community-building efforts in local neighborhoods.
Campus mechanisms have been designed and developed to serve both the campus and the local community (e.g. shared-use buildings).
The institution has developed purchasing and hiring policies that intentionally favor local residents and businesses

K. Coordination of Community-Based Activities

The institution effectively coordinates community-based activities across academic, co-curricular, and non-academic programs.
The institution helps community partners understand, access, and navigate all of its community-based activities (practica, service-learning and other community-based courses, volunteers, etc.).

L. Forums for Fostering Public Dialogue

The institution plays a visible and effective role in facilitating dialogue around important public issues.
The institution helps to bring together stakeholders from all sectors of the community.

M. Student Voice

Students participate on major institutional committees, including those that make personnel decisions.
The institution provides a venue for students to discuss and act upon issues important to them and their communities.
The institution recruits and trains student leaders to work with faculty and community partners.
Students are formally introduced to the concepts and skills necessary for community-based work early in their academic careers.
The institution recognizes student-initiated advocacy campaigns as legitimate forms of civic engagement.

This project is funded through the Corporation for National and Community Service, Learn and Serve America — Higher Education.

Campus Compact/AACC Campus Engagement Survey

admin — Thu, 19 Feb 2009 23:41:55 +0000

This joint Campus Compact/AACC survey seeks to document exemplary service-learning and civic engagement practices at community colleges around the country. It consists of a list of 13 ‘indicators of engagement’–signs that a campus has a strong commitment to engagement.

For the purposes of this survey, exemplary practices include any or all of the following characteristics: innovative, sustained, sustainable, replicable, transforming, institutionalized, accepted, widespread, in practice, publicized/ acknowledged/ recognized, significant, deliberate, planned, intentional, and unique or special.

The Indicators of Engagement, developed by Campus Compact over the past few years, are the basis for the survey. This survey asks you to review each indictor, consider the core characteristics described, then respond if you believe there is an exemplary practice on your campuses that embodies this indicator. We expect that a given campus may have one or more indicators but would not expect every indicator to be present on any given campus.

Download the Survey
’¢ as a Word document (72 K)
’¢ as a PDF (116 K)

This project is funded through the Corporation for National and Community Service, Learn and Serve America — Higher Education.

Indicators of Engagement Revised for Community Colleges

admin — Thu, 19 Feb 2009 23:18:19 +0000

A. Mission and Purpose
’¢ The institution’s mission statement explicitly articulates its commitment to the public purposes of higher education and is deliberate about educating students for lifelong participation in their communities.
’¢ This aspect of the mission is openly valued and is explicitly used to promote and to explain the civic engagement and community building activities on and off campus.
’¢ The institution demonstrates a genuine willingness to review, discuss, and strengthen its commitment to civic engagement and community building.
’¢ All members of the campus community demonstrate their familiarity with and ownership of the institution’s mission.

B. Academic and Administrative Leadership
’¢ The president, the chief academic officer, and the trustees visibly support the campus’s civic engagement and community building efforts, in both their words and their actions.
’¢ The president and the institution’s academic leaders have played a visible and committed role in helping the institution sustain and expand its community building efforts and evolve into a genuinely engaged institution.
’¢ The campus is publicly regarded as an important and reliable partner in local community development efforts.
’¢ High-level administrators include community-based and service-learning in their strategic plans for enhanced academic learning.

C. Disciplines, Departments, and Interdisciplinary work
’¢ Community-based learning opportunities can be found across the entire curriculum. It is as much the concern of the arts and humanities, the natural sciences, technical disciplines, pre-professional studies, and interdisciplinary programs as it is of the social sciences.
’¢ Students have multiple opportunities to do community-based work in their disciplinary and general education curricula.
’¢ Formal opportunities exist for capstone experiences (including group reflection meetings, forums, and variable credit courses) focused on community-based problems or issues in most disciplines.
’¢ Academic units (i.e., departments and programs) rather than individual faculty members have assumed ownership of partnering activities.
’¢ Course-based community initiatives are structured and/or coordinated across disciplines.

D. Teaching and Learning
’¢ The institution recognizes that course content can be delivered in many ways and allows faculty sufficient freedom to utilize community-based strategies.
’¢ Multiple cultural and historical perspectives on the meanings of community-based work are integrated throughout the students’ curricular and co-curricular experiences.
’¢ Community-based work provides an opportunity for students to generate knowledge, develop critical thinking skills, and grapple with the ambiguity of social problems.
’¢ Community knowledge and community expertise are valued as essential to the education of students for meaningful participation in their communities and are incorporated in various ways throughout the curriculum.
’¢ Experiential learning is valued both by faculty and administrators as an academically credible method of creating meaning and understanding.
’¢ Students are formally introduced to the concepts and skills necessary for civic engagement and community-based work early on in their academic careers.

E. Faculty Development
’¢ The institution regularly provides faculty with campus-based opportunities to become familiar with teaching methods and practices related to service-learning and community-based education.
’¢ Mechanisms have been developed to help faculty mentor and support each other in learning to design and implement service-learning and other community-based courses.
’¢ To enhance their ability to offer quality community-based or service-learning courses, faculty have access to curriculum development grants, reductions in teaching loads, and/or travel grants to attend relevant regional and national conferences.

F. Faculty Roles and Rewards
’¢ The institution’s tenure, promotion, and/or retention guidelines reward a range of scholarly activities such as those proposed by Ernest Boyer (1990), including community-based teaching and scholarship.
’¢ Faculty data forms, annual reports, and mandatory evaluations all include sections related to civic engagement, community-based teaching and research, professional service, and/or other forms of academically based public work.
’¢ The institution explicitly encourages academic departments to include community-based interests and experience as criteria in their faculty recruiting efforts.

G. Support Structures and Resources
’¢ Faculty and students are kept well informed of the resources available to support community-based work. These resources are effectively included in all faculty and student orientation programs.
’¢ The institution has developed a full range of forms and procedures that allow it to organize and document community-based work.
’¢ The institution recognizes the unpredictable nature of work in the community and attempts to provide flexible scheduling options for faculty and students.
’¢ The institution maintains a centralized office or center that is clearly aligned with academic affairs and is committed to community-based teaching and learning.

H. Internal Budget & Resource Allocations
’¢ Adequate funding is provided to support, enhance, and deepen involvement by faculty, students, and staff in community-based work.
’¢ The institution regularly draws upon already existing resources to strengthen community-based and civic engagement activities. Such activities are seen as priorities in the allocation of those resources.
’¢ The institution provides sufficient long-term staffing to support all core partnerships and community-based and civic activities. It also provides adequate office space for that staff to do its work.

I. Community Voice
’¢ Local knowledge and expertise are honored through on-campus celebrations of and for the community. The keepers of local history and knowledge are invited to share their expertise with campus students, faculty, and staff.
’¢ The community is deeply and regularly involved in determining its role in, and contribution, to community-based learning.
’¢ The community plays a significant role in helping shape institutional involvement in the community.
’¢ The community is well represented on all relevant institution al committees.
’¢ The community provides feedback on the development and maintenance of engagement programs and community-based work and is involved in all relevant strategic planning.
’¢ The institution allocates resources to compensate community partners for their participation in service-learning courses and other forms of teaching and research.

J. External Resource Allocation
’¢ The institution helps the community create a richer learning environment for students working with it and assists it in accessing human, technical, and intellectual resources on campus.
’¢ The institution makes resources available for community-building efforts in local neighborhoods.
’¢ Campus mechanisms have been designed and developed to serve both the campus and the local community (e.g. shared-use buildings).
’¢ The institution has developed purchasing and hiring policies that intentionally favor local residents and businesses.

K. Coordination of Community-Based Activities
’¢ The institution effectively coordinates community-based activities across academic, co-curricular, and non-academic programs.
’¢ The institution helps community partners understand, access, and navigate all of its community-based activities (practica, service-learning and other community-based courses, volunteers, etc.).

L. Forums for Fostering Public Dialogue
’¢ The institution plays a visible and effective role in facilitating dialogue around important public issues.
’¢ The institution helps to bring together stakeholders from all sectors of the community.

M. Student Voice
’¢ Students participate on major institutional committees, including those that make personnel decisions.
’¢ The institution provides a venue for students to discuss and act upon issues important to them and their communities.
’¢ The institution recruits and trains student leaders to work with faculty and community partners.
’¢ Students are formally introduced to the concepts and skills necessary for community-based work early in their academic careers.
’¢ The institution recognizes student-initiated advocacy campaigns as legitimate forms of civic engagement.

This project is funded through the Corporation for National and Community Service, Learn and Serve America — Higher Education.