Keene, New Hampshire

1. Foundational Indicators

   1. Institutional Identity and Culture

      1. Does the institution indicate that community engagement is a priority in its mission statement or vision? Yes / No; Describe

         Antioch University New England (ANE) is one of five campuses of Antioch University. Experiential learning is central to Antioch’s history and philosophy; recent national efforts to formalize “Service Learning” and designate “Community Engagement” courses or programs simply reflect what Antioch has been doing ever since it was created. This is clear from the University’s Mission statement:

         “Antioch University is founded on principles of rigorous liberal arts education, innovative experiential learning and socially engaged citizenship. The multiple campuses of the university nurture in their students the knowledge, skills and habits of reflection to act as lifelong learners, democratic leaders and global citizens who live lives of meaning and purpose.”

         Engagement with community is even more prominently articulated in Antioch New England’s Mission Statement:

         “Antioch New England Graduate School is a community of civic-minded adult learners, practitioners, scholars, and leaders. We provide a transformative education by linking the worlds of scholarship and activism, and by fostering the process of lifelong learning. Antioch challenges its members to improve the quality of life locally and globally through research, community action, professional service, scholarship, and the stewardship of the natural world.

         Antioch New England values a learning process which emphasizes self-understanding, critical thinking, and reflection; diversity of life, thought, and opinion; collegial collaboration and the creation of community-based forums for open dialogue.

         Antioch New England recognizes and cherishes the human community. In the local community, the region, and the world, we promote social justice, ecological literacy, organizational integrity, common economic good, and respect for the whole person.

         Antioch New England is acutely aware of the importance of relationships and of diversity. We strive to cultivate a sense of belonging and community within our institution, and to develop mutually beneficial interconnections and partnerships with individuals and organizations outside of the Antioch New England community.”

      2. Does the institution formally recognize community engagement through awards and celebrations? Yes / No; Describe

         With Campus Compact of New Hampshire, ANE presents annual awards to students, faculty and community partners to recognize and celebrate exceptional community service activities:

         • Presidents’ Leadership Award: (2006 recipients: Jody Anastasio (ANEI) and Carrie Abels, Brian Hiatt, Sarah Hincks, Steve Kopwal and Willow Rheault, Environmental Advocacy Clinic)
           For an individual student or student organization that has made outstanding contributions to community service, service learning, and/or civic engagement efforts on their campus. This award is for a student or student organization that has made service an integral part of their college experience as evidenced through their contribution to the community.
         • Presidents’ Good Steward Award (2006 Recipient: Kay Delanoy)
           For a member of the faculty, administration or staff member who has contributed his or her professional expertise in service to the wider community and who has significantly advanced public service on their campus.
         • Presidents’ Community Partner Award: (2006 Recipient: Sullivan County Solid Waste Alternative Committee)
           For a non-profit organization that has enhanced the quality of life in the community in meaningful and measurable ways and engaged in the development of sustained, reciprocal partnerships with a college or university.

         In addition to listing research and scholarly publications, our Annual Report has additional categories that recognize and describe faculty members’ Consultation work in the community and their Leadership Roles in Professional and Civic Organizations.

      3. Does the institution have a system for assessing community perceptions about the effectiveness of the institution’s engagement with community? Yes / No; Describe the system

         Antioch’s Board of Visitors, comprising volunteer community members and alumni, critique and advise on a range of matters, including our role in and involvement with the community.

         Community perceptions about the school, including the visibility and effectiveness of community engagement, were also elicited through an “External Scan”, a fundamental part of ANE’s strategic planning process. Within the last calendar year we held two specific events to obtain input from community leaders:

         On November 9, 2005 we conducted an “External Scan” of ANE’s environment and implications for our strategic direction, inviting 100 people to participate, with the goal of assembling a cross section from all New England states that Antioch serves. This was followed on March 1, 2006 by a focus group of external constituents asked to comment on and validate the conclusions of Scan participants and to speak specifically about community engagement.

         As described in detail below, every ANE student is required to earn from 13 to 20 percent of his or her degree credits through demonstration of learning derived from a supervised internship or practicum. This typically involves work with community organizations; Antioch systematically collects information from everyone who supervises our students about individual student performance, and general perceptions of the supervisor and supervising organization about Antioch and its role in the community.

         Does the institution use the assessment data? Yes / No

         Assessment data are elicited for and actively used in our strategic planning process, as well as by individual faculty members to design curricula and develop and supervise student practicum and community service experiences.

      4. Is community engagement emphasized in the marketing materials (web site, brochures, etc.) of the institution? Yes / No; Describe the materials

         Because community engagement has been at the very core of the Antioch experience since the school was founded its integral role is described and emphasized in virtually every publication and in all print and online marketing materials.

         ANE’s web site describes our history and community connections:

         ANE History

         In 1964, Antioch College — pioneered 112 years earlier by Horace Mann in Yellow Springs, Ohio — stretched its educational reach beyond undergraduate instruction and launched a new graduate school charged with a unique mission. The school, dubbed Antioch-Putney, would not just simply educate students, it would also put that education into action for the betterment of the community by making hands-on, “real world” application of its teaching a part of its degree programs.

         That first class of roughly two dozen students, all pursuing master’s degrees in education, were sent to schools throughout the region not only to gain experience in the practice of teaching but also to provide instruction to underserved, rural communities.

         Today the ANE is flourishing near the banks of the Ashuelot River in Keene in a remodeled furniture factory and is better known as Antioch University New England, a thriving institution of 1,200 students that contributes roughly $30 million a year to the local and regional economy.

         Students in all twenty-three master’s degree programs and two doctoral programs offered at ANE must complete as many as 600 hours of practical experience related to their fields. Examples of this work range from students in the Environmental Studies program helping local towns protect drinking water supplies to psychologists in training offering low-cost counseling services to all who seek them.

         Antioch New England’s community service doesn’t stop with its students. The institution, itself, has also pledged resources and its considerable brain trust to enhancing civic institutions and participation both in the Monadnock Region and across the globe. Perhaps the most concrete example of that commitment is the Antioch New England Institute (ANEI), which was launched eleven years ago to encourage greater community engagement in such areas as local government, education, and environmental protection.

         The Community Outreach page describes our philosophy, gives examples of specific programs, and provides links to more than 20 of our outreach programs:

         Community Outreach

         “A fundamental part of Antioch New England’s mission is community service — a commitment that dates back to Antioch University’s establishment in 1852 and first espoused by its founding president Horace Mann.

         Examples of that commitment are both local and international. In Keene, Antioch New England’s Psychological Services Center offers sliding-scale individual and family therapy so that community members of all incomes can get the support they need. Across the region, the Antioch Center for School Renewal offers educators assistance in tailoring experiential and problem-based learning activities for their students. Antioch New England’s global reach includes working to protect the Central America rain forest through the Center for Tropical Ecology or helping build democratic institutions in former Soviet republics through Antioch New England Institute.

         Find out more about these and other Antioch New England community outreach programs in the links below.

         Community-Based Programs

         Antioch New England Institute (ANEI)
         Howes Center for Community Engagement
         Craiglow Center for Applied Research and Policy
         Psychological Services Center
         Selectperson Institute
         Giving Monadnock
         Institute for Nonprofit Management
         Tomey Center for Organization Development
         Whole Terrain

         Education Programs

         Center for Place-Based Education
         Antioch Center for School Renewal
         Waldorf Collaborative Leadership Program
         Coalition Center for Essential School Reform

         Psychology Programs

         Psychological Services Center
         Center for Research on Psychological Practice
         Multicultural Center
         Psychology Students for Social Responsibility

         Environmental Programs

         Center for Environmental Education Online (CEEonline)
         Center for Tropical Ecology and Conservation (CTEC)
         The CO-SEED Project
         Wild Treasures“

         Antioch has about 1200 students and five academic departments: Applied Psychology, Clinical Psychology, Education, Environmental Studies, and Organization and Management. Each department has specialized community based programs described on their respective web pages and catalog entries; relevant excerpts are listed below:

         The Environmental Advocacy Clinic’s web page, for example, describes the central role of service learning in the program and lists examples of the Clinic’s community service work and past clients:

         The Advocacy Clinic
         Making A Difference By Directly Serving Activist Organizations

         The Environmental Advocacy and Organizing Program’s Advocacy Clinic is part of a faculty-supervised two-semester service-learning course for students where they work on real projects for real organizations.

         Clinic participants provide pro bono advocacy work on behalf of Clinic clients — organizations at the local, state, national or international level working for environmental protection, corporate accountability, democratic governance and social justice. We pursue purposeful results for clients that gain access and provide voice in the decision-making process, change power relations and serve the public interest. The Clinic brings the community into the classroom and the classroom into the community.

         Grounded in their substantive knowledge of environmental science and advocacy skills gained in their first year at Antioch, Clinic participants provide advocacy research, public policy critiques and analysis, strategic planning, issue and corporate campaign materials, action planning, and communications and membership development plans to Clinic clients.

         Examples of Clinic work to date include:

         • bringing the award-winning radio news show “Democracy Now!” to Keene on behalf of a local civic education group and building a sustainable base of support for community radio
         • providing research and advocacy support for two natural resource extraction corporate shareholder proposals by the New York City Employees Retirement System
         • Successful advocacy for the establishment of a Connecticut town conservation commission
         • Building effective grassroots campaigns for passage of legislation supporting New Hampshire’s Land and Community Heritage Program (LCHIP) and a Maine ballot initiative to grant current-use tax status to working waterfronts
         • Organizing a state-wide strategy meeting for Vermonters working to challenge the harms of genetically modified seeds and foods
         • Rights-based community organizing and advocacy to challenge a polluting power plant and to strengthen democratic governance in Russell, Massachusetts
         • developing a media strategy for a Connecticut-based healthy schools grassroots organization
         • designing/testing a member development strategy for a national campaign finance reform group
         • completing research on access to municipal water systems on behalf of Public Citizen
         • developing a template for municipal climate change action plans on behalf of Massachusetts Climate Action Network
         • Completing research on alternative pest control models for the Boston-based Neighborhood Pesticide Action Network
         • providing campaign strategy guidance and a corporate profile to a Massachusetts’ North Shore citizens’ organization seeking better environmental practices by a multinational mining corporation operating in their town
         • developing a corporate profile of Wal-Mart for national organizations campaigning to pass federal legislation mandating greater transparency of U.S.-based multinationals’ overseas operations.

         Clinic Clients to Date

         ALCRER (Benin)
         Americans for Campaign Reform (New Hampshire)
         Brattleboro Climate Protection (Vermont)
         Canary Committee (Connecticut)
         Center for Democracy and the Constitution (Massachusetts)
         Coalition for the Health of Aggregate Industries Neighbors (Massachusetts)
         Coalition of NH Land Conservation Organizations Advocating for LCHIP Funding
         Connecticut Association of Conservation and Inland Wetland Commissions (Connecticut)
         Democracy Now! Project of the Monadnock Region (New Hampshire)
         Environmental Partnerships (Massachusetts)
         International Labor Rights Fund (Washington, D.C.)
         League of Pissed Off Voters (New Hampshire)
         Maine Congress of Lakes Association (Maine)
         Massachusetts Climate Action Network (Massachusetts)
         Native Wind Powering America (Vermont)
         Neighborhood Pesticide Action Committee (Massachusetts)
         Ocean State Clean Cities Coalition (Rhode Island)
         Public Citizen (Washington, D.C.)
         Reclaim Democracy (Massachusetts)
         Robert F. Kennedy Memorial Center for Human Rights (Washington, D.C.)
         Save Our Working Waterfront Jobs Coalition (Maine)
         Watertown Citizens for Environmental Safety (Massachusetts)
         Windham County Genetic Engineering Action Group (Vermont)

         The Clinical Psychology program web pages describe program philosophy and list links to each of its community service programs:

         Program Philosophy and Goals (Excerpts)

         Consistent with the Antioch tradition, our practitioner-scholar program prepares “reflective clinicians” who will take on “multiple roles.” As an aspect of daily practice, graduates integrate theory, practice, and research and approach their work with a sense of “disciplined inquiry” as “local clinical scientists,” who are deeply involved in socially responsible action. We have the following philosophical base and goals:

         We have a social vision of clinical psychology, one which is responsive to the fundamental needs of the larger society. People are embedded in their local communities, relationships, families, groups, and networks, with shared language and values which often differ from those across town, across the country, and around the world. This vision is reflected in the range of social- and community-oriented required courses, beyond those required by APA or for licensure. These include attention to family and group therapy in the basic Intervention courses; Human Diversity and the Clinical Enterprise; action research in Research Methods and Statistics; Social Psychology and Social Responsibility; Psychology in the Community; and Organizational Issues; Public Policy, Advocacy, and Health Service Delivery. In our view, the materials in these courses are central elements of education and not secondary to traditionally basic courses like physiological psychology. On a concrete and pragmatic basis, our students and faculty are involved as psychologists in meaningful clinical intervention, community research, and civic participation. . .

         Our commitment to enhancing social and cultural contexts that generate healthy relationships and personal growth, extends to working directly and proactively with local as well as more distant communities. In addition to clinical work, many of our faculty have developed projects that have both explicitly responded to expressed needs and raised awareness of important social issues at local and national levels. Recent examples include interventions within an alternative high school, violence prevention and community enhancement research and consultation, evaluation of environmental awareness and wellness promotion programs for children, interventions and community planning with underserved diverse populations, and diversity mentoring in New England communities. A number of these initiatives involve prominent roles and leadership positions for students, who thus gain experience in the role of psychologist interacting with and offering value to civic leaders, families, schools, underserved populations, and other community groups and institutions.

         Each community program link leads to a detailed description of that program’s distinct mission and community focus:

         Psychological Services Center

         Our Mission

         The Antioch Psychological Services Center (PSC) is a training and service facility operated by the Department of Clinical Psychology. It functions as a mental health clinic providing a range of psychological services to residents from Keene and surrounding communities, and to Antioch New England students in programs other than clinical psychology. These services include individual psychotherapy, couple and family therapy, group therapy, individual and family assessment, and various problem-specific psychoeducational groups and seminars. The PSC also provides comprehensive psychoeducational evaluations for individuals attending independent schools, colleges, and graduate schools.

         In addition, the PSC is actively involved in community outreach services; clinicians are encouraged to develop public psychoeducation and consultation activities, and to work in collaboration with other social service agencies for the purpose of ongoing community needs assessment and program development.

         In its function as a training facility, the PSC is a practicum site for approximately thirteen doctoral students each year. These students are generally in their second or third year of study in the Doctoral Program in Clinical Psychology and are under the direct supervision of core and associate faculty. A practicum at the PSC offers the student a unique opportunity for more concentrated interaction with faculty — through supervision, training, and involvement in applied clinical and research projects of mutual interest. Focused training opportunities exist for students interested in health psychology, interventions with children and families, assessment, consultation, and psychoeducation. Since 1996, students at the PSC have been providing health psychology services to the cardiac rehabilitation unit at the local hospital. Most recently students have also serviced the obstetrics and gynecology wellness program at the hospital, a program instituted by an Antioch PSC student.

         Learn more about the PSC Practicum (hyperlink) (Psychotherapy Training; Cardiac Rehab Program; Pregnancy Wellness Program; Parent Consultation & Family Therapy Program; Time-Limited Dynamic Psychotherapy Training; Psychoeducational Assessment Program)

         Center for Research on Psychological Practice

         The Department of Clinical Psychology of Antioch University New England established the Center for Research on Psychological Practice (CROPP) to address emerging educational aspects of doctoral training in clinical psychology that are not regularly included within the usual professional psychology curriculum — those relevant to applied clinical research skills and the associated administrative, consultative, and policy-creation roles of doctoral level psychologists. CROPP strives to provide a high-quality and unique training experience to our doctoral students through active collaboration with agencies and caregivers throughout the region. Doctoral students co-conduct all CROPP projects, thereby developing a rare skill set that is highly attractive to internship and employers alike.

         CROPP serves the local community with three primary services. First, CROPP serves as a consultation center for local and regional mental health agencies interested in effectiveness, cost-effectiveness, intervention, and program evaluation research. Second, CROPP conducts brief psychotherapy training and research projects for agencies seeking to increase the effectiveness and cost-effectiveness of their services. Third, CROPP is developing a rural mental health project focused on increasing the access, utilization, and effectiveness of mental health services to local underserved rural populations. To our knowledge, CROPP is the only research center of its kind within the context of a doctoral program in clinical psychology.

         Rural Mental Health Intervention Research

         In partnership with New London Hospital, Valley Regional Hospital, and West Central Behavioral Health in Sullivan County, New Hampshire CROPP is initiating a collaborative project focusing to increase access, utilization, and effectiveness of mental health services to local underserved rural client populations.

         Multicultural Center

         The Multicultural Center for Research and Practice (MC Center) promotes multiculturalism within a social justice orientation. The term “multicultural” is applied broadly to include issues of minority or marginalized status, as related to race, ethnicity, culture, gender, sexual orientation, disability, religion, spirituality, class, and the elderly. Established in the fall of 2000, the MC Center has a focus on culturally diverse and immigrant youth, adults, and families in the New England area.

         The Director of the Multicultural Center, Dr. Gargi Roysircar-Sodowsky, specializes in education on disaster trauma and the psychosocial skills specific to disaster work. With students, she raised funds and traveled toTamil Nadu, India to assist in tsunami recovery efforts and to Louisiana and Mississippi to provide mental health services to victims of Hurricane Katrina.

   2. Institutional Commitment Required Documentation

      1. Does the executive leadership (President, Provost, Chancellor, Trustees etc.) of the institution communicate explicitly to promote community engagement as a priority? Yes / No; Describe, quote

         Linking academic programs with experiential service is part of Antioch’s “DNA”, and has been since its origin. Arthur Morgan, President of Antioch University in 1921, articulated the cornerstone of Antioch’s educational philosophy by combining academic study with practical experience, providing students with what Morgan termed “liberal education, vocational training, and apprenticeships for life.” This philosophy has become an implicit part of our identity. In the words of Dr. Neal King, Dean of Faculty and Academic Affairs and past Interim President:

         “These programs balance the academic with the experiential, and action with reflection. . . .We offer a graduate experience that is distinctive, socially relevant, and academically rigorous. We are passionate about making the world a better place.” Neal King, Dean of Faculty and Academic Affair

      2. Does the college have a coordinating infrastructure (center, office, etc.) to support and advance community engagement? Yes / No; Describe with purposes, staffing

         Antioch New England Institute (ANEI) coordinates much of, but not all, community engagement activities. The institute has 16 core staff/faculty members and annually employs about 30 student staff members

         In addition to activities sponsored through ANEI, each academic department develops, coordinates, and supervises practica and field work of its own students. The Environmental Studies program, for example, employs a full-time Practicum Coordinator whose responsibility is to develop experiential learning opportunities for students and to work directly with the community organizations where our students get field experience. From the ANEI web site:

         “Antioch New England Institute (ANEI) is the nonprofit community outreach and consulting organization of Antioch New England Graduate School. ANEI seeks to promote a vibrant and sustainable environment, economy, and society through informed civic engagement. It provides training and resources to communities, both in the U.S. and internationally, in the areas of leadership development, environmental education, nonprofit management and governance, environmental policy development, public administration, and facilitation.

         The Institute’s work is organized loosely within three centers. The Howes Center for Community Engagement provides leadership training and fosters public participation to promote healthy communities and schools.

         The Center for Place-based Education (formerly the Center for Environmental Education) promotes community-based education programs; partnerships between students, teachers, and community members that strengthen and support student achievement, community vitality and a healthy environment.

         The Craiglow Center for Applied Research offers support for staff and faculty members who undertake applied research and policy initiatives. Our collaborative efforts connect Antioch New England Graduate School to the broader community and benefit from the significant contributions of students and faculty.

         Building partnerships within communities — with the objective of working together to create sustainable solutions — is at the heart of every project that ANEI undertakes. Whether the work takes place in the town meeting rooms of rural New England, the inner city schools of Los Angeles, the quickly changing Baltic States, or an outdoor learning laboratory in our hometown of Keene, New Hampshire, the Institute’s activities share one goal. That goal is simple: lasting, positive change through civic engagement and leadership development.

         The Antioch New England Institute Mission Statement

         To engage people in the process of creating environmentally healthy, culturally rich, and economically strong schools and communities through leadership training, environmental education, and applied research.

         Student Collaboration at ANEI

         ANEI’s relationship with Antioch New England Graduate School (ANE) students is mutually beneficial. Graduate students are vital to supporting the work of ANEI projects and these ANEI projects in turn, enhance the education offered students at the Graduate School. ANEI projects give students a real-world venue in which to apply their skills and knowledge and the chance to provide service to communities during the course of their studies.

         Each year, dozens of ANE graduate students work at ANEI in work-study or practicum positions. The students contribute to projects ranging from community engagement, to school choice, to place-based education. Their energy and efforts help ANEI carry out project work, while their talents and creativity serve as a source of new ideas that continuously reinvigorates the Institute.”

      3. Are there internal budgetary allocations dedicated to supporting institutional engagement with community? Yes / No; Describe (% or $ amount)

         There are no budget line items specifically designated for “community engagement”. Within our personnel budget, however, we include a full-time Practicum Coordinator and a half-time Assistant to the President for Community Affairs. Individual programs (such as Wild Treasures) receive both direct support from the school and external funding.

         1. Is there external funding dedicated to supporting institutional engagement with community? Yes / No; Describe specific funding

            Most of Antioch New England’s budget for community activities and services is derived from grants, contributions, and fees for service.

            Antioch has also been a host site for SERVE-New Hampshire, an Americorps education Program since 1998. Student participants provide from 300-900 hours of service in the community (not including hours spent working for practicum or internship credit) and receive a financial award for educational expenses.

            The Center for Environmental Education Online (CEE-ONLINE) which supports K-12 environmental education, is funded by grants and contributions (see below).

         2. Is there fundraising directed to community engagement? Yes / No; Describe fundraising activities

            External funding in the form of grants and major contributions is solicited for virtually all of Antioch’s community engagement activities. The work of ANEI is almost exclusively supported by external funding. The ANEI web site has a separate page for donations:

            Thank you for considering a donation

            As a nonprofit organization, Antioch New England Institute (ANEI) relies on the generosity of individuals, foundations, and grants to continue its valuable and useful work.

            Donations are gladly accepted and may be mailed to:

            Antioch New England Institute
            Attention: Billie Stark, Finance Manager
            40 Avon Street
            Keene, NH 03431-3122

            You may give to the ANEI general operating fund or earmark your contribution to any of our current programs or centers. Current programs and centers seeking support include:

            Co-Seed
            The Horatio Colony Nature Preserve
            The Monadnock Regional Public Schools of Choice
            The Municipal Leadership Institute
            The Selectperson Institute
            The School Leadership Institute
            The Center for Place-based Education
            The Craiglow Center for Applied Research and Policy
            The Howes Center for Community Engagement

            For more information, please call Executive Director James Gruber at 603-357-3122, ext. 336, or email him at: ——–@antiochne.edu.

            Your contribution will support our ongoing efforts to help our communities and schools. Thank you.

            Individual programs such as Wild Treasures and the Environmental Advocacy Clinic are supported by a combination of external and internal budget allocations, and some programs, such as The Center for Environmental Education Online (CEE-Online), are funded almost completely through fundraising. CEE-Online Founders Jayni and Chevy Chase sponsor an annual online celebrity auction to support the Center’s activities. Contributions to date have been almost $300,000.

            The Environmental Advocacy Clinic recently received a 3-year contribution of $25,000 per year to support the work of students and staff members in communities throughout New England.

      4. Are there systematic campus-wide assessment or recording mechanisms to evaluate and/or track institutional engagement in the community? Yes / No; Describe

         Antioch students who participate in SERVE New Hampshire are directly supervised in their activities by the Project Director for each project. It is the responsibility of the Project Director to monitor progress toward campus objectives and evaluate success with the students. With the Project Director, SERVE-NH members set the goals for their term and are in regular conversations with regard to the ongoing responsibilities related to their work including methods used and outcomes achieved. The Site Supervisor regularly consults with Project Directors to evaluate the impact on the agencies and communities served by our students.

         1. Are course level data used for improving courses? Yes / No; Describe

            Antioch has no specific or dedicated courses designated “Community Engagement” or “Service Learning”. Rather, EVERY student participates in a required practicum as a part of their respective degree program, and almost every course includes a community project or activity. The Practicum Coordinator systematically collects feedback from individuals and organizations in the community where students perform this work and provide it to instructors to help adapt and improve courses.

         2. Does the institution use the data from any of the tracking mechanisms? Yes / No; Describe

            As described above, data are continually provided to faculty and administration for planning and managing courses.

      5. Is community engagement defined and planned for the strategic plans of the institution? Yes / No; Describe and quote

         Our current strategic plan refers to “Community Partnerships”, and “Leadership [with regard to] Social Justice and Community Service”, although it does not define these terms. The limited reference to community engagement in our plan reflects neither a lack of interest or commitment, but rather, the fact that because community engagement is an integral and essential element of the Antioch experience, its central role is assumed.

      6. Does the institution provide professional development support for faculty and/or staff who engage with community? Yes / No; Describe

         In response to feedback from students and community partners, Antioch developed a training program to prepare students, staff, and volunteers for community engagement. Pauline Chandler of the Organization and Management program, with funding from Campus Compact of New Hampshire, developed “Community Engagement Training Skills for Service Leaders of Tomorrow”, a training program and training manual for students and their supervisors.

      7. Does the community have a “voice” or role in institutional or departmental planning for community engagement? Yes / No; Describe

         The Community Engagement Training program was developed in direct response to feedback from students and community members. As the introduction states:

         “We had learned from conversations with students and community partners that there was room for more intentional training for our students. Students were feeling they needed more training in understanding organizations, leadership skills, and communication. Community partners were saying that their students would have been more effective if they had better project management and communication skills.”

         The resulting training program, created based on interviews and surveys with students, community partners and organizational leaders, addresses seven areas identified by these stakeholders:

         • Understanding service and service learning
         • Leadership skills
         • Understanding workplace dynamics and group dynamics
         • Communication skills
         • Appreciating Differences
         • Project Management
         • Reflective Practice

         In addition to focused efforts such as this, and the External Scan, we routinely elicit ongoing input from community members through the Board of Visitors, the Antioch New England Institute Policy Council (made up of community members), through community participants in specific projects, and through outreach by the Assistant to the President for Community Affairs.

   3. Optional Documentation

      1. Does the institution have search/recruitment policies that encourage the hiring of faculty with expertise in and commitment to community engagement? Yes / No; Describe

         All faculty search and recruitment describes our commitment to practice and community; one example from a current search:

         Antioch New England offers six pathways to M.S. degrees in Environmental Studies, as well as an innovative Ph.D. degree. Our students and faculty are motivated by the urgency of complex environmental challenges, the desire to promote deeper ecological awareness, and the aspiration to understand the real needs of people, habitats, and communities. Our commitment to trans-disciplinary learning is reflected in a foundation curriculum that offers breadth of study, our engagement with applied research and practice is evident in the scholarship of our students and faculty, and our tradition of community engagement is exemplified in the practicum and service project requirements of our degree programs.

      2. Do students have a “voice” or leadership role in community engagement? Yes / No; Examples

         Antioch students have a very clear and prominent voice in community engagement. The typical Antioch student is an adult learner who acquired substantial life experience before returning to graduate school. This fact, combined with Antioch’s commitment to social justice and its culture of consensus and collaboration, would make it unthinkable to design and implement community engagement projects without a substantial role for, and input from, students. Students provide formal feedback through the Student Alliance and informal feedback through individual courses and projects. The Student Alliance sponsors community activities such as Earth Day and Community Farmer’s Markets and the Winter Fair. Students are also represented on policy councils, in the strategic planning process and on search committees for key faculty positions.

      3. Do the institutional policies for promotion and tenure reward the scholarship of community engagement? Yes / No; Describe

         Antioch does not have faculty tenure, or traditional promotion policies like other institutions. Our graduate school has a flat, non-hierarchical organizational structure. Under this practitioner oriented model, faculty engagement with the community, and a strong emphasis on practice, is expected from every faculty member, and emphasized and considered in both recruitment and promotion decisions. Every faculty member is expected to be a practitioner and devote at least one day per week to professional practice in their field.

         1. If yes, how does the institution categorize community engagement scholarship? (Service, Scholarship of Application, other)

            n/a

         2. If no, is there work in progress to revise the promotion and tenure guidelines to reward the scholarship of community engagement.

            n/a

      4. Is community engagement noted on student transcripts? Yes / No; Describe

         “Community Engagement” is not coded as such on student transcripts. However, because all students earn from 13% to 20% of their credits through supervised practica and field experiences, all transcripts include documentation from the practicum supervisors, internship verification forms, and a listing of the student’s practice site(s).

2. Categories of Community Engagement

   1. Curricular Engagement

      (Curricular Engagement describes the teaching, learning and scholarship which engages faculty, students, and community in mutually beneficial and respectful collaboration. Their interactions address community identified needs, deepen students’ civic and academic learning, enhance community well-being, and enrich the scholarship of the institution).

      1. 1. Does the institution have a definition and a process for identifying service learning (community based learning) courses? Yes / No; Describe

            Antioch New England does not have formally designated “Service Learning” or “Community Based Learning” courses. Rather, every student in every department is required to complete at least 8 credits of practicum in order to graduate. This is the equivalent of 600 hours of practicum work, typically with schools, environmental organizations, government organizations, or advocacy groups.

            Because this requirement, and the philosophy that underlies it, pervade the curriculum, there is no formal process for identifying community-based learning courses. All of Antioch’s programs are graduate programs of professional preparation, with a community service orientation. Individual departments develop opportunities appropriate for their students and for specific courses.

            In addition to the Practicum, for which students register and must provide verification, most classroom courses also include a service learning element. A sampling of current course requirements demonstrates the range and breadth of this service learning component, and the way it is integrated into courses:

            • Course: Organizing Social Movements and Campaigns
              Volunteer Fieldwork with activist organization of choice.
              20 hours fall semester
            • Course: Nonprofit Leadership and Management
              20 hours of organizational help with a nonprofit
            • Course: Advocacy Clinic
              Advocacy work for communities or nonprofits
            • Course: Natural Resource Inventory — Vegetation ES552
              Inventory a parcel of land of student’s choice, provide inventory to town, landowner, or organization
            • Course: Land Use Planning
              Complete a Community Profile
            • Course: Building Sustainable Organizations
              Profile sustainable practices (ecological, economic, social, managerial) of any local business
            • Course: Land Protection
              Work with conservation trusts to monitor easements; City of Keene trail maintenance
            • Course: Student Teaching
              Cooperating teachers and students work together to build curriculum and teach students in regional communities
            • Course: Earth Systems Science
              Explore earth systems by researching with community professionals
            • Course: Experiential Learning
              Practice implementing experiential learning in the classroom
            • Course: Setting up a Naturalist’s Journal
              Citizen scientists for local parks, nature centers and schools; record inventory of plants and animals.

         2. How many formal for credit courses (Service Learning, Community Based Learning, etc.) were offered in the most recent academic year? What percentage of total courses?

            There are no courses formally designated as “Service Learning” or “Community Based Learning”, simply because these terms did not exist when Antioch was founded and the curriculum was developed. In fact, virtually 100% of courses include a service learning or community component.

         3. How many departments were represented by those courses?

            All five (5) departments (100%) require students to complete a practicum and internship in the community.

         4. How many faculty taught service learning or community based learning courses in the most recent academic year?

            61%

         5. What percentage of total faculty?

            100%

         6. How many students participated in service learning or community based learning courses in the most recent academic year?

            1180 (unduplicated count)

         7. What percent of total number of students?

            100%

      2. 1. Are there institutional or departmental (disciplinary) learning outcomes for students’ curricular engagement? Yes / No; Explanation

            In addition to registering for a Practicum, students complete a contract signed by the student, the Field Supervisor (the person at the community organization who actually supervises the student), and the faculty Practicum Advisor. The contract outlines the work schedule and learning expectations (what the student expects to get from the experience) as well as the organization’s and Antioch’s expectations.

            In order to obtain credit for the practicum, the student must be registered and complete a five-part verification process that involves the field supervisor’s evaluation, a self-evaluation (covering goals, work relationships, educational growth, and observations about the overall experience), a Verification Sheet, a Practicum Site Evaluation, and a Practicum Project (which may be either an Organizational or a Personal Learning project) and an Exit Interview with the Field Supervisor.

         2. Are those outcomes systematically assessed? Yes / No; Describe

            A full-time Practicum Coordinator collects and analyzes the information generated through this process, and presents it to faculty for use in evaluating learning outcomes generally and specific practica sites and projects. A resource library describing specific practice sites and incorporating this information is available to help students research practicum opportunities.

      3. 1. Is community engagement integrated into the following curricular activities? Yes / No; Describe with examples

            • Yes: Student Research
            • Yes: Student Leadership
            • Yes: Internships
            • Yes: Studies Abroad

            Students in environmental studies courses are required to conduct research, land use inventories, and community profiles, and to share their findings with communities and private landowners (see course examples and practicum projects and sites listed below). Students in our Education, Psychology, and Organization and Mangement programs provide direct counseling and consultative services in local schools and to community residents.

            Students are encouraged to consider action research in conjunction with their practicum projects. Students and faculty in the Center for Tropical Ecology, for example, conduct ongoing research in Central and South America and in Africa, with the goal of educating and informing local residents about conservation and sustainable use of tropical ecosystems. For example, a current environmental studies doctoral candidate is examining the sociopolitics of bushmeat (bushmeat is wildlife meat hunted for human consumption) hunting in Cameroon. This interdisciplinary study is exploring the relationships that influence hunters’ uptake of wildlife (relationships with other meat sellers and transporters in the bushmeat trade, but also community members, family, church ministers and the like who influence meat collection), with the goal of providing information about hunter culture that will assist with the creation of conservation policy.

         2. Has community engagement been integrated with curriculum on an institution-wide level? Yes No; If yes, indicate where the integration exists. Describe with examples

            • Yes: Core Courses
            • Yes: Graduate Studies
            • No: First Year Sequence
            • No: Capstone
            • Yes: In the Majors

            Antioch may have been the very first college in the United States to thoroughly integrate academic study with practical experience on an institutional-wide level (long before the terms “service learning” or “community engagement” were coined). That philosophy continues today at all of Antioch’s campuses, including Antioch New England. Every student, regardless of major or field of study, must earn from 13 to 20% of degree credits through experiential learning, virtually all of which occurs in community settings.

            The following sample of recent student practicum projects illustrates how community engagement is integrated into the Environmental Education curriculum:

            • Audubon International: Assisted in the Audubon certification of Baker Hill Golf Club in Newbury, NH, including wildlife and habitat management, integrated pest management, water conservation, outreach and education
            • Grafton Nature Center, Grafton, VT: Designing and implementing environmental education curriculum focused on watersheds<
            • Lake Sunapee Protective Association, Sunapee, NH: As Watershed Protection Assistant, assisted water quality restoration projects, prepared environmental education materials, and answered local citizen’s questions in regards to the watershed
            • Living on Earth, Somerville, MA: Research, production work and editing of a weekly environmental issues radio show
            • National Environmental Education and Training Foundation, Washington, DC: Upcoming program support including a new page on the Classroom Earth website and a new educational partnership with NOAA
            • New England Wildflower Society, Framingham, MA: Assisted in teaching second and fourth grade public school classrooms about local flora
            • Pitcher Mountain Community Supported Agriculture, Keene, NH: Planting, harvesting, watering, building raised beds, and general work on the CSA farm
            • Seeds of Solidarity, Orange, MA: Developed and taught a garden program for teenagers, developed a handbook for local schools on how to create and maintain school gardens
            • Stonewall Farm, Keene, NH: Environmental Educator for grades PreK-6, leading classes including wildlife in winter, ice harvesting, and maple sugaring
            • Tanglewood 4H Camp and Learning Center, Lincolnville, ME: Coordination and training of summer staff, environmental education curriculum development, coordinating and teaching the Day Camp program
            • Vermont Youth Conservation Corps, Waterbury, VT: Developing and leading youth conservation crew experiences, designing and implementing a plan for a pilot AmeriCorps program at the VYCC
            • Wildlife Conservation Society, Bronz, NY: Exhibit design and interpretation projects at the Bronx Zoo, research and evaluation of existing exhibits at the zoo

            The following list of sites where Antioch environmental studies students worked during the last calendar year alone illustrates the variety and the geographic reach of our community engagement activities. It does not include sites where education, psychology, or management students worked.

            Practicum Site	Location
            Act One Dance Company	Fryeburg, Maine
            Adirondack Mountain Club	Lake Placid, NY
            Allen’s Pond Wildlife Sanctuary	Westport, Massachusetts
            Appalachian Mountain Club	Boston, Massachusetts
            Ashuelot Valley Environmental Observatory	Keene, NH
            Barred Owl Project
            Beaver Lake Club	Ware, MA
            Bird Banding Project	Keene, NH
            Birds of Vermont Museum	Huntington, VT
            Bolton Conservation Committee	Bolton, VT
            Bonnyvale Environmental Center	Brattleboro, VT
            Boston Museum of Science	Boston, MA
            Brattleboro Area Middle School	Brattleboro, VT
            Brookfield Zoo	Brookfield, Illinois
            Brookline Booksmith	Brookline, MA
            Buffalo Field Campaign	West, Montana
            Camp Greylock	Becket, MA
            Canterbury Shaker Village	Canterbury, NH
            Cape Cod Museum of Natural History	Brewster, MA
            Cape Cod National Seashore, National Park Service	Eastham, MA
            Center for Democracy and the Constitution	Lexington, MA
            Center for Environmental Education	Redford, NY
            Charity Buzz.com/Treehugger.com	Westport, CT
            Charlestown Middle School	Charlestown, NH
            Children’s Museum of Portsmouth	Portsmouth, NH
            City of Keene Public Works Dept	Keene, NH
            Clean Air — Cool Planet	Portsmouth, NH
            Clean Water Action	Northhampton, MA
            Clean Water Fund	Portsmouth, NH
            Cloud Institute for Sustainability Education	New York, NY
            CO-SEED	Keene, NH
            Coastal Enterprises, Inc.	Portland, Maine
            Columbia University	New York, NY
            Community Action Youth Programs	Greenfield, Massachusetts
            Compass School	Westminster, VT
            Connecticut Science Center	Hartford, CT
            Conval Regional High School	Peterborough, NH
            CorpWatch	Oakland, California
            Curious George Cottage	Waterville, NH
            Dancing Rocks Consulting	Norwich, VT
            Deerfield River Watershed Association	Greenfield, MA
            Deloz Mill & Farm Biocultural Center	Hancock, NH
            Earth Angel Herbals	Brattleboro, VT
            Earthwatch Institute	Maynard, MA
            EE Just Summer at Kimball Academy	Meriden, NH
            Farmington River Watershed Association	Simsbury, CT
            Feinweber Design	Grevenbroich, Germany
            Food Works: Gardens for Learning	Montpelier, VT
            Forest Service Project	Snowville, NH
            Forestry Project	Peterborough, NH
            Four Winds Organic Gardening Services	Springfield, MA
            Franklin Pierce College Power Program	Rindge, NH
            GE Free Maine	Portland, Maine
            Gill Elementary School	Gill, MA
            Girl Scouts of Swift Water	Bedford, NH
            Grand Canyon National Park	Grand Canyon, AZ
            Greater Four-Corners Action Committee	Dorchester, MA
            Green Mountain College	Poultney, VT
            Green School Web Project
            Hancock Conservation Commission	Hancock, NH
            Hannah Grimes Localvore Project	Keene, NH
            Harris Center for Conservation Education	Hancock, NH
            Headcount Project	New York, NY
            Hillsborough Conservation Commission	Hillsborough NH
            Hillsborough-Deering Elementary School	Hillsborough NH
            Hopkinton Independent School	Hopkinton, NH
            Horizons Engineering, PLLC	Littleton, NH
            Island Institute	Rockland, Maine
            Jimmy Karlan’s Digital Trail	Keene, NH
            K-12 Sector, UN Decade for Sustainability	Farmington, MI
            Keene High School	Keene, NH
            Keene State College	Keene, NH
            Kekoldi Indigenous Rescue	Puerto Viejo, Costa Rica
            Kimball Union Academy	Meriden, NH
            Kindle Farm School	Newfane, Vermont
            Las Pumas Rescue Shelter	Guanacaste, Costa Rica
            Leland and Gray	Townsend, VT
            Lotus Lake Discovery Center	Williamstown, VT
            Luna Bleu Farm	South Royalton, VT
            Maine DEP Land & Water Bureau	Augusta, Maine
            Marlborough Open Space Committee	Marlborough, NH
            Marsh Billings Rockefeller National Historical Park	Woodstock, VT
            Massachusetts Audubon Allen’s Pond	Westport, MA
            MA Audubon Habitat Education Center	Belmont, MA
            MA Audubon Salt Marsh Center	Wenham, MA
            MA Audubon Society	Cummaquid, MA
            MA Audubon Society Camp Wildwood	Lincoln, MA
            MA Audubon Society North Shore	Wenham, MA
            MA DEP, Diviision of Watershed Management	Worcester, MA
            MA Dept. of Conservation and Recreation	Princeton, MA
            Media Education Foundation	Northhampton, MA
            Michigan United Conservation Clubs	Chelsea, Michigan
            MIRA Coalition	Boston, MA
            Monadnock Community Connections School	Keene, NH
            Monadnock Conservancy	Keene, NH
            Monadnock Humane Society	West Swanzey, NH
            Monadnock Institute for Community Advancement	Keene, NH
            Monadnock Regional Jr. High School	Swanzey, NH
            Monteverde Institute	Monteverde, Costa Rica
            Moosewood Ecological Services	Harrisville, NH
            Mt. Kearsarge Indian Museum	Warner, NH
            Myrada	Kamataka, India
            NH Army National Guard	Concord, NH
            National Outdoor Leadership School	Lander, Wyoming
            Natural History Museum of the Adirondacks	Tupper Lake, NY
            New England Aquarium	Boston, MA
            New England Wild Flower Society	Framingham, MA
            New Hampshire Audubon	Concord, MA
            New Hampshire Fish & Game	Concord, MA
            New Moon Publishing	Duluth, Minnesota
            New York Natural Heritage Program	Albany, NY
            New Jersey Division of Fish & Game, Endangered Species Program	Woodbine, New Jersey
            Normandeau Associates	Westmoreland, NH
            Northern Forest Alliance	Stowe, VT
            Northern Woodlands	Corinth, VT
            Nuestras Raices	Holyoke, MA
            Ocean Alliance	Lincoln, MA
            Owl Eyes	Greenfield, MA
            Parker River Wildlife Refuge	Newburyport, MA
            Pelletieri Associates	Warner, NH
            Peterborough Office of Community Development	Peterborough, NH
            Peterborough Town Energy Advisory Committee	Peterborough, NH
            Pitcher Mountain CSA	Stoddard, NH
            City of Keene Planning Department	Keene, NH
            Point O’ Woods Association	Bay Shore, NY
            Puddlestompers Nature Exploration	Newton, MA
            Putney Central School Garden Project	Brattleboro, VT
            Quan Tech, Inc	Arlington, Virginia
            Rachel Carson National Wildlife Refuge	Wells, Maine
            Randolph Union Junior High School	Randolph, VT
            Raptor Migration Program	Talamanca, Costa Rica
            Red Gate Farm	Buckland, MA
            REMA Ecological Services	Manchester, CT
            RIT College of Science	Rochester, NY
            Salt Ponds Coalition	Charlestown, Rhode Island
            Seeds of Solidarity	Orange, MA
            Sharon Audubon Center	Sharon, CT
            Shavers Creek Environmental Center	Petersburg, Pennsylvania
            Shelburne Farms Sustainable Schools Project	Shelburne, Vermont
            Shelter Island Chamber of Commerce	Shelter Island, NY
            Sierra Club	Concord, NH
            Silvio O. Conte National Wildlife Refuge	Turner Falls, Ma
            Skunk Radio Project	Edgartown, MA
            South Windsor County Regional Planning Commission	Ascutney, VT
            Society for the Protection of NH Forests	Concord, NH
            Souhegan High School	Amherst, NH
            Southwest Regional Planning Commission	Keene, NH
            Stonewall Farm	Keene, NH
            Sullivan County Solid Waste Alternatives Committee	Claremont, NH
            Teton Science School	Kelly, Wyoming
            The Compass School	Westminster, VT
            The Fells, John Hay Estate	Newbury, NH
            The Field Museum	Chicago, Illinois
            League of Independent Voters	Portland, Maine
            The Museum at Grafton	Grafton, Vermont
            The Naked Truth	Portland, ME
            The Nature Conservancy	Montpelier, VT
            The Nature Conservancy	Shelter Island, NY
            The Nature Conservancy	Fryeburg, Maine
            The New School	Kennebunk, Maine
            The Putney School	Putney, VT
            The Sustainability Project	Gilsum, NH
            The Trustees of Reservations	Leominster, MA
            The Whitaker Center for Science and the Arts	Harrisburg, Pennsylvania
            Tomaquag Indian Museum	Exeter, Rhode Island
            Town of Groton Conservation Commission	Groton, MA
            Town of Swanzey Conservation Commission	Swanzey, NH
            Toxics Action Center	Boston, MA
            Tracie’s Farm	Sullivan, NH
            University of Massachusetts Extension 4-H Program	Amherst, MA
            UNESCO, Nam Ha Ecotourism Project	Luang Namtha, Laos
            University of Illinois	Portsmouth, NH
            University of Mississippi	University Park, MS
            University of Vermont — Youth Horticulture Project	Brattleboro, VT
            Upper Valley Land Trust	Hanover, NH
            USDA Wildlife Services	Otis Air Force Base, Massachusetts
            Vermont Audubon	Huntington, VT
            Vermont Dept of Fish & Wildlife	Springfield, VT
            Vermont Dept. of Health	Brattleboro, VT
            Vermont Guardian	Brattleboro, VT
            Vermont Herb Atlas Project	Middlebury, VT
            Vermont Institute of Natural Science	Woodstock, VT
            Vermont Public Interest Research Group	Montpelier, VT
            Vermont Youth Conservation Corps	Waterbury, VT
            Vital Communities	White River Junction, VT
            Vermont Fish & Wildlife, Non-Game and Natural Heritage Division	Waterbury, VT
            Wachusett Mountain State Reservation	Princeton, MA
            Wells National Estuarine Research Reserve	Wells, Maine
            Wetlands Institute	Stone Harbor, NJ
            Whale Center of New England	Gloucester, MA
            Wild Treasures	Keene, NH
            Wildlife Conservation Society	Bronx, NY
            Willimantic Whitewater Partnership	Hartford, CT
            Windmill Hill Pinnacle Association	Putney, VT
            Worldview, LTD Democracy Now Project	Keene, NH
            YMNCA, Hornet’s Nest Day Camp	Keene, NH

      4. Are there examples of faculty scholarship associated with their curricular engagement achievements (Action Research Studies, Conference Presentations, Pedagogy Workshops, Journal Publications, etc?) Yes / No; Examples

         See combined listing of faculty publications and presentations at Question #5 of the Outreach and Partnership section of this framework.

   2. Outreach and Partnerships Examples

      (Outreach and Partnerships describe two different but related approaches to community engagement. The first focuses on the application and provision of institutional resources for community use with benefits to both campus and community. The latter focuses on collaborative interactions with community and related scholarship for the mutually beneficial exchange, exploration, and application of knowledge, information, and resources (research, capacity building, economic development, etc.).

      1. Indicate which programs are developed for the community:

         • Yes: Learning Centers (examples)
         • No: Tutoring
         • No: Extension Programs
         • No: Non-credit Courses
         • Yes: Evaluation Support
         • Yes: Training Programs
         • Yes: Professional Development Centers
         • No: Other

         Wild Treasures, sponsored by the Environmental Education program and operated by Antioch students and faculty, is an outdoor environmental learning center for regional K-12 schools, located at the Keene Municipal Recovery Center (landfill). In addition to providing hands-on educational experiences for students, it provides sustainability curricula to local schools and resources to help them develop their own sustainability programs, as described on the website:

         Wild Treasures is an exciting outdoor adventure and school-based ecology education program for sixth through eighth graders.

         Wild Treasures: Sustainability, Naturally explores the many ways natural and human systems contribute to or compromise the quality of life for future generations. Each participating class can earn up to $1,500 in prizes that can be converted into environmental monitoring equipment and services.

         The program begins in a provocative place, where forest surrounds an 800,000-ton recently capped landfill. Along a winding path surrounding the landfill, and within earshot of the materials recovery center, small groups of students try to solve a variety of surprising problems. A class will be awarded $500 only if all of the groups solve all of the problems along this challenging trail.

         To earn the remaining $1000 in prizes, a class will need to collaborate on the research, proposal-writing and action-taking necessary to help their school become more environmentally sustainable.

         Wild Treasures consists of four parts: the Challenge Trail; Researching; Proposing; and Acting. The Challenge Trail is played at the Keene Municipal Recovery Center. The other parts happen at school. The Challenge Trail is about 4 hours. Total program time at school varies depending on a teacher’s interests. Each school decides how much they want to participate. The more they do, the more they can earn up to $1500 in prizes that will help them improve their school’s sustainable practices.

         Other programs developed specifically for the benefit of the community include:

         • CTAP: Community Technical Assistance Program
         • The New Hampshire Municipal Leadership Institute
         • The New Hampshire School Leader Institute
         • The New Hampshire Selectperson Institute
         • PET: The Program Evaluation Team
         • Transitioning to a Recycling-Based Economy in Sullivan County
         • Wild Treasures

         Drawing on the expertise of Antioch’s departments (Education, Environmental Studies, Organization and Management) these programs provide valuable services to communities throughout New England, engage students and faculty with community members, and provide invaluable learning experiences. Two examples, as described on the ANEI website:

         CTAP

         ANEI has accepted a nine-month project with the New Hampshire Department of Transportation (NH DOT). ANEI will provide strategic planning assistance for the NH DOT’s upcoming, 5-year, $3.5 million Community Technical Assistance Program (CTAP). CTAP will provide land-use planning support and technical assistance for the 26 towns and cities affected by the anticipated widening of interstate highway I-93.

         ANEI’s goal is to increase awareness of land-use planning in the 26 towns; create and distribute publications that explain growth management issues; convene large planning sessions between local communities, state agencies and nonprofit organizations; and draft a five-year work plan for the region.

         The CTAP program is unique in that the NH DOT will not determine the specific types of assistance communities can receive. Rather through CTAP, the NH DOT hopes to engage local governments, local nonprofits and state government agencies in both planning the technical assistance that is needed and in providing this assistance over a five-year period. Specifically, this means that communities in the 26 towns affected have an important role in determining what type or form (within broad guidelines) of assistance they receive. Towns will also have a unique opportunity to work together with neighboring communities to plan for shared long-term needs.

         ANE Graduate students participate in this process in a variety of ways: they conduct research and outreach, develop resources, plan and facilitate meetings, and work to involve elementary and high school students in projects that explore the idea of community.

         PET: The Program Evaluation Team

         ANEI’s Program Evaluation Team helps community agencies articulate and measure what they do and use the results to strengthen their programs and build commitment from their stakeholders. PET members are Antioch New England graduate students in clinical psychology, environmental studies, and education, under the direction of a faculty member in the Department of Clinical Psychology. The team has worked primarily with programs that aim to promote learning, citizenship, and/or community relations goals for public school students.

      2. Which institutional resources are shared with the community?

         • No: Co-curricular Student Service
         • Yes: Cultural Offerings (examples)
         • No: Athletic Offerings
         • Yes: Library Services
         • No: Technology
         • Yes: Faculty Consultation

         One recent example of shared institutional resources was a screening of Al Gore’s film “An Inconvenient Truth” at the local theater, sponsored by Antioch. The screening was followed by a panel discussion of students, faculty and alumni from the Environmental Studies and Psychology departments, describing local impacts of global climate. Other examples include the the Applied Psychology department’s annual John Knight Colloquium, a panel discussion free and open to the public that provides information on mental health and other topics (e.g. Living with Loss, Living with Asperger’s/Autism, Living with Alzheimers). This year’s 7^th annual colloquium featured Emmy award winning director and producer John Scagliotti, on the topic of Fostering Social Justice in Our Communities. Within the past year we also presented author and educator Jonathan Kozol who spoke to a community audience of over 700 people at Keene Middle School about problems with the No Child Left Behind Act, and the Center for Tropical Ecology and Conservation sponsored a documentary film festival.

      3. Using the grid below, describe representative partnerships (both institutional and departmental that were in place during the most recent academic year. (maximum 20 partnerships)

         Partnership Name	Community Partner	Institutional Partner	Purpose	Length of Partenrship	# faculty	# studnts/year	Grant fundng?	Institution Impact	Community Impact
         Monadnock Region Public Schools of Choice	Monadnock Region School District	Antioch New England Institute	Create varied educational opportunities for different learners	5 years	11	3	Yes	Consulting opportunities for students and staff	School reform
         Community Technical Assistance Program	NH Dept of Transportation26 communities neighboring I-93, regional planning commissions,	Antioch New England Institute	Community assistance and multi-stakeholder planning process for towns along I-93 corridor	1 year (to date); 5- year project	4	8	Yes	Consulting opportunities for students/staff	Informed, engaged community stakeholders in state highway dept. site planning process
         CO-SEED (Community Based School Environmental Education)	13 partners schools in NH, VT, and ME, plus New England’s Stone Zoo, Appalachian Mountain Club/Boston nature Center/Hinsdale Elementary school	Antioch New England Institute	Place Based Education. Building an ecologically literate citizenry. Work with communities and schools to restructure school curriculum to study local places, solve community issues and use resources close to the school.	9 years	4	12	Yes	Educational opportunites for students	Partnerships between schools, higher education institutions, community-based learning centers, and other community organizations offer rich opportunities to simultaneously enhance student achievement, community vitality and environmental quality.
         Horatio Colony House Museum and Nature Preserve	Monadnock Conservancy, Monadnock Community Connection School (MC2)	Antioch New England Institute, Center for Place Based Education	Provide educational programming about the Colony family and community’s social, cultural, and natural history.	20 years	5	83	No	Education and stewardship	Education, stewardship, and historic preservation.
         Recycling Based Economy Project	Sullivan County	Antioch New England Institute	Develop sustainable waste management program	1 year	2	3	Yes	Education and consultation experience	Waste Management Plan
         Community Engagement Training	Charlestown	NH Campus Compact, ANE	Student Leadership Training	2 yrs	2	64	Yes	Capacity development re: community engagement	More informed and effective community volunteers
         NH School Leadership Institute	NH Local Government Center, NH School Boards Association	ANEI	Training for School Board Members	8 years	1	2	Yes	Education and consultation experience	Better informed and more effective community leaders
         NH Selectpersons Institute	NH Local Government Center	ANEI	Training for local elected officialss	8 years	1	3	Yes	Education and consultation experience	Better informed and more effective community leaders
         Municipal Leadership Institute	NH Local Government Center	ANEI	Train municipal managers and supervisors	8 years	1	1	Yes	Education and consultation experience	Better informed and more effective community leaders
         Wild Treasures	Keene Recycling Facilty School Districts	Environmental Studies & Education Depts	Environmental awareness and sustainability education, K-12	8 years	1	2/year	Yes	Hands on training experiences for graduate students	Educational experiences for K-12 teachers and students; increased sustainability practices in local schools

      4. Does the institution or do the departments work to promote the mutuality and reciprocity of the partnerships? Yes / No; Describe

         Partnership, by definition, requires mutual respect. The same philosophy of collaboration and consensus that characterizes Antioch New England’s academic programs is equally valued in our relationships with community organizations.

         One example is the role that Antioch New England Institute played in launching Giving Monadnock a non-profit organization created to strengthen the fundraising and governance of nonprofit organizations and increase philanthropy in the Monadnock Region. Originally started under the aegis of ANEI and staffed by faculty and students, Giving Monadnock is now a stand-alone 501(c)(3) organization with independent directors and staff. Antioch and Giving Monadnock now frequently co-sponsor community events and share resources.

         1. Are there mechanisms to systematically provide feedback and assessment to community partners? Yes / No; Describe

            The Edward J. Tomey Center for Organizational Development has been asked by non-profit organizations in the region to develop a generic “Program Evaluation Toolkit” which can be used in various settings to evaluate program and organizational effectiveness. On a case-by-case basis faculty and students work with individual organizations to assist with needs assessment, board development, and facilitation. Tomey Center faculty and students are currently working pro bono with Food Fare, a local organization that trains disabled and unemployed individuals to work in the food industry (Food Fare is affiliated with the national organization Kitchens With Missions).

            Students who work with community organizations as part of their practicum experience also provide feedback to organizations through their required exit interviews.

      5. Are there examples of faculty scholarship associated with their outreach and partnership activities (Technical Reports, Curriculum, Research Reports, Policy Developments, Journal Publications, etc?) Yes / No; Examples

         Bocko, Paul, and Bill Church. “Planning and Implementing Effective Service Learning Projects,” The Promise of Place in the Northern Forest Conference, Bethel, Maine, March 2004.

         Gordon, Rick. “Problem-Based Service Learning: Practical Solutions for Meeting Course Learning Outcomes While Engaging Students in their Communities,” American Association for Higher Education’s National Conference, Washington, DC, March 2001.

         Hoppin, Bo. “Community-School Environmental Education: A Panel Presentation with David Orr,” Dartmouth Student Earth Day, Dartmouth College, Hanover, New Hampshire, April 2001.

         Gordon, Rick. “Balancing Real-World Problems with Real-World Results: Assuring the Learning in Problem-Based Learning,” Association for Supervision and Curriculum Development National Conference, Boston, Massachusetts, March 2001.

         Chase, Steve. “Changing the Nature of Environmental Studies: Adding Environmental Justice and Activism to the Mix,” Environmental Justice Speakers Series, Berea College, April 2003.

         Guerriero, Steven P. “Leadership Education in the 21st Century,” World Forum, New York, New York, September 2000.

         Gruber, James. “University of Zagreb, Environmental Public Policy Lecture Series,” University of Zagreb GEMS Program, Graduate Environmental Management Science, Zagreb, Croatia, June 2005.

         Hoppin, Bo. “Engaging Communities in Vision to Action Planning,” Leadership Institute, Adopt-A-Watershed, Bass Lake, California, July 2004.

         Hoppin, Bo, Delia Clark, and David Sobel. “Strategies for Place-based Education Evaluation and Research,” Leadership Meeting, Appalachian Mountain Club, Boston, Massachusetts, June 2005.

         Webler, Thomas. “Integrating Science with Local Knowledge for Policy Making in Democratic Societies,” Symposium on Sustainable Development, Monteverde Institute, Costa Rica, July 2002.

         Roysircar, Gargi, and Psy.D. students Michelle Hagan, Frankie Plymale, Catherine Iacuzzi, and Josefina Irigoyen. “Mentoring Language Minority Individuals Through Community Outreach,” Cross-Cultural Winter Roundtable, Teachers College, Columbia University, New York, New York, February 2005.

         Meissner, Hanns. “From Novice to Master Manager,” Leadership Training Summit, New York State Rehabilitation Association, Albany, New York, September 2004.

         Peterson, Roger L. Keynote address: “Half-Time Internships: Reconsidering Assumptions,” Conference: The Half-Time Internship: Coming into the Mainstream, Berkeley, California, April 2005.

         Gruber, James. “Municipal Budgeting and Finance,” New Hampshire Municipal Association, Municipal Leadership Institute, Concord, New Hampshire, June 2004.

         Hoppin, Bo. “Building Community and Youth Leadership for Place-Based Education, Promise of Place Conference, Bethel, Maine, March 2004

         Chase, Steve. “Changing the Nature of Environmental Studies: Adding Environmental Justice and Activism to the Mix,” Environmental Justice Speakers Series, Berea College, April 2003.

         Hoppin, Bo. “A Continuum of Strategies for Engaging Local Community Members,” Adopt-a-Watershed Leadership Conference, Oregon, July 2002.

         Clark, Delia. “Community Visioning, Balancing Nature and Commerce in Gateway Communities,” National Park Conservation Leadership Network, Woodstock, Vermont, November 2000.

         Duffin, Michael. A draft of Center for Environmental Education’s Green School Guidelines, New York Energy Smart Schools Conference, hosted by New York State Energy Resource and Development Authority, Albany, New York, May 2001.

         Gordon, Rick. “Balancing Real-World Problems with Real-World Results: Assuring the Learning in Problem-Based Learning,” Association for Supervision and Curriculum Development National Conference, Boston, Massachusetts, March 2001.

         Griffith, William. “Technology and Knowledge Management: How to Turn Knowledge into Action,” The Granite State Association of Nonprofits and Antioch New England Institute, Concord, Massachusetts, June 2001.

         Gruber, James S. “Building Sustainable Communities through New Partnerships of Central and Local Government: Lessons Learned from Eastern Europe and New England,” International Conference on Sustainable Development, Environmental Conditions, and Public Management, Tokyo, Japan, July 2000.

         Hoppin, Bo. “Community-School Environmental Education: A Panel Presentation with David Orr,” Dartmouth Student Earth Day, Dartmouth College, Hanover, New Hampshire, April 2001.

         Hoppin, Bo. “CO-SEED,” Summer Professional Development Institute, Pinkham Notch, New Hampshire, June 2001.

         Karlan, Jimmy. Video: “Wild Treasures: Sustainability, Naturally,” Building Sustainable Communities Conference, Massachusetts College of Liberal Arts, North Adams, Massachusetts, and Vermont’s First Sustainability Education Conference, Montpelier, Vermont, March 2001.

         Roysircar-Sodowsky, Gargi et al. “Multicultural Centers for Training, Research, Practice, and Consultation,” National Multicultural Conference and Summit II, Santa Barbara, California, January 2001.

         Ellenhorn, Theodore. “Integrating Training and Community Needs in Violence Research and Prevention,” Annual Meeting of the American Psychological Association, San Francisco, California, August 2001.

         Hoppin, Bo. “Assessing Your Community Assets and Needs,” Adopt-A-Watershed Leadership Training Institute, Bend, Oregon, June-July 2002.

         Hoppin, Bo. “Leading Effective Meetings,” Community-School Environmental Education Conference and Training Institute, Pinkham Notch, New Hampshire, June-July 2002.

         Simpson, Michael. “Designing Municipal Scale Composting Systems,” New Hampshire Department of Environmental Services Training Seminar, Hampton, New Hampshire, May 2002.

         Sobel, David. “Standing Strong in My Rightful Place: Connecting School and Community through Place-based Education,” Keynote Address, Midwest Environmental Educator’s Conference, Kenosha, Wisconsin, October 2001.

         Sobel, David. “Place-based Education and the National Park Service,” an invitational seminar for the National Leadership Council of the National Park Service, Washington, DC, February 2002.

         Webler, Thomas. “Integrating Science with Local Knowledge for Policy Making in Democratic Societies,” Symposium on Sustainable Development, Monteverde Institute, Costa Rica, July 2002.

         Clark, Delia. Trainer and Facilitator, “Effective Meetings and Community Visioning,” Denali National Park and the Mat-Su Burough, Talkeetna, Alaska, April 2003.