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Bates College

Foundational Indicators

Institutional Identity and Culture
1. Does the institution indicate that community engagement is a priority in its mission statement or vision? Yes / No; Describe
  1. Bates’ mission is framed as a substantial articulation of its core values, pedagogical culture, and historical commitments; below are some key excerpts.
    
    “Bates prizes both the inherent values of a demanding education and the profound usefulness of learning, teaching, and understanding. Moreover, throughout the history of the College, Bates’ graduates have linked education with service, leadership, and obligations beyond themselves… Bates recognizes that learning is not exclusively restricted to cognitive categories, and that the full range of human experience needs to be encouraged and cultivated. The College expects students to appreciate the discoveries and insights of established traditions of learners, as well as to participate in the resolution of what is unknown? The College’s programs are designed to encourage student development and to foster student leadership, service, and creativity? Bates also recognizes that it has responsibilities to the larger community. Where possible when consistent with its primary responsibilities to its students, faculty, and alumni, the College makes available its educational and cultural resources, its expertise, and its collective energies to professional as well as to regional communities outside the institution.” http://www.bates.edu/mission-statement.xml
  2. The Vision for Bates consists of four key and overlapping dimensions (see diagram [diagram was part of the original application], from Goals 2005: Four Dimensions of the Vision for Bates; these dimensions and their depiction feature prominently in our accreditation self-study and interim report to NEASC). As is clear, the commitment to community engagement is significant.
  (Below also included in Appendix)
  
  Dimension 1
  
  An institution that presents academic rigor and achievement through its faculty, programs, and students — through its teaching, learning and scholarship.
  
  Dimension 2
  
  A college with a distinctive ethos of civility, respect, equity, engagement, interaction and service.
  
  Dimension 3
  
  A college that is unequaled in establishing the connections, the cohesion, that express the promise and value of a liberal education.
  
  Dimension 4
  
  A college that is understood and valued as supportive and attentive to individual learners, and in so doing, forges a community of distinction and excellence.
2. Does the institution formally recognize community engagement through awards and celebrations? Yes / No; Describe
  1. The Harward Center for Community Partnerships Kickoff Celebration was held in January 2006. It was a highly-acclaimed festival of community engagement, featuring three days of events — everything from a community concert and spoken-word poetry performances to a panel discussion with Bates alumni about the significance of community engagement. Events were held downtown and on Bates’ campus; participants were also invited to brainstorm about the future of Lewiston and the HCCP’s role in it. The success of this community celebration built on the celebrations of the past decade: the President’s Breakfasts and Affirming the Community Day (the latter grew out of Bates’ role in the Great Ice Storm of 1998). The Harward Center is committed to providing an annual community celebration like the kickoff, to provide a forum for reflection, rejuvenation, and recreation together.
  2. William Stringfellow Awards: “In honor of the witness and legacy of William Stringfellow (Bates Class of 1949), the Office of the Chaplain at Bates College annually recognizes the achievements of both a Maine citizen and a student of Bates College whose lives and work have been dedicated to the promotion of peace and justice. Like Stringfellow himself, award winners are distinguished by their courageous and sustained commitment to redressing the systemic, root causes of violence and social injustice…” http://abacus.bates.edu/admin/offices/chaplain/service/stringfellow.html
  3. Alumni awards that recognize service and community engagement include the Alumni Community Service award, and the Benjamin Elijah Mays Medal, for extraordinary service to the larger community.
  4. The Benjamin E. Mays Award, which is given to the Bates senior who most exemplifies Dr. Mays in academic excellence, service to others and moral leadership, often provides recognition of students who do outstanding academic service-learning.
  5. Harward Summer Student Fellowships represent new and creative use of pre-existing committed resources (including Vincent Mulford Foundation, the Class of 2000) to encourage students to examine the pressing social issues of the day from a real-world perspective and to pursue social service within the broad context of their academic careers. These grants are highly competitive and funds may be used domestically or internationally. Students are encouraged to develop projects that address wide-ranging social issues while having a local impact, and community partners are always involved in defining their own needs and crafting projects collaboratively.
  6. Phillips Student Fellowships provide funding to students to design exceptional international or cross-cultural projects focusing on research, service-learning, career exploration, or some combination of the three.
  7. The Arthur Crafts Service-Learning Awards “provide funds for students who design a semester-long or Short Term or summer academically-related service-learning project.” – http://www.bates.edu/Crafts-Service-Awards.xml
  8. Dana Scholars: awarded to “ten men and ten women from each first-year class. These students are recognized with the award for their academic excellence and promise, their leadership potential, and their service to the College and the community.” – http://www.bates.edu/x45054.xml. Many of the students chosen are leaders in community engagement.
  9. “The Mount David Summit is the annual campus-wide celebration of student academic achievement, highlighting undergraduate research? and service-learning.” 2006 Mt. David panels, involving multiple students and faculty, included the following on community engagement: “Fieldwork in Francophone Communities”; “Influencing Educational Policy”; “History in the Public Sphere.” About half of the panels at this year’s event focused explicitly on and/or featured the work of community-engaged students.
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
  
  Bates College has a long history of rich and multifaceted relationships with its communities. Our approach to assessment has grown organically out of those relationships rather than a single administrative system. Thus, we have a variety of assessment mechanisms, which focus on understanding and sustaining those relationships through dialogue and information-sharing ? we seek to be attentive, careful, and respectful of our colleagues and partners. We do, however, also recognize the importance of more systemic forms of assessment, and to that end the Harward Center and the Office of Institutional Planning and Analysis are engaged in planning dialogue. In short, we seek to maintain the healthy, vibrant culture of informal communication even as we seek to supplement our learning through more formalized assessment strategies.
  
  An example of a formal assessment strategy comes from our Howard Hughes precollege outreach in schools, assessed in 2005 by Susan Langdon, Ph.D. Her research found that “area teachers reported having more opportunity to think critically about science…[they] also benefited from support for equipment, new lesson plans, Web site development, and building lasting relationships with Bates faculty and staff.”
  
  Some examples of the effectiveness of our relationship-based, dialogical model include:
  1. Service-Learning and Community Service projects are typically assessed by those involved, according to the particular needs of the partners involved. Once again, the College leans toward an individualized, needs-driven assessment rather than a one-size-fits-all approach. We are working to find a happy medium, through mechanisms such as our standardized forms for service-learning course assessment.
  2. The Harward Center for Community Partnerships engaged in a strategic planning process in spring 2006. The themes and questions were determined on the basis of the staff’s extensive familiarity with community needs, assets, and interests, but we also created a system of assessment and dialogue through focus groups, providing us with further opportunities for formative discussion.
  3. The Harward Center for Community Partnerships is also, as a result of its strategic planning process, reviving (from previous Center for Service Learning practices) and crafting anew a system of community advisory councils and a Steering Committee to provide regular opportunities for community “voice” in the guidance of the Center.
  4. Former Dining Services Director Robert Volpi’s development of a revolutionary and nationally-lauded model of environmental, ecological, nutritional, and community development. (Notable awards and recognitions came from the United States Environmental Protection Agency, for Best Management; National Award for Sustainability – category of waste prevention / recycling; Special recipient of the Christopher and Dana Reeve Award for Environmental Leadership in 1999; recognized in “Greening the Ivory Tower” (MIT Press, 1998) a book by Sarah Hammond Creighton on best environmental practices among colleges, universities and other institutions.)
  5. For particular issues, surveys or other assessment mechanisms are developed — Robert Pallone, for example, created and conducted a comprehensive survey about community perceptions of Bates as part of his creation of the Garcelon Society (external fund-raising for students from our county to attend Bates). That information is then shared with others.
  Does the institution use the assessment data? Yes / No
  
  In general, Bates faculty and staff are interested in formative assessment — that is, we tend to assess programs, courses, and partnerships primarily for purposes of understanding how and if they work, and to help them change to work better.
  1. The creation of the Harward Center for Community Partnerships, and the practices and values of its predecessor programs, are excellent examples of high-quality informal assessment pursued with integrity and responsiveness. The commitments of Bates College to these issues did not grow overnight ? they are the result of decades of listening with caring, thoughtful analysis. We are now in the process of developing new practices of more intentional, structured assessment and documentation. An example: In the spring of 2006, the Harward Center for Community Partnerships and Museum L/A applied for and received a Maine Campus Compact-sponsored Campus-Community Partnership Grant. These grants are designed to identify and support innovative ways to meet identified community needs while furthering the development of the campus’ service-learning and civic engagement agendas. The main focus of the grant is to develop a substantive, sustainable partnership between campus and community partners. Bates and Museum L/A have worked as partners for the past four years on developing an oral history and exhibit project for the community. The grant allowed the partners to spend time at a weekend conference and then on an ongoing basis to think critically about the elements necessary to sustain the partnership and its vital community work. An ongoing assessment process has been in place since the projects inception. This innovative process includes Harward Center staff as members of the Museum L/A board. In addition, staff of both organizations meet bi-monthly to assess progress, using the Principals of Partnership developed by Julie Bell-Elkins in her work on “Assessing the CCPH Principles of Partnership in a Community-Campus Partnership,” 2002. Our assessment is teaching us about the partnership and about our partnership practices; Museum L/A (our partner in this project) is one of our pilot “collaboratories” — partners in long-term, sustained, mutually-beneficial, multi-faceted community work.
  2. The Harward Center for Community Partnerships has used its assessment data effectively by developing a strategic plan that meets community interests voiced in the process, including a formal Community Advisory Committee and membership on the diverse Steering Committee.
  3. Assessment of the impact of Dining Services practices on our environment, communities, health, and economy have driven some significant and award-winning changes in our Dining practices and policies. Dining has instituted a composting system; a partnership with local hog-farmers for non-compostable waste disposal; significant purchasing from local vendors; donation of extra food to local food pantries.
4. Is community engagement emphasized in the marketing materials (web site, brochures, etc.) of the institution? Yes / No; Describe the materials
  1. Admissions
    1. Service-Learning brochures are in evidence on the tables in the Admissions office.
    2. Harward Center staff (and, previously, Center for Service-Learning staff) are regularly invited to present on community engagement at Accepted Students’ receptions.
    3. Harward Center staff are invited to help train campus tour guides and to meet with visiting guidance counselors.
    4. Admissions staff and tour guides meet with community members to better understand the assets of Lewiston and its environs, and to better market them to prospective students and families.
    5. The Admissions website includes Service-Learning in its central listing of reasons “Why Bates?”.
    6. Viewbook: many pages in the Bates College Viewbook offer information, images, and stories related to our community engagement. Some specific references include a two-page spread on “The Community”; photos and highlights celebrating the launching of the Harward Center; references to service as part of the Bates ethos; a highlighted story of one student’s work with the Lewiston District Court; and an entire section on “Community-based Learning.”
  2. The Bates College website often features information or profiles related to community partnership work. Currently, the slideshow on the Bates homepage features a variety of images depicting life at Bates; 20% of those images are directly related to the work of the Harward Center and another 20% are related to broader community engagement functions. The Harward Center is in the process of creating a new website to articulate its work, mission, and opportunities; until that is fully established, the previous Center for Service-Learning site provides access to statistics and stories. Links to our programs, stories, and grant opportunities are accessible from a wide variety of sites on the web, as our work intersects with the work of so many other programs and departments.
  3. Catalog:
    1. Under “The Academic Program” section of the catalog is found the following: “Community Engagement and Service-Learning: At the core of the College’s founding mission is the notion that liberal learning, personal growth, and moral development are inseparable from social responsibility and service to others. Civic engagement and service-learning not only contribute to a student’s academic experience at college, but also enhance community life through the tangible contributions they make to others. Through projects conducted in academic courses, senior thesis, Short Term units, and summer fellowships, students, faculty, and staff enrich academic study by undertaking work in the public sphere in collaboration with community partners. More than half of all students take part in service-learning projects during their college years, and many faculty members link service-learning in course curricula. The mission of the Harward Center for Community Partnerships is to integrate community-based learning and community service into the Bates educational experience. Established in 2002, the center coordinates the College’s myriad programs for civic and community engagement, incorporating service-learning programs and community volunteer work, as well as the Bates-Morse Mountain Conservation Area. The Harward Center builds on a decade of innovative, rigorous service-learning at Bates?” There follows a detailed description of the structure, function, and opportunities of the Harward Center.
    2. In the section on “Connected Learning,” we read: “Bates challenges students to consider the courses they take as part of a larger intellectual experience, but also to expand the connections they make in their learning to include — in addition to regular course offerings — the unique opportunities for discovery found in off-campus study, undergraduate research, service-learning, internships, undergraduate fellowships, volunteer experiences, employment during the summer or the academic year, and extracurricular activities. By engaging in these activities and understanding how they contribute to both attaining knowledge and cultivating the habits of mind that are the fruits of a liberal arts education, students can strengthen their academic experiences and prepare themselves well for a lifetime of learning and involvement.”
    3. In its early pages, describing “Bates Today,” the catalog reads: “Bates has long understood that the privilege of education carries with it responsibility to others. Learning at Bates has always been connected to action, a connection expressed by the extraordinary level of participation by students in service activities and by graduates in their choices of careers and dedication to volunteer activities and community leadership. Many faculty members routinely incorporate service-learning components into their courses, and about half of Bates students are involved in a wide variety of community-based projects with more than 135 public and private agencies.”
  4. Press releases about accomplishments such as being named one of the 81 “Colleges w/Conscience” or earning national recognition for pioneering work in service-learning.
  5. US News and World Report ranks Bates among the top colleges nationally for Service-Learning in its 2007 edition, based upon nominations from its annual survey of college presidents, deans of faculty, and directors of admissions. http://www.usnews.com/usnews/edu/college/rankings/brief/acadprogs05_brief.php
  6. The Washington Monthly College Guide has ranked Bates 22^nd (2005) and 26^th (2006) among national liberal arts colleges. Its rankings are based on a set of measurements related to three criteria: “Community Service,” “Research,” and “Social Mobility.” http://www.washingtonmonthly.com/features/2006/0609.collegeguide.html

Institutional Commitment Required Documentation

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

Under the presidencies of both Don Harward (1985-2002) and Elaine Hansen (2002-), the executive leadership of Bates has communicated not only explicitly, but extensively and repeatedly, to promote community engagement as an institutional priority. As early as 1989, Harward called for the College to broadly engage the traditions and social issues of Lewiston-Auburn, as a core component of its educational mission. “Students at Bates understand that education brings with it a commitment beyond themselves, to the public good,” Harward told the Androscoggin County Chamber of Commerce. “I look forward to the involvement of faculty and staff [in] … planning, and economic forecasting and … helping area businesses and agencies develop analyses… I look forward to joining college and community resources [to] help address housing needs … [and in] museum projects, musical performance …, oral histories.” Harward’s visionary speech anticipates his practical role in founding (and having Bates host) Maine Campus Compact in 1995 and the College’s Center for Service Learning a few years later. In the first state Campus Compact annual conference, he described service-learning as a practice that furthered the transformative potential of liberal education: “[T]o emancipate ourselves, through education” he argued, “requires that we act in the interest of those to whom we become connected.” Harward played so central a role in the growth of Maine Campus Compact that its state-wide faculty award for service-learning excellence is named in his honor. When he retired in 2002, Harward asked that any effort to honor him center on the College’s commitment to community engagement; Bates incorporated the Center for Service-Learning and other related programs into a more comprehensive Harward Center for Community Partnerships. “The Center for Community Partnerships will be an enduring, academically-based expression of the College’s commitment … [to] service-learning, applied research, and College-community strategic alliances,” Harward said at the dedication of the Center in 2004.

Don Harward was not the only member of the College’s executive leadership to make explicit the priority Bates placed on community engagement. Former Dean of the College Jim Carignan published articles describing Bates’ service-learning programs (see IIA4: faculty scholarship). Jill Reich, Dean of the Faculty, similarly stressed the breadth and ambition of the College’s commitment at the dedication of the Harward Center: “The Harward Center for Community Partnerships will become the?home of Bates College’s highly effective and nationally recognized service-learning program. More than that, it is being organized as an academic program in the heart of the institution, which underscores the commitment of the Bates College Board of Trustees to an enduring relationship between campus and community.” The Trustees of the College echoed such commitments: “The fences, physical and metaphorical, have come down,” noted Chair Burton Harris when the Board formally established the Center. “The college and its partner, the community, now have a direct, a sustainable, and a mutually-reinforcing relationship.”

Under Elaine Tuttle Hansen’s presidency, College leadership has continued to underscore the centrality of civic engagement to the Bates experience and the College’s civic responsibility to both its community and its students. “Service learning, civic engagement, and preparation for leadership are hallmarks of Bates and many other liberal-arts colleges,” Hansen wrote in a 2003 letter to the Chronicle of Higher Education. “Half of the student body at Bates is involved in community-based learning, research, and outreach in any given year, with 1,700 students spending over 60,000 hours in the Lewiston-Auburn community.” Hansen has led Bates into joining both Imagining America, a national consortium of higher education institutions committed to public engagement in the arts and humanities, and Project Pericles, a consortium of liberal-arts institutions dedicated to integrating citizenship into liberal education.
Does the college have a coordinating infrastructure (center, office, etc.) to support and advance community engagement? Yes / No; Describe with purposes, staffing

The Harward Center for Community Partnerships leads Bates’ efforts in community involvement and community-based education, building upon the college’s strong existing programs in service-learning, community volunteerism, and environmental stewardship. The Center’s mission is to collaborate with community partners to meet community needs and, in the process, to integrate civic engagement across Bates’ educational work. We are committed to mutuality and dialogue, believing that we can do with our partners what none of us could do alone. The results of such collaboration, we believe, will enrich not only civic and community life, but also liberal education.

The Harward Center brings together activities and functions formerly overseen by several different offices at Bates: the Center For Service-Learning, the Bates-Morse Mountain Conservation Area, and the Office of Special Projects and Summer Programs. These offices bring into the Center a significant legacy of achievement; we are committed to sustaining their excellent work and at the same time enabling that work to attain new levels of academic, community, and environmental impact.
1. The Service-Learning Program continues and extends the mission of the former Center for Service-Learning, which was among the first nationally-recognized centers for community-engaged scholarly work in the nation. Staff in this program work with faculty and students to link courses, thesis work, and independent study with opportunities for community-based research, learning and service; they also develop long-term projects with schools, museums, environmental and community organizations, and other partners. The Program offers faculty and staff grants for publicly-engaged academic work, curriculum/pedagogical development, and research support. It also offers students work-study positions in community organizations and grants for academic-year and summer fellowships. The Program prides itself on working with faculty and students across the institution and at all levels, and with community partners over an exceptionally long time-span, through exceptionally rich and deep relationships.
2. The Community Volunteerism and Student Leadership Program sustains and extends the support for non-academic community service and student leadership formerly housed within the Center for Service-Learning. Through this program, the Harward Center sponsors co-curricular volunteer opportunities in Lewiston-Auburn and the wider community. These include short-term programs like the National Day of Service and extended opportunities like Big Brother/Big Sister. A significant feature of our volunteer programs is that they are coordinated by Student Volunteer Fellows, who receive training and support in leadership development and who work to facilitate contextualization and reflection related to community partnership work.
3. The Bates-Morse Mountain Conservation Area, now more than twenty-five years old, is a coastal reserve of some 600 acres in Phippsburg, Maine, comprising the Sprague River salt marsh, the headland of Morse Mountain, and the upland dunes of Seawall Beach. Bates College manages this unique ecosystem for conservation, research, educational use, and limited public access. The inclusion of Morse Mountain and the nearby Shortridge Coastal Center in the Harward Center enables Bates to more fully integrate these resources?as well as the Phippsburg community?into its civic engagement work.
4. The office of the Events Coordinator manages the Center’s own events programming and summer programs inherited from the former Office of Special Projects and Summer Programs. Equally important, this office oversees all community use of Bates’ facilities, playing an ambassadorial and support role that is crucial to the Center’s mission of bridging campus and community.
With the integration of these activities and functions into a single Center comes the opportunity (as well as the need) for change. Even as we sustain the work done by our predecessor offices, we are articulating new, comprehensive goals, planning new programs and initiatives, even re-examining the language we use to name the role of community involvement in the Bates education. Indeed part of our mission, as we understand it, is to serve as a forum for thinking about the language of service, civic engagement, and liberal education.

Staffing:

The Harward Center for Community Partnerships (HCCP) staff consists of the following permanent positions (7.58 FTE):
- Director, HCCP
- Associate Director, HCCP
- Assistant Director of the HCCP for Service-Learning
- Assistant Director of the HCCP for Community Volunteerism and Student Leadership Development (.5 FTE)
- Program Coordinator for Service-Learning, HCCP (.83 FTE)
- Events Coordinator, HCCP
- Director, Bates-Morse Mountain Conservation Area, HCCP (.5 FTE)
- Director of Special Initiatives, HCCP (.75 FTE)
- Adminstrative Assistant, HCCP
The Harward Center has also recently created two new, short-term positions to advance particular components of our work: 1) an Americorps/VISTA, working on student leadership development for our student-run volunteer program (see above), gender issues in community service, and program assessment practices; 2) a Mellon Learning Associate (supplemental instructors funded through a Mellon grant, bringing particular expertise to a field). Our Learning Associate focuses on advancing and deepening our Community-Based Learning practices; the position is further supported through funds from the HCCP and from the Dean of Faculty and will be working with faculty in three different departments.

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

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

Bates spent $X in the Harward Center and other programs dedicated to engagement in AY 06. Public initiatives in other units (including staffing, outreach programs, and tuition waivers) cost at least $X more. The total $X is over 2% of Bates’ $74 million operating budget.

Longer Narrative (in appendix):

Bates College allocated $X in operating and personnel budgets to offices, programs, and events dedicated to community engagement in AY 06. The Harward Center, formally launched in AY 06 with nine staff, represents nearly the whole of that amount. (The Center’s component programs are described throughout this documentation.) In the three previous years, Bates allocated roughly similar levels of funding, although its commitment dipped and rose again as existing programs (the Center for Service-Learning, Bates-Morse Mountain Conservation Area, the Office of Special Projects and Summer Programs, and a civic leadership initiative called L-A Excels) evolved or were incorporated into the Harward Center. Also included in the totals for these years are public performance programs (Bates Dance Festival, Lakeside Concerts) and convenings (Presidents’ Breakfasts, Affirming the Community Day).

In addition to funding offices, programs, and events whose primary mission is community engagement, Bates gives significant funding for community initiatives in other programs, offices, and departments. We made an inventory of community-oriented expenditures in such “non-mission-dedicated” units for AY 06. It included staff positions in Environmental Studies and Education overseeing internships and teacher training placements; outreach programs in Sociology, the Museum of Art, Dining Services, and the Muskie Archive; and tuition waivers to Katrina refugees (seventeen of whom were admitted as Special Students in Fall Term, 2005) and local high school seniors (twenty-five of whom are invited to take two Bates courses each year). This inventory represents an estimated additional commitment of $X.

Together the funding in “mission-dedicated” and “non-mission-dedicated” budgets allocated for community engagement amounts to $X, more than 2% of the College’s $74 million operating budget. This figure is in itself incomplete and imprecise. It does not include, for instance, the commitment of Dining Services to spend at least 25% of its purchasing budget (more than $400,000) on local vendors. It is almost impossible to specify the share of faculty personnel costs supporting the dozens of service-learning courses, community-based theses, and independent studies offered each year, or to quantify the value or opportunity-costs of providing office space and IT to Maine Campus Compact. Nonetheless it suggests the scale of budgetary commitment made by Bates to community engagement.

TABLE I. BUDGET ALLOCATIONS FOR OFFICES, PROGRAMS, AND EVENTS DEDICATED TO COMMUNITY ENGAGEMENT (AY 03-AY 06)

Budgetary Category	AY 03	AY 04	AY 05	AY 06	NOTES
1) Harward Center For Community Partnerships, Operating Budgets	NA	NA	NA		Harward Center Operating Budget for AY 06 includes 25% of Mellon Community Partnership grant
2) Center For Service Learning, Operating Budgets				NA	Center For Service Learning incorporated into Harward Center in AY 06
3) Office of Summer Programs and Special Projects, Operating Budgets				NA	OSPSP incorporated into Harward Center in AY 06
4) Bates-Morse Mountain Conservation Area and Shortridge Coastal Center, Operating Budgets					Bates-Morse Mountain incorporated into Harward Center in AY 06 but budget listed separately here
5) L-A Excels				NA	L-A Excels, a community leadership initiative, discontinued after AY 05
6) Personnel costs, lines 1-5
7) Bates Dance Festival					Figure represents Director’s estimate of Bates budgetary support for summer festival
8) Lakeside Concerts					Summer public concert series
9) Presidential Breakfasts			NA	NA	President’s Breakfast series discontinued after AY 04
10) Affirming the Community Day				NA	Affirming the Community Day, an annual celebration, discontinued after AY 05
TOTAL

TABLE II. ADDITIONAL BUDGET ALLOCATIONS: COMMUNITY ENGAGEMENT INITIATIVES IN SELECTED PROGRAMS AND SIGNIFICANT IN-KIND COMMITMENT OF RESOURCES (AY 06)

Budgetary Category	AY 06	NOTES
1) Dining Services		In addition, 25% of total Dining Services budget bought from local vendors ($472,000)
2) Bates Museum of Art		Estimate of Director
3) Muskie Archives		Community archive initiative
4) Environmental Studies Program, Internship Coordinator		Staff position–all Environmental Studies concentrators in required 200-hour internships
5) Education Department, Teacher Training Coordinator		Staff coordinating student-teaching placements
6) Sociology Department, Richey Community Partnership Fund		Donor gift to support student community internships and initiatives
7) High School Scholars Program		In-kind estimate of program giving twenty-five high schools seniors tuition-free access to two Bates courses of their choice
8) Katrina refugees from Maine, Fall Term 05		In-kind estimate of free tuition, room, and board given to seventeen students, one semester
TOTAL

Mellon launch grant of the Harward Center for Community Partnerships
$1.7 million gift to endow the Harward Center for Community Partnerships
Donald W.and Ann M. Harward Professor of Community Partnerships: endowed professorship whose holder directs the Harward Center for Community Partnerships.
The Harward Center for Community Partnerships administers a variety of grants for students engaging in community service-learning; in 2005-06, those external funds total $ 125,176. (Some $13,000 of that is Bates’ matching funds for federal work-study, but we include it here because it is necessary to the disbursement of the other funds.)
1. Harward Summer Student Fellowships, which are funded through the Vincent Mulford Fund, the Class of 2000 Fund, and the Harward Center, provide support for academically-related service-learning projects. Working with a supervisor at a service agency site, the student designs an eight- to ten-week project, outlines job responsibilities, and identifies some of the social issues that the work will address. Grant applications must include a written endorsement from both the host agency and a faculty member. Students are encouraged to develop projects that address wide-ranging social issues while having a local impact. Funding of up to $3700 is awarded for the eight to ten weeks of full-time work. These grants are highly competitive.
2. Community Work Study funds are used not only in the tradition way during the academic year but also in a particularly innovative and productive way:
3. Summer Community Work-Study Fellowships provide federal work-study funds for summer academically-related service-learning projects. Funds are available on a competitive basis. Students can design projects in non-profit agencies or apply for jobs already listed for local organizations. Funds can be used locally or in other parts of the country with preference being given to local projects.
4. Arthur Crafts Service-Learning Awards: provide funding for expenses related to service-learning.
5. Helen A. Papaioanou Service-Learning Grants provide funding for academic service-learning projects in the community during the academic year.
6. Volunteer Service Grants provide funding for volunteer service projects.
The Harward Center also administers the Grants for Publicly-Engaged Scholarly Work, available to faculty and staff, and funded through resources from the Mellon Foundation (we make available $40,000 per year).
The Howard Hughes Medical Institute is also a significant contributor to our community engagement work: in 2004-05, they offered roughly $130,000 for K-12 outreach programming. Bates College is one of nine schools in the nation to have received five major grants from HHMI. Bates uses the funds to support a wide variety of activities, many of which prioritize community engagement. An example of community-engaged funding through HHMI at Bates is the Bates Science and Math Education Partnership Grants. These provide support for partnerships that have been developed through summer student fellowships, student-teacher supervisors, education student placements, professional development projects, and classroom exchanges. Grants can support curriculum and lab development, including assessment, teacher training, and acquisition of resources.
Maine Campus Compact administers a variety of grant programs, which we have been fortunate to participate in over the years. One example this past year includes the “Education for Democracy” conference sponsored by Maine Campus Compact and the Harward Center, which brought together K-16 educators from around the state to discuss this vital topic, inspired by Ira Harkavy, our keynote speaker.
The Jim Carignan fund is an example of recent fundraising that brings external resources to Bates students for philanthropic redistribution to community partner organizations.
The Richey Community Partnership Fund is a gift to the Department of Sociology to fund community internships and initiatives.

Is there fundraising directed to community engagement? Yes / No; Describe fundraising activities
1. The existence of the Harward Center for Community Partnerships is itself a demonstration of fundraising toward community engagement: the endowment of the Center consisted of a $1.7 million gift raised specifically for this purpose.
2. The Harward Center works with members of the Advancement team to identify and pursue fund-raising opportunities relevant to our work in community engagement. We partner with Alumni and Parent programs on activities like the National Day of Service, when we volunteer with groups of alumni on service projects in major cities across the country. We also share information, stories, and images related to our work with interested parties. While this kind of work is not immediately linked, at the time, to fund-raising for community engagement, it is part of a strategy of communications and involvement that is intended to raise giving for community engagement.
3. Recent grant-writing successes include a new VISTA position, building capacity and programming for student leadership development, and a new Mellon Learning Associate position for enhancing and expanding our Community-Based Research partnerships and expertise. Both of these positions embody and advance our commitment to substantive, long-term community partnerships, and their contributions are the result of grant-writing for requisite funding.
4. The Advancement Office has just met its goal for the Carignan Fund, a pool of funding that will empower students to learn and practice philanthropy in and with our community through targeted funding distribution to agencies in need.
5. The Garcelon Society is a group of college and community leaders whose fund-raising efforts are dedicated to supporting the Androscoggin Scholarship fund — those scholarships support students from our county who need funding to attend Bates.
6. The Center for Service-Learning also had a long history of successful grantsmanship; early grants received include:
  1. support of the innovative Longley School partnership (awarded by the National Corporation for Public Service, funding comes from the University of Pennsylvania’s West Philadelphia Improvement Corps Replication Project)
  2. funding from the Consortium for the Advancement of Private Higher Education (between 2000 and 2003) which has linked student research projects to a specific community development or enrichment goal identified by LA Excels, a Bates-LA economic development partnership. Bates students, working with a community advisor and a Bates advisor, have been asked to tackle a wide range of interdisciplinary research questions. The results of student research over the past three years of the grant have been used by LA Excels in the planning and/or executing of some of its projects.
  3. The Hewlett Foundation provided a two-year grant to study capstone experiences, which supported innovative work in service-learning theses: the Biology Department used the resources to hire a half-time teacher/scholar to design and coordinate science education projects. Participating students designed and presented biology workshop for teachers in area schools in coordination with the Center for Service-Learning. All their work was coordinated with the Maine Learning Results. The Psychology department similarly used Hewlett funds to hire faculty to create a seminar for students pursuing the department’s service-learning option for seniors. The objective was to increase the number and quality of service-learning opportunities as well as to develop a way to evaluate consistently service-learning projects and to assess their effectiveness, especially in comparison with conventional theses.
  4. Bates is one of only nine institutions in the nation that has received five Howard Hughes Medical Institute Grants; their support has enabled a variety of deeply significant partnerships. Examples include: (taken from “highlights of the 2003 “Math and Science Education Outreach” section)
    1. Hughes Summer Fellowships: For the third year, paid summer fellowships, ranging from 2 to 5 weeks in length, allowed Bates students to work with area teachers to develop technology, curriculum, and learning resources. Four projects were funded for the summer of 2004.
      1. Curriculum Alignment with Interactive Web Tools
      2. Math Program Evaluation
      3. Biotechnology Model Program
      4. Forces and Motion: From Catapults to Rockets
    2. The annual 7 to 16 Math and Science Educators Roundtable, held in September 2003, spotlighted summer 2003 projects and provided a structure for Bates faculty, staff, students and local 7-12 teachers to build effective partnerships.
    3. The Central Maine Physics Alliance was supported for its third year. High school physics teachers, Bates faculty, Bates assistants in instruction and Bates students met monthly to discuss topics of mutual interest and to access resources.
    4. A Science Education Outreach Grant of $8,900 was awarded to Karen Boucher at Edward Little High School for curriculum development to include biotechnology in advanced biology. She worked collaboratively with Lee Abrahamsen, Associate Professor of Biology.
    5. For the fifth year, HHMI supported the Lewiston High School Science Fair by providing two student fellows to help organize and run the event. In addition, 87 members of the Bates community and the community at large were trained and evaluated over 4000 science fair projects. Their input continues to refine the evaluation process. Faculty and staff from math, science, and education courses teamed with the Center for Service-Learning, the Dean of Faculty’s office and the Bates Communication and Media Relations office to support this collaboration.

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

Assessment at Bates occurs at several levels, through multiple mechanisms, and the methods depend on the situation at hand. There is a tendency at Bates to resist an “overarching assessment plan, because of a conviction of multiple intelligences and multiple measurements” (Jim Fergerson, Director of Institutional Planning and Analysis). However, we are deeply committed to understanding the effectiveness of our work; the following assessment practices are some of the many articulated by the Office of Institutional Planning and Analysis. It should be noted that assessment and documentation related to engagement in community will be one function of the Harward Center’s new Annual Report ? it will build on the decade-long practice of the Service-Learning Program to collect and articulate the range of institutional engagement in and with our communities. The primary existing assessment practices related to community-engagement are:
1. The Teagle Grant for Inquiry-Based Collaborative Assessment of Student Learning in Liberal Arts Colleges will support Bates and six similar colleges in a study of “key transition points in college,” examining factors including “the impact of programs such as internships, service-learning, or study away; and the role of capstone projects” (Bates College Fifth Year Interim Report for NEASC, October 2005.)
2. Discussions between the Harward Center and Institutional Planning and Analysis have identified the need to develop a formal database to systematically collect information about student experiences related to service learning and community engagement. An example of a proposed mechanism (in discussion with the Registrar) is a “flagging” system to mark service-learning or community-based courses in the catalog.
  Other assessment activities that may serve as resources in our understanding of community engagement include:
3. Various peer groups and organizations have supported and encouraged assessment practices that are often highly relevant to our work in community engagement. Examples include the Consortium on High Achievement and Success (CHAS), supported by the Nellie Mae Foundation, which is dedicated to promoting high achievement, leadership, and personal satisfaction of students on its 35 member campuses. CHAS supports assessment but also innovative programs based on its assessment; from those assessments come much of our institutional understanding of student persistence and satisfaction, areas in which service-learning has and can have a significant impact.
4. Ongoing survey research: Bates participates periodically a variety of surveys, including the CIRP First Year Student Survey (annual), the CIRP Your First College Year Survey (2004, 2006), the Higher Educational Data Sharing Consortium Senior Survey (every other year), and a variety of alumni and reunion surveys. While many of the questions are standardized, we hear about the importance of community engagement to our students and alumni in their written comments.
5. Finally, there are periodic initiatives devoted to understanding our relationship with the community. A notable example is the 2001 Institutional Planning and Analysis study of the Economic and Civic Impact of Bates on the Lewiston/Auburn community, with a presentation at a President’s Community Breakfast.
1. Are course level data used for improving courses? Yes / No; Describe
  
  Yes. As noted in 2.b. under “Curricular Engagement,” Bates has had a formal course evaluation system in place for nearly three decades and our online evaluation system has been a model and an “industry leader” in the field. Faculty care deeply about the effectiveness of their courses, the institution is profoundly committed to excellent teaching. That care and commitment naturally encompass also the community-engaged work within courses. Bates is developing a coding system to “flag” courses that have strong service learning components, so that outcomes can me more easily evaluated.
  
  Faculty derive course-level data from both the online course evaluation system and other forms of evaluation (dialogue, reflection, individual forms of documentation). The online course evaluation system provides students to leave extensive comments about any aspect of a each course, and comments are shared with the course instructors and others. The Service-Learning staff are also actively involved in formative and summative assessment of partnerships with community. As is common at Bates, the emphasis is on practices that get particular forms of needed information where they need to go rather than on overarching assessment practices. We are, however, in the process of developing new assessment strategies that will capture other forms of data. Faculty and Service-Learning staff engage in intensive course-development that learns from and builds on the assessment of past practices. An example of this assessment and change that grew out of it comes from Georgia Nigro’s early work with community-based research. Students and community partners articulated their concern, to her, that they wanted a chance to get to know each other earlier in the course; she therefore instituted a practice of inviting community partners to present in the first class of the semester, establishing their presence as partners and co-teachers.
2. Does the institution use the data from any of the tracking mechanisms? Yes / No; Describe
  1. Data are regularly used for program development and improvement across the institution. Some of our major institutional initiatives arise out of assessment — a recent example includes the Campus Climate Initiative, which offers a multifaceted plan to address issues related to diversity. The First Year Seminar program similarly gathers and uses meaningful data from student focus groups, the Teagle grant interviews, and the Your First College Year and First Year Student Surveys to shape their program. Discussions related to the development of a new Learning Commons to yoke various of our academic support and enrichment programs are also making substantial use of multiple forms of assessment.
  2. With specific regard to community engagement: the Harward Center for Community Partnerships and its component programs make extensive use of our data about community perspectives. Our work is shaped in large part by community needs and interests, which we understand through our relationships with our partners. Our strategic planning process for the Harward Center as a whole involved focus groups with community partners, and gave rise to a new Community Advisory Committee, whose members will also be represented on our Steering Committee.
  3. An example of our early commitment to use assessment data to develop meaningful community partnership is found in the creation of summer programs. According to Peggy Rotundo, “Many of the summer programs were started to serve a community need, particularly for professional development for teachers in the state. Jim Carignan ran programs for teachers in conjunction with the Maine Mathematics and Science Alliance, for example?[and] programs were started for teachers and area students in connection with the Muskie Archives” (Senator Margaret Rotundo, personal communication, August 2006). These programs could be developed to effectively meet teachers’ needs due to the presence of key Bates people in key community relationships: Senator Rotundo’s service at the time as Chair of the Lewiston School Board and her careful assessment of educational needs, and Dean of the College Jim Carignan’s service on the commission that developed the Maine Learning Results.
Is community engagement defined and planned for the strategic plans of the institution? Yes / No; Describe and quote

Bates’ strategic planning process under President Donald Harward resulted in fifteen priorities for the college, four of which were explicitly linked to community engagement, and many others of which depend upon a culture of engagement. The four relevant priorities state:
- Enhance learning and teaching by extending the traditional classroom, both on- and off-campus; create greater flexibility in the calendar, in new venues for learning, and in collaboration among institutions.
- Develop and support greater international educational experiences, on campus and beyond, confirming the connection of learning and work in a global context.
- Reinforce the implicit covenants that bind the community; seek to understand and strengthen connections that honor civility, service, collegiality, social justice, and community trust.
- Collaborate with the local community in ways that both serve the College’s mission and recognize the reciprocity with the external community of both obligations and opportunities.
— http://abacus.bates.edu/acad/committees/goals2005/general.priorities.html

Furthermore, the HCCP itself has undertaken a significant strategic planning initiative, with involvement from students, staff, faculty, and community. It has led to the development of a comprehensive vision for our work as well as a strategic trajectory. We are in the process of finalizing and implementing the plan, one notable development of which is the creation of four Advisory Committees (Student, Staff, Faculty, and Community) and a Steering Committee comprised of members of the Advisory Committees. Since so much of the community engagement work of the institution is supported in some way through our office, our own strategic plan is a significant element of the institution’s strategic planning related to community.
Does the institution provide professional development support for faculty and/or staff who engage with community? Yes / No; Describe

Yes. Bates has long been committed to supporting faculty staff in community engagement. Common practices and resources include:
1. Harward Center for Community Partnerships Grants for Publicly-Engaged Scholarship, available to faculty and staff (in 05-06, we awarded seven grants for a total of $35,000; an example of supported work is an Economics professor’s partnership with various community partners to “explore the connections between academic research, advocacy and interdisciplinarity with a focus on the Androscoggin River. The goals of this project are 1) the creation of an inventory of values and spatially relevant information related to the River; and 2) the prioritization of community-based, socially-relevant research projects.” Partners include Maine Rivers, the Androscoggin River Watershed Council, the Androscoggin Land Trust, Androscoggin River Alliance, Trout Unlimited, and the local Chamber of Commerce.
2. The Harward Center for Community Partnerships also offers “Discretionary Grants” up to $1000 to faculty to support service-learning activities in existing courses. Grants can enhance service-learning and community engagement activities in the curriculum through the support of new materials, transportation, honoraria, and the like. Faculty may apply for one grant per semester per course.
3. Faculty Development resources from both the Dean of Faculty and the Service-Learning Program. The Center for Service-Learning had provided faculty support since its inception in 1995.
  1. Resources enable:
    1. Conference attendance
    2. Support for scholarly publication
    3. Course development
    4. Research support
    5. Funding for expenses related to community-engaged teaching
    6. Program development
    7. Faculty/Staff consulting for community engagement (available to community partners as well as Bates partners)
4. Intellectual fora such as this year’s Working Knowledge forum — events that foster professional development and partnership through dialogue and collaborative learning. Events and ongoing workshops planned for 06-07 include the “Public Works in Progress” series for faculty and staff to present informally to colleagues and partners about their ongoing work, and a faculty discussion group on the purposes of higher education.
5. Tuition support: staff who choose to take courses receive tuition support. Given the high levels of local staff, this represents a tangible benefit and a significant investment in the educational development of our community.
6. Staff professional development: many departments have practices supporting the professional development of their staff. At the Harward Center for Community Partnerships, for example, staff are regularly supported in their community commitments; they have funds available for tuition; they also receive a $500 annual professional development budget for conference attendance, resource purchases, or program development of their own choice. (Three of our staff are currently involved in Community Leadership degree programs and/or seminars in the Lewiston/Auburn community.)
7. Conference attendance support for students, staff, faculty, and community partners. Regular professional development funds support some of this, but the HCCP also covers the cost of conference attendance at regular events like regional Campus Compact and Imagining America conferences.
8. Flex time for staff to engage in community projects: it is common practice for many departments and supervisors to encourage community engagement by empowering staff to use their time flexibly and voicing support for public work.
Does the community have a “voice” or role in institutional or departmental planning for community engagement? Yes / No; Describe
1. David Scobey, Director of the Harward Center for Community Partnerships, has developed a model of partnership called the “collaboratory” which is guiding our thinking and practice in partnerships. It involves a “parallel reframing of the core practices of the movement from course- and semester-based service-learning to longer-term, more sustained and integrative partnerships. Such multi-year “collaboratories,” as we call them at Bates, would be co-created by academic and community partners and grounded in the assumption that each collaborator brings resources, needs, plans, and critical reflection to the project. Their criteria of success would include not only public benefit “out there,” but also educational innovation “in here”: new courses (including those taught and team-taught by community practitioners), new curricular clusters and pathways, new interdisciplinary formations, new research questions, new scholarly projects informed by, and in turn informing, the public work” (Scobey, work in progress, shared by personal email 8/25/06).
2. Many departments have long-standing partnerships with community organizations that provide regular research and learning opportunities our students and faculty depend on. The Psychology department, for example, has a special Senior Thesis track explicitly for community-based or action research in community. The partners involved in these relationships are regularly consulted about program development and often serve as advisors in departmental thinking about community engagement. Education, Anthropology, and Environmental Studies have similar practices.
3. The Harward Center for Community Partnerships also maintains a regular practice of consultation and dialogue with community partners, often serving as the conduit of interests and perspectives between campus and community groups. Peggy Rotundo, who built and ran the Center for Service-Learning, notes that “most projects spring from community needs, as defined by the community.”
4. The HCCP further involves community partners in search committees and focus groups, especially in the development of our strategic plan. One result of that process was the development of formal Advisory Committees to the HCCP, including a Community Advisory Committee with representation on the HCCP Steering Committee.
5. Community partners are of course actively involved in the development of multi-institutional collaborations (one might say that Bates is involved in a community process in those cases). Some current examples include an exciting dialogue that seems to be leading to the development of an association of non-profits serving our county; the Downtown Education Collaborative which brings together the conjoined resources of the four colleges in our cities; the Creative Economy initiative of the state legislature.
6. Bates is also developing a practice of inviting community practitioners to serve as teachers in more formal contexts; we’ve long recognized our partners as co-teachers in the field; this brings them more often and more intentionally into the classroom. One recent example of this practice is the hiring of David Elliott, long-time Maine legislative researcher, as a Lecturer in Community Partnerships; he teaches a course involving “Public Policy Internships.”

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
  
  Dean of the Faculty Jill Reich has invited the Director of the Harward Center, David Scobey, to open a conversation with departmental and program chairs crafting guidelines for when and how to include language on the College’s commitment to community engagement in position descriptions and search processes. Bates does not currently have an articulated policy of explicitly including consideration of community engagement in job positions, searches, hiring, and recruitment of new faculty. With the launch of the Harward Center For Community Partnerships in AY 06, new attention is being given to making the College’s culture of community engagement more visible in faculty search and recruitment.
  
  Like many other dimensions of Bates’ institutional style, however, a commitment to a community-engaged faculty is already embedded in departmental practices. Over thirty Bates faculty each year teach service-learning or community-based courses, more than 20% of the on-campus instructional faculty; over the four years of an undergraduate career, we estimate that at least one-third of the faculty do so. Several departments explicitly but opportunistically include community-based learning in their consideration of potential candidates; the former chair of Education, for instance, reports that teaching training and community-based research interests play a significant role in hiring decisions. Even more important is the socialization that many departments give new faculty to the ethos of support for community-based education. As Bates crafts guidelines for the appropriate presence of community engagement in hiring and recruitment, it will surely take this form of an approved practice, which departments and programs are encouraged to foreground as they find relevant, not an administrative mandate from the top to standardize procedure.
2. Do students have a “voice” or leadership role in community engagement? Yes / No; Examples
  
  Yes: they are involved in two central ways.
  
  First, our community service opportunities are administered by six Student Volunteer Fellows (SVFs), under the guidance of a staff member. The SVFs have near-total autonomy to develop, maintain, and assess programs, although they often focus on particular programs within themed “areas” for which they have applied. (For example, one SVF works with programs related to hunger and homelessness, and while she works with several established partners, she is also encouraged to develop new or deeper relationships related to those themes, in which Bates student volunteers might be helpful.) SVFs report to the Harward Center Staff for guidance and consulting, and they work as a team to support each other and the culture of service on campus. They are responsible not only for the vision and direction of the partnership, but for all aspects of its development: marketing, recruitment, documentation, support, logistics, etc. They also have access to Volunteer Grants to support their work. In this capacity, the students are a crucial aspect of the service work at Bates, and their work, vision, and responsibility has led to a multifold increase in the popularity of their work and positions. (In 2004-05, there were six applications for the then-four SVF positions; in 2005-06, there were eighteen.) The positions are paid (by community work-study if the students are eligible; by other funds if not), which helps create a culture of significant responsibility and devotion, as they are not squeezing this passion into their day between other jobs.
  
  The second way in which students have significant voice in community engagement is in the Harward Center’s new governance structure, which includes a Student Advisory Committee and student representation on its Steering Committee. Students were one key constituent in our strategic planning process, and we’ve been delighted with how many thoughtful and conscientious young people attended our focus groups.
  
  There is a third way in which students are leaders in community engagement, though this is (in a typically Batesian way) more a set of cultural practices than a formal mechanism. That way is the Bates commitment to student empowerment and to supporting student-driven projects. It means that many community-based learning and research projects are student-developed; various community service projects are the brainchild of a student or group of students; indeed, Bates students have founded organizations that have become fully-fledged non-profits after their graduation (notably Lots to Gardens and the Maine Fair Trade Association). This culture means that faculty, staff, and community partners often turn to students for guidance — when the HCCP was curious about student interest in leadership programming, we invited students to the Director’s house for coffee and cookies, and had an excellent turnout with productive dialogue and planning. Similar efforts have taken place for Project Pericles (for more information on this national community-engagement consortium, see http://www.projectpericles.org/). Bates participation in the D4D partnership of Project Pericles, focusing on national and local immigration policy, similarly grew out of and is guided by a self-organized student committee. Another example of student initiative is the Maine/Nicaragua Short Term trip, organized by students who sought to explore, intellectually and experientially, issues of fair trade in two different contexts. Their work spurred a fascinating conversation this spring about how various departments can better support student-directed learning projects that may or may not have curricular connection, but that provide meaningful and transformative experiences.
3. Do the institutional policies for promotion and tenure reward the scholarship of community engagement? Yes / No; Describe
  1. If yes, how does the institution categorize community engagement scholarship? (Service, Scholarship of Application, other)
  2. If no, is there work in progress to revise the promotion and tenure guidelines to reward the scholarship of community engagement.
4. Is community engagement noted on student transcripts? Yes / No; Describe

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
      
      Bates does not have a formal definition nor a formal process for identifying such courses except in the Annual Report for Service-Learning, but the rigorous work of the Center for Service-Learning has established a normative practice of partnership with their staff, and a common understanding of the academic groundedness of service-learning. That is: the carrot is bigger than the stick, and most faculty who engage in community partnership work find the incentives of working with the Center (now, of course, the Harward Center) to be substantial: faculty development; syllabus and assignment design; partnership support; assessment guidance; logistical management. It is our staff, then, who encourage appropriate and substantial practices and who determine what sorts of work are listed in the annual report. “Field trips” rarely meet the rigorous academic standards of the staff, but field work frequently does, thanks to a decade of substantial work with the Education Department (which has a 30-hour field work requirement for every course it offers). Much of the emphasis on recent years has been on supporting and encouraging the increasing interest, across many disciplines, in community-based research: two good examples of this are the community-based research “track” for thesis students in Psychology and the Environmental Studies internship requirement (200 hours) that often involves community-based research. Throughout all of this, our core commitments are to respect, reciprocity, and mutual benefit; we have an extraordinarily high level of community partnership in developing, implementing, and evaluating our community-based learning.
      
      Harward Center staff are in dialogue with the Registrar about ways to “flag” service- or community-based-learning courses, for a variety of reasons: it would provide a useful way to assess, at a glance, the commonality of community-engaged teaching within and across departments, but more importantly it could help faculty and students be still more intentional about their choices in teaching and learning methods, inquiry, and partnership. However, the diversity of community engagement methods and models, and the culture of faculty autonomy pose challenges to a “universal” labeling system. We are planning a faculty-driven process of dialogue and framing that will lead us to some system of community-engagement indicators before the publication of our next catalog. The Harward Center staff will of course play an active role in determining those categories and indicators, and in encouraging and assisting faculty in selecting them.
      
      It is important to note that the figures below represent our stringent standards for service-learning, and thus there are a variety of community-based learning opportunities which are not included. Many faculty use experiential, field-based, or community-based pedagogies, but the figures below are tracked by the Harward Center for Community Partnerships, which may not partner in all those cases. (An example: one professor of environmental economics involves her students every year in a project to raise funds to purchase and retire sulfur dioxide credits, thus reducing acid rain in our region. This is entirely her own initiative, which we applaud, but it is therefore not represented in our numbers below.) Therefore, these figures are conservative.
    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?
      
      34 faculty taught a “regular” course; a total of 52 faculty taught, including thesis and independent study, which are an important part of our work.
    3. How many departments were represented by those courses?
      
      15 departments (we’re not including programs, because that gets more complicated) / 75% of total departments
    4. How many faculty taught service learning or community based learning courses in the most recent academic year?
      
      52 faculty taught a course or independent study.
    5. What percentage of total faculty?
      
      26%
    6. How many students participated in service learning or community based learning courses in the most recent academic year?
      
      561 Students.
    7. What percent of total number of students?
      
      33%
  2. 1. Are there institutional or departmental (disciplinary) learning outcomes for students’ curricular engagement? Yes / No; Explanation
      1. In 2005, the faculty developed “Goals for a Bates Education”, which included the following priorities, all of which link directly to Bates’ substantial history and practice of academic community engagement:
        
        Making Connections
        
        We want Bates students to be cognizant of the connections among their courses, their residential lives, their communities, and their extra-curricular activities.
        
        Multiple Perspectives
        
        We want Bates students to be able to bring multiple, and interdisciplinary, perspectives to complex problems, to be able to identify different perspectives and see what those perspectives bring to an understanding of the world.
        
        Understanding Contexts
        
        We want Bates students to understand the historical and cultural contexts of their lives, including an understanding of the Bates context, and to have knowledge and experience of cultures outside the ones with which they are most familiar.
        
        Responsibility to Community
        
        We want Bates students to prepare themselves to play an active part in their communities, including scholarly communities. Therefore, we expect our students while at Bates to be active participants in their local, global, cultural and scholarly communities.
        
        - http://www.bates.edu/summary-goals-bates-education.xml
      2. Our Center for Service-Learning (now the Service-Learning Program within the Harward Center for Community Partnerships) has long maintained rigorous academic standards. They work with faculty and students to ensure the following learning outcomes:
        
        clear and consistent connection between service and academic substance of the course.
        
        healthy preparation and contextualization of the service experience, for enhanced learning.
        
        meaningful reflective practice, integrating service experiences with course content and with other learning practices.
      3. While it is most common for learning outcomes related to community engagement to be articulated within the context of particular courses, certain departments also articulate learning goals in their departmental information and related to particular requirements of their academic program; examples include the following:
        
        “The Bates Department of Education seeks to foster the democratic possibilities of schooling through reflective engagement, research, and critical action. The aim of the department is to create an environment in which students and faculty analyze together the complex dynamics between the purposes and products of schooling and the social structures and cultural processes that characterize our nation … To encourage the integration of theory and practice, education courses require a field placement in a local school or community setting. Students are expected to reflect systematically on the larger questions surrounding educational structures and practices raised through field experiences.” — http://www.bates.edu/EDUC.xml?dept=EDUC
        
        The purposes of the internship requirement in the Environmental Studies Program stipulate their learning outcomes: “To provide an opportunity for the student to begin to understand some of the complexities and some of the unpredictable variables which mark environmental work, through immersion in the life of an organization or agency involved in such work … To provide an opportunity for the student to “test” in the field some of the theories and arguments encountered in courses … To provide the host organization with a modest opportunity to call upon the energy and curiosity of a student interested in the natural environment.” http://abacus.bates.edu/acad/depts/environ/internships/
        
        The Department of Psychology offers two options for the mandatory senior thesis, one of which is the service-learning thesis: “For a service-learning thesis, students work in a local school or agency, using their training in psychology to address social issues in an applied setting, as well as meeting in a weekly seminar with other seniors doing service-learning. Recent examples include working in a group home for at-risk youth, helping an elementary school evaluate its mentoring program, and interning with an agency that provides expressive therapy in the local community.” — http://abacus.bates.edu/acad/depts/psychology/abouttheprogram.htm
    2. Are those outcomes systematically assessed? Yes / No; Describe
      
      The wide variety and highly-individualized nature of the service-learning and community-based learning experiences engaged in by Bates students makes it difficult to difficult to categorize, classify, and/or summarize results at the departmental or institutional level. Once again, course-level qualitative assessment methods and direct dialogue will always tend to be more effective than summary-level institutional-level quantitative analyses for the types of experiences that involve our students. We can provide inventories of student experiences, and anecdotal evidence about their effectiveness, but a key learning outcome is to provide the students themselves the opportunity to directly reflect upon their experience and to recognize how it fits into a broader liberal arts education. This can be best done at the course level with the direct involvement and mentoring relationship of the instructors. In the future, the Harward Center might provide an optional and flexible (objective and free response) web-based survey to collect student feedback that would be shared with instructors and accumulate in a central database. The Harward Center might also provide a web-based form for agencies and organizations that host students to provide feedback about their experiences. All that said, some current practices include:
      1. The Environmental Studies internship, described above, has standardized assessment forms for both student and community-partner feedback.
      2. The Service-Learning staff within the Harward Center offers and uses standardized forms for assessment of programs and courses, though much informal assessment takes place and sometimes supplants more formal mechanisms.
      3. A college-wide course evaluation system has been in place for nearly three decades and continues to evolve. The faculty Committee on the Evaluation of Teaching has created a pioneering and nationally-recognized online course evaluation system which is often used by service-learning faculty to assess the effectiveness of their pedagogy. Many faculty also employ additional assessment mechanisms to ascertain the impact of their work (dialogue, reflection, alternate forms for community feedback), but these are not campus-wide. Rather, they reflect the commitment of the individual to improvement of the work and the relationships on which it depends. Furthermore, the web-based course evaluation system gives students the chance to comment at length about any aspect of the course, rather than simply answering a set of standard objective questions. Thus, faculty who seek particular information about community engagement are able to solicit it, and they are furthermore able to benefit from student narrative about the meaning, challenges, and implementation of their community-engaged learning.
      4. Department and Program Evaluation: The Dean of Faculty continues to oversee the long-standing and effective program under which each department, program, or co-curricular unit is reviewed each ten years. Each review includes an internal Self-Study and an outside peer review. Such reviews provide helpful opportunities for focused analysis of community-partnership practices. Many departments also have more frequent assessment and documentation mechanism; the Center for Service-Learning, for example, created an annual report every year since its inception. As the Service-Learning Program, it continues its practice of recording courses, faculty, students, internships.
      5. The Harward Center for Community Partnerships has articulated assessment and documentation as a key priority for this coming academic year. We have a long history of meaningful, substantive informal assessment, and with the arrival of an Associate Director of the Center, we now have the dedicated personnel to support a more formal assessment effort.
  3. 1. Is community engagement integrated into the following curricular activities? Yes / No; Describe with examples
      1. Student research: Yes
        
        Thesis/Capstone: many students undertake community-engaged thesis or capstone projects. Some departments (notably Psychology, French) have a designated track for CBR. Other faculty members encourage, facilitate, and support community-engaged thesis work through other mechanisms. One notable thesis example is Peter Beeson’s research (Class of 1999), developing a Geographical Information System for firefighters in the twin cities of Lewiston/Auburn. The system is also used to gauge environmental impact of road developments, and for other geographical purposes such as optimum routes for sewerage. Municipal officials say that Beeson’s research saved them nearly $200,000 (as of the date of the source report, 2001.) Another thesis, by Swearer Award winner Kirsten Walter, led to the creation of her dynamic and well-known non-profit organization, Lots to Gardens. Other examples of thesis work that contributes meaningfully to community life include histories of area land-use related to the development of the Thorncrag Bird Sanctuary, and writing of legislation to guide Maine’s use of tobacco-settlement funds.
        
        In other courses, at other levels: Bates places significant emphasis on research in its curriculum, and research opportunities are found at all levels of the academic experience across and among the disciplines. Often research is undertaken with community partners or addressing community issues. Geology students recently did limnology research at Bates-Morse Mountain that provides needed data for the town of Phippsburg; other students are doing funded research through the Maine Marine Resources Department.
        
        To further support student community-based research, the Harward Center has partnered with the Departments of Education, Psychology, and Anthropology to create a new position this year: the Mellon Learning Associate in Community-Based Research is a full-time position dedicated to supporting, encouraging, and developing community-based research.
      2. Student leadership: Yes
        
        Community service at Bates is run by Student Volunteer Fellows: students whose academic year job (community work-study, if eligible; HCCP funds if not) is to coordinate a range of community service partnerships. We currently have six SVFs (the program has grown from four last year), each responsible for a particular array of issues and programs. For example, the student responsible for issues related to Hunger and Homelessness coordinates our partnerships with the Good Shepherd Food Bank and the Trinity Jubilee Center, as well as supporting new initiatives and partners related to these issues. The SVF takes responsibility for working as part of the Community Volunteerism and Student Leadership Development team, and for envisioning, planning, recruiting, implementing, and assessing his/her programs. SVF’s report to the Harward Center’s Assistant Director for Community Volunteerism and Student Leadership Development;
        
        We also have a VISTA this year who is focusing on developing leadership programs for and with our Student Volunteer Fellows. She is undertaking significant research into leadership programs here and elsewhere and offering new suggestions for strategy, methods, implementation, and assessment of our work.
      3. Internships: Yes
        
        Some departments at Bates require an internship (Environmental Studies, e.g., requires 200 hours of internship). Others encourage internships or provide access to internship opportunities; a new course this past year centered on Internships in Public Policy, with each student serving as an intern for a different agency on policy work. Many internships undertaken by Bates students are with community-based organizations and work for community benefit. Just a few recent examples of partner agencies include: Maine Geological Survey; Androscoggin River Alliance, Maine Women’s Policy Center, Maine Equal Justice Project, and Growth Smart Maine.
      4. Studies abroad: Yes
        
        Bates is nationally recognized for the quantity and quality of its study-abroad opportunities, and many of those do involve service in some form. Sixty-five percent of 2006 graduates earned some credit for international study. The high academic standards of the Off-Campus Study office and careful assessment of host programs further ensures the quality of each student’s experience. While Bates faculty have led international study programs, students have also undertaken international and domestic service-learning away from Bates through a variety of programs, including the Higher Education Consortium for Urban Affairs and Augsburg College’s Center for Global Education. Students will not infrequently lay groundwork for their senior thesis while abroad; one of our Student Volunteer Fellows has just returned from Guatamala, where she was involved in community-based research on orphanages, and she expects her thesis to build on her research there.
        
        Many students also find their international service and learning leads them to greater involvement in their communities here in Maine; this is an area of overlap between Bates programs that we are exploring with high hopes.
        
        We have a culture of student engagement and motivation which supports student leadership of new initiatives; a notable example this past year is a program advanced by this year’s Stringfellow Award winner, to study, during our five-week Short Term, issues of labor equality and fair trade in Maine and Nicaragua. Their work and fund-raising was entirely student-driven, and while they formally did independent studies to intensify and document their learning from the experience, they also offer an example of student leadership in action for service to the global community.
    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
      
      As mentioned previously, Bates culture tends to lean away from “one size fits all” practices; we value our autonomy and eagerly seek effective practices to meet our goals. Given that our goals include education for citizenship and an expectation for “our students while at Bates to be active participants in their local, global, cultural and scholarly communities” (see 2.a. above, excerpts from “Goals of a Bates Education”), we have not created curricular mandates across the institution. Many departments, programs, and faculty have, however, chosen to incorporate community engagement in their courses and opportunities. Some examples are listed below.
      
      One significant item of note is the new Plan for Bates Education ? this past year, the faculty agreed upon a new general education plan for the institution. It is a remarkable plan, and remarkably well-suited to community engaged scholarship and the combination of breadth and depth it embodies. Significantly, the plan was framed in part around Bates’ historical commitments to community and to teaching students in community:
      
      “Over the years, Bates has developed a faculty and a program of studies that open students up to the ever-expanding variety of approaches to living freely and responsibly in the world…to know and experience the world through literature, across languages and cultures, on stage and on camera, in labs and in the community … We have along history of linking academic life with the larger community and are recognized for our longstanding commitment to civic engagement. Our students conduct and present studies to help shape public policy in Lewiston, collect oral histories, intern with local farms and government agencies, teach in area schools, and participate in community research projects while studying abroad.” (Proposal for New Bates Education, January 2006). In brief, the plan requires each student to declare not only a major but also two “General Education Concentrations” … groups of courses intentionally framed by faculty through strategic partnership around particular issues or themes. One example in the works is a Concentration on “The River” (the Androscoggin River, which bas historically been the lifeblood of our communities and is the focus of much policy, environmental, and cultural work). Such a concentration might include a biology course on river ecology; a policy course on water or land-use issues; a cultural studies course on life along the River; an economics course on methods and models of valuing lands and waters. Each Concentration is also permitted to require a common “non-course-based-experience” which might include a service project, a travel or work experience, or a performance related to the Concentration or one of its component courses. We see enormous potential for the new Bates Education to encourage an integrative approach to learning in and with community, and indeed that hope is articulated expressly in the legislation.
      1. Core courses: Yes.
        
        Various core or research methods courses engage with community in diverse ways (notably “History Hell,” “Developmental Psychology,” and “Race, Class, Gender and Society”).
      2. Graduate studies: Not applicable.
      3. First-year sequence: Yes
        
        This past academic year, three first-years seminars offered community-based learning or research opportunities. The number is expected to continue to increase with the addition of the HCCP Associate Director to the First Year Seminar faculty and related faculty development efforts.
      4. Capstone: Yes
        
        As noted above, some departments have a formal community-based option for thesis or capstone. Many do not, but faculty are flexible and supportive of student interests; some faculty collaborate with students on community-based research and projects. An increasing number of departments are encouraging community-based research in the capstone: the French department supported two students doing community-based theses for the first time this year. These students interviewed local Franco-American residents and documented their stories through videotaping and writing. They presented their work at the Mt. David Summit. Their work will form the basis of a collection of oral history research at the Franco-American Heritage Center in Lewiston. We estimate that roughly 50 students write a community-based thesis every year.
      5. In the majors: Yes
        
        Some majors require internships or field work (Environmental Studies, Anthropology, and Education, most notably), which are conducted through community partnerships.
        
        Many courses use community-engaged pedagogies in their upper-level courses, so along with core and capstone opportunities, students experience community engagement as a component of their education in many majors. Example: the History department offered two community-based learning courses this past year: History in the Public Sphere and The Civil Rights Movement. Together, those two courses alone offered 300 hours of work in the community.
      6. Other: Short Term (our five-week term in May): Yes
        
        Short Term is a non-traditional course requirement which many students and faculty use for innovative and experimental learning. The “Experimental College” program enables members of the college community to propose courses in virtually any field. More traditional courses are also offered: two exciting examples this year related to community engagement are Education professor Stacy Smith’s “Deliberative Dialogue” seminar, and an environmental economics seminar called “Valuation of Human-Altered Ecosystems.” Co-taught by faculty from Environmental Studies and Economics, the course asks, “How is the value of an ecosystem altered by human development?” and works with various community partners.
  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
    
    Yes — below are some selections from the 2004-05 academic year. It should be noted that Bates faculty have been active in the scholarship of engagement from its earliest years; some of the Bates Faculty seminal texts in service-learning include the following:
    - Donald Harward, “Bates College: Liberal Education, Community Partnerships, and Civic Engagement,” in Public Work and the Academy, eds. Langseth and Plater. Boston: Anker Publishing, 2004.
    - James Carignan, “Curriculum and Community Connection: The Center for Service-Learning at Bates College,” in Successful Service-Learning Programs: New Models of Excellence in Higher Education, ed. Zlotkowski. Boston: Anker Publishing, 1998.
    - From Zlotkowski’s series on Service-Learning in the Disciplines.
    - Steve Hochstadt’s “The Unspoken Purposes of Service-Learning: Teaching the Holocaust” in Connecting Past and Present: Concepts and Models for Service-Learning in History, 2000.
    - Georgia Nigro and Stanton Worthman’s “Service-Learning Through Action-Research Partnerships” in With Service in Mind: Concepts and Models for Service Learning in Psychology, 1998.
    - Lois K. Ongley, Curtis Bohlen, and Alison S. Lathrop’s “Evolution of the Consultant Model of Service-Learning, Bates College, Lewiston, Maine” in Acting Locally: Concepts and Models for Service-Learning in Environmental Studies, 1999.
    Since then, many faculty have maintained active community-based research agendas, and continue to engage their students and partners in new and expanded learning, yielding powerful new scholarship.
    
    From 2004-05 Dean of Faculty report:
    1. Patricia Buck: “Using the Master’s Tools to Keep House: Somali Refugee Women, National Identity, and Schooling.” Presented at American Educational Research Association Annual Conference, Montreal, Quebec.
    2. Patricia Buck: “Becoming American in Time: Contrasting Discourses of Citizenship.” Presented at Council of Anthropology and Education Annual Meeting, San Francisco, CA.
    3. Heidi Chirayeth: “Constructing Deserving Patients in the Emergency Room: A Sociological Perspective on Abuse Potential and Prescription Decisions.” Presented at Southern Sociological Society, April 2005.
    4. William S. Corlett: “Remapping the Danger Zones: Privilege, Need, and Their Necessary Exclusions.” Presented at American Political Science Association Annual Meeting, Chicago, IL, Sept. 2004.
    5. Douglas Hodgkins: Fractured Families: Fighting in the Maine Courts. Auburn, ME. Androscoggin Historical Society.
    6. Beverly Johnson and Mike Retelle: “Paleoclimate reconstruction using physical sedimentology and organic matter biogeochemistry of varved sediments, Basin Pond, Fayette, ME.” Presented to Annual Meeting of Geological Society of America, Northeastern Section, Saratoga Springs, NY, March 2005.
    7. Kathy Low: “Evaluation of the Maine in Motion Pedometer Program, 2004-05, Governor’s Council on Physical Fitness, Sports, Health, and Wellness, March 2005.
    8. Stacy Smith: “School Choice Through a Foucauldian Lens: Disrupting Neoliberal Rationality.” In Towards a Progressive Politics of School Choice: the Emancipatory Potential of Charter Schools, eds. Sulberg and Rofes. Albany: SUNY Press, 2004.
    9. Stacy Smith: “Are Public Schools Leaving Citizenship Behind?” Journal of Maine Education, Winter 2005: 28-32.
    10. Abrahamsen, L. Learning Partnerships Between Undergraduate Biology Students and Younger Learners. Microbiology Education 2004; 5:21-29
    11. Abrahamsen, L. Service Learning in the Undergraduate Science Curriculum: Partnering College Students with High School and Middle School Classes. Focus on Microbiology Education Winter 2004; 10(2):4-5
    Furthermore, some research has had far-reaching impacts: a recent example laying out Maine State guidelines is Dean, A., Fraser-Thill, R., Gallik, P., Nigro, G., & Walshe, A. (in draft). Infant Toddler Early Learning Guidelines. Publication of the State of Maine.
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:
    1. learning centers: Bates students, staff, and faculty partner with Lewiston Adult Education’s learning centers to provide needed volunteers, research, and resources.
    2. tutoring: America Reads; Big Brothers/Big Sisters; Bates Buddies and Longley Mentoring; various other arrangements exist through independent partnerships or other programs.
    3. extension programs: We do not have a formal extension program, but provide many of the same purposes: staff, students, and faculty serve as consultants; grantwriters; evaluators; speakers; educators in, with and for community partners. Examples include
      1. Amy Bradfield’s presentation of “Mistaken Eyewitness Identification: Prevalence, Causes, and Remedies” to the New Hampshire Public Defenders Annual Meeting, Waterville Valley, NH, May 2005;
      2. In 1998-99, the Center for Service-Learning wrote over a million dollars worth of grants in partnership with the local school systems;
      3. Staff fund-raising directed toward Kids Plus and the Longley Mentoring Program;
      4. Summer professional development workshops for teachers in conjunction with the Maine Learning Results.
    4. non-credit courses: Bates College, in partnership with the Aspirations project, invites area high-schoolers to take up to two courses for credit at no charge. In 2005-06, 23 local students did so. In addition, community members may audit Bates courses for a small fee.
    5. evaluation support: Many of our staff, students and faculty do evaluation with and for community partners, through research methods courses, thesis work, independent study, and/or faculty and staff research. Examples include:
      1. Kathryn Graff Low’s most recent evaluation work through her partnership with Healthy Androscoggin was a study of substance use and abuse in 18-25 year old non-college bound emerging adults; they evaluate public health interventions for substance abuse and tobacco in this population. She also works with the Maine Governor’s Council on Physical Activity evaluating a variety of state-sponsored pedometer programs.
      2. In Art and Visual Culture internships, student interns work with the Olin Arts Museum Thousand Words Project to evaluate the Project’s new on-line teaching module for community partners.
      3. A thesis student collaborated with the Maine Childhood Lead Poisoning Prevention Program, the Maine Department of Environmental Health, and the Maine State Housing Authority to research patterns of lead poisoning in Maine and to develop a survey that will be used by the MCLPPP to understand the difference in the housing profile of lead-poisoned children as well as other risk factors for and sources of lead poisoning among Maine children. This information is used to target public health resources and to educate more effectively for populations most at risk.
      4. “Introduction to Hydrogeology” students did water quality analyses and testified at a legislative hearing on a bill related to upgrading water quality standards for the Androscoggin River. Additionally, they met with Maine’s governor and policy makers, prepared a web site, wrote letters, and were interviewed by Maine Public Radio on their work.
      5. A thesis student evaluated a grant based college-aspirations program at Lewiston High School.
      6. The Bates Environmental Studies Department evaluated greenhouse gas emissions by the college, to better understand our contribution to pollution in the area, and to inform Bates Transportation Department policy. Results include a student-led community bike-share program, a community shuttle van, and a van-pool/rideshare program for commuters through the Alternative Commute Database.
    6. training programs: There are several kinds of summer programs that Bates has historically offered for its communities, broadly conceived:
      1. Some faculty and staff with particular expertise have hosted training programs at the College, including New England Campus Security Officer Training Academy, founded and hosted by our Director of Security and Campus Safety.
      2. The Bates Dance Festival offers a three-week professional training program each summer for dancers, educators, and choreographers from around the world.
    7. professional development centers: We do not have professional development centers per se, but several of our partnerships provide substantial professional development to colleagues and partners:
      1. Bates’ Howard Hughes Medical Institute grants, administered through the Dean of Faculty’s office, provide stipends and resource support to area teachers involved with curriculum development and collaborations related to HHMI grant programming.
      2. Olin Art Museum’s Thousand Word Project provides professional development support grants to K-12 teachers developing curricular resources through the online art collections and collaboration with Museum staff.
      3. The four colleges in Lewiston (private liberal arts; Community College; public four-year; private, for-profit) are co-planning a Downtown Educational Collaborative that would meet community needs and interests through shared expertise and complementarity.
    8. other: One oft-repeated story in Bates-L/A history is the “The Ice Storm” — an enormous storm in 1998 that knocked out power to much of the region for nearly 10 days. In response, the college opened its doors to those in the community who lacked power, providing warmth, meals, hot showers, and communication services. A similar ethos is embodied in Bates’ response to the Katrina disaster: inviting Maine students enrolled at the devastated schools to study for credit, for free, as non-matriculating students at Bates, and supporting student-driven efforts that raised over $16,000 for relief, some of it targeted to local fuel assistance programs.
  2. Which institutional resources are shared with the community?
    1. Co-curricular student service:
      1. In 2004-05, Bates students gave 13,290 hours of volunteer service. (Bates students gave an additional 35,000 documented hours of service through academic service-learning projects with 139 different community partner organizations.)
    2. Cultural offerings:
      1. in 2005-06, the College publicized 281 cultural events, open to the public. This number does not include the summer offerings, such as performances through or by the Bates Dance Festival; readings from the Summer Creative Writing Workshops; the Thursday night performances of the Lakeside Concert Series; an ongoing Tuesday Noonday Concert Series.
      2. The Olin Art Museum is an extraordinary resource and has extensive links to our communities not only through its gallery space but through programming and online access for educators, students and the public at large. See “Outreach and Partnerships: Question 3.”
    3. Athletic offerings:
      1. Sporting events are open to the public; in 2005-06, Bates hosted 103 athletic contests open to community spectators.
      2. Bates provides access to its ice rink (an unusual policy among peer institutions) for local team use at low cost, and has also provided access to practice fields.
      3. Athletic teams often hold training clinics, with proceeds benefiting a community group.
      4. Bates helped to found the Youth Lacrosse League nine years ago, which just went to its first state championship.
    4. Library services:
      1. Ladd Library at Bates is open to the public for in-building use all hours that the library is open, with significant rate of use by the public.
      2. Bates is a Federal Depository Library (since the 1880s) and circulates documents to the public; has collaborative relationships with other public libraries in the area to coordinate services and discuss matters of mutual concern. Staff members help partner libraries with such things as strategic or building planning, and implementing library automation services; we rely on their expertise and specialized holdings.
      3. We provide a courtesy borrowers program for adults in the community whose research interests are unlikely to be served by other area libraries. At any given time there are 200 – 300 participants in this program.
      4. On MaineCat, the statewide catalog and circulation system for books, Bates is consistently the second largest lender after the University of Maine System. We are also one of the top 10 lenders in New England through the OCLC interlibrary lending network.
      5. Through the ongoing Adopt-a-School partnership, Bates provides library access to teachers at Lewiston Middle School.
    5. Technology:
      1. In the early days of the Internet, Bates provided some crucial services (e-mail accounts, for example, to faculty members at Lewiston Middle School as part of a partnership program). As these services have become commodities, Bates has been supplanted by publicly supported services or by private firms.
      2. Bates computing staff have been instrumental in the development of the local freenet (AVCnet): the College and its staff have provided server and web support for the organization and its members, and staff continue to serve on its Board of Directors. “The Androscoggin Valley Community Network (AVCNet) is an organization of volunteers who are dedicated to facilitating online information exchange in the Androscoggin Valley of Maine. Created in the belief that AVCNet can provide a unique service to electronically link the region through telecommunications, the group believes that online access to information can promote civic participation, educational excellence, economic vitality, and community involvement for all of our citizens.” http://www.avcnet.org/mbr_off.htm
      3. Bates has also hosted web sites for many local organizations.
      4. Bates has a long history of providing used computers to area schools and non-profit organizations.
      5. Bates computing staff have assisted, through committee service and consulting support, local libraries, schools and other agencies in developing network services, Web services and telecommunications services.
    6. Faculty consultation: Examples range from institutional board-service to contracted consultation support, and include:
      1. Psychology professor Georgia Nigro conducted research, evaluation, collaboration and consultation that effectively wrote the standards for pre-school education in Maine.
      2. David Scobey, Professor of Community Partnerships and Director of the HCCP, serves on the board of Lewiston/Auburn’s museum of labor and industry, Museum L/A. His collaboration and consultation have been vital in crafting the vision of the organization and securing resources (funding, student research and exhibit-design) to implement it.
      3. Education professor Patricia Buck, through a course called “Literacy in the Community,” enabled students to work at Lewiston Adult Learning Center developing community-based learning activities for English Language Learners.
      4. “The Consulting Approach to Service-Learning in Environmental Studies,” empowers students, in partnership with faculty, to serve a consulting function through course-work and independent study. For more, see http://abacus.bates.edu/acad/depts/environ/projects/ConstApproach.html
      5. Elizabeth Eames in Anthropology provides ongoing consultation and service through the African Immigrants Association and the Catholic Charities Refugee Resettlement Project to assist families in their transition to life in Maine.
      6. History professor Steve Hochstadt provided consultation to the Holocaust and Human Rights Center.
      7. Religion and Ethics professor Tom Tracy sits on several area hospital Boards of Ethics. Several Bates professors have served or do serve on the Maine State Humanities Council.
    7. Other:
      1. Bates has also shared space with community organizations. When Lots to Gardens was in its infancy, it was loaned temporary office space by the Environmental Studies Program.
      2. The Events Coordinator in the Harward Center for Community Partnerships is responsible for stewarding our physical facilities use by the community. She not only coordinates events for and with community, but she also enables access to Bates facilities as appropriate. Examples of the many such events include hosting meetings or celebrations of the Androscoggin High Schools’ Young Writers Program; the Lewiston Community Education Coalition; Special Olympics Swim Meet; Emergency Medical Training for local EMTs and Officers.
      3. Bates’ Environmental Coordinator organizes and supports an annual goods-redistribution program called the “Dump and Run” — objects students discard in their move are collected and sold at a large warehouse sale at very low cost.
      4. A multi-year collaboration between Bates College and the cities of Lewiston and Auburn, called L/A Excels, received national accolades as a model of civic engagement and partnership. It was supported and led by then-president Donald Harward, and it involved dedication of significant college resources. A community-based strategic alliance founded in 1998, L/A Excels was composed of colleges, schools, hospitals, municipal governments, arts organizations and businesses that work together to create a shared vision of excellence in community development. Former Governor Angus King has called L/A Excels “the most extensive community development project in the history of the state.” The collaboration accomplished a great deal and forged significant ties between the cities and Bates; we continue to build on its legacy through our work on the creative economy and partnership with our cities.
  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 Thorncrag Bird Sanctuary
    
    Community Partner Stanton Bird Club
    
    Institutional Partner Biology; Sociology; Harward Center
    
    Length of Partnership 10 years
    
    Number of Faculty 2 this year
    
    Number of Students 14 this year
    
    Grant funding HCCP faculty development funds; HCCP academic year and community work study funds; federal Natural Resource Conservation Service Award
    
    Paragraph on:
    
    Purpose To support and expand stewardship of Thorncrag Bird Sanctuary while engaging Bates Students in substantive environmental preservation work. This year’s emphasis has been largely on invasive species identification and management.
    
    Institutional Impact
    
    See Appendix. Through Sociology methods course, to evaluate and analyze client satisfaction with and use of the Sanctuary.
    
    Through Biology course: invasive species identification, education and eradication. Students and faculty play an active role in educating about and acting on environmental stewardship related to invasive species control.
    
    Community Impact
    
    See Appendix. Preservation and maintenance of a beautiful 312-acre bird sanctuary and conservation area in our city. Minimized influence of invasive species in its ecosystems. Thorncrag staff have new access to research and expertise in the latest invasive species management information and techniques. More community partners are familiarized with ecology of migratory birds.
    
    Partnership Name New Beginnings (at-risk youth development)
    
    Community Partner New Beginnings
    
    Institutional Partner American Cultural Studies 220; Psychology independent study; Sociology 120 and 270; Political Science 423; Harward Center
    
    Length of Partnership 10 years
    
    Number of Faculty 5
    
    Number of Students 25
    
    Grant funding HCCP service-learning student support through Papaioanou grant; departmental thesis support funds; community work-study funds; Bechtel funds for Psychology majors.
    
    Paragraph on:
    
    Purpose To involve Bates students in programming for at-risk youth on an ongoing basis; to participate in community-based research that supports the programming of New Beginnings.
    
    Institutional Impact
    
    See Appendix. Maintain an interdisciplinary collaborative partnership across departments, with varied faculty working to support common goals that support the organization; multitude of varied opportunities for student engagement as volunteers, through service-learning, theses, and public policy research.
    
    Community Impact
    
    See Appendix. New Beginnings has been able to develop and implement long-term studies of the efficacy of its programs and to develop and implement new best practices due to the involvement of Bates faculty and students. New Beginnings clients have had an opportunity to meet with other young people from different backgrounds and to see a range of opportunities.
    
    Partnership Name Museum L/A Oral History Project
    
    Community Partner Museum L/A (Lewiston/Auburn), a museum of labor and industry
    
    Institutional Partner Harward Center; American Cultural Studies 220; ACS/History 390, Anthropology S10; FYS 255 (Psychology)
    
    Length of Partnership 5 years
    
    Number of Faculty 3
    
    Number of Students 56
    
    Grant funding Two HCCP faculty grants; Dean of Faculty student research funds; summer CWS; Maine Campus Compact Community Partnership grant
    
    Paragraph on:
    
    Purpose To support and contribute to the creation of a local labor and industry museum, focusing on the mill history of L/A.
    
    Institutional Impact
    
    See Appendix. Areas of work have included historical and archival research, oral history, photography, and exhibit research and design. In addition, HCCP staff and museum staff are currently participating in a two-year substantive partnership development project as a model for effective community engagement.
    
    Community Impact
    
    See Appendix. Bates faculty and staff have been instrumental in the creation of this innovative labor and history museum. Bates students and staff have interviewed over 120 local retired mill workers and recorded their stories for use in archives and as a traveling exhibit. This chronicling of community history is vital to the social and historic wellbeing of the community. Furthermore, the innovative and collaborative thinking, research, and design of exhibits has been valuable in advancing the work and collections of the museum. Students have also provided analysis and evaluation of marketing materials and suggestions for improvements.
    
    Partnership Name Lewiston Housing Authority
    
    Community Partner Hillview Family Development Afterschool Program; Blake Street Towers
    
    Institutional Partner American Cultural Studies 220; Sociology 270; HCCP; Developmental Psych (afterschool program); FYS 300 (Education)
    
    Length of Partnership 10 years
    
    Number of Faculty 4
    
    Number of Students 95
    
    Grant funding Summer and academic year CWS; Crafts.
    
    Purpose To support child and young adult community programming with a focus on creating natural, informal opportunities for immigrant and non-immigrant youth to come together.
    
    To develop and support programming that enhances the social opportunities for residents of this mixed elderly and disabled low income housing complex; to offer Bates students opportunities to expand their learning through service, partnership, and intergenerational dialogue.
    
    Institutional Impact
    
    See Appendix. Bates students engage in an ongoing, long term partnership and students and faculty can work with immigrant populations in an informal environment.
    
    Long term partnership with an organization that works with elderly and disabled population allows students and faculty to engage in projects with this population. The partnership provides both curricular and co-curricular opportunities for students. It has also been identified as model partnership for its substance, duration, and flexibility and will be the subject of a state conference presentation by Lewiston Housing Authority staff, Harward Center staff, and students.
    
    Community Impact See Appendix. Half of after school and all summer programming for Hillview youth has been developed and is implemented with Bates students in cooperation with Hillview staff. Furthermore, the partnership has organized community get-togethers and an annual display and sale of children’s artwork at the College.
    
    Social programming has more than doubled for residents of Blake Street Towers. Oral history of residents archived for future use. Carla Harris, of Lewiston Housing Authority, is one of our most active community partners, full of enthusiasm for our partnerships. She regularly volunteers for Harward Center personnel search committees, strategic-planning focus groups, and assistance selecting and training student volunteer fellows. In fact, she will be partnering in a conference presentation at Maine’s Blaine House Conference on Volunteerism with the HCCP Assistant Director for Community Service and Student Leadership Development, the HCCP Associate Director, and two students active in the Blake Street Partnership. The purpose of the presentation is to offer this partnership as a model of multi-faceted, intergenerational, long-term sustainable collaboration that meets and exceeds its partners’ mutually-defined needs.
    
    Partnership Name Lewiston Adult Education
    
    Community Partner Adult Learning Center and Even Start Family Literacy Program
    
    Institutional Partner Education S27; Ed 231: Perspectives on Education; Literacy Fellows did health curriculum development with Patti Buck = 2 independent studies; student and alum partnership on photo project with Somali women;
    Education independent study; Political Science thesis; Psych thesis; Sociology Independent Study; American Cultural Studies independent study; ACS 220
    
    Length of Partnership 10 years
    
    Number of Faculty 8
    
    Number of Students 60
    
    Grant funding HCCP faculty grant; Crafts funds
    
    Purpose
    - To provide tutors and develop programs to improve the language and math skills of non-native speakers with the goal of achieving high school equivalency and preparing for college
    - To support, document and research literacy programming for an innovative family literacy program
    Institutional Impact
    
    See Appendix. Adult Learning Center: Faculty research and student service-learning and research can be conducted in a natural setting. Working with non-native speakers and multicultural groups allows education and anthropology students first hand experience with these populations. Faculty research conducted through these partnerships has been presented at conferences and is intended for publication.
    
    Even Start: Bates students are able to work with multicultural families in a structured learning environment. Students can approach the teaching and learning of literacy from varied perspectives including those of public policy, language, education and culture.
    
    Community Impact
    
    See Appendix. The Adult Learning Center does not have the resources to spend individual time with all students needing it. Bates faculty and students can fill this role. In addition, Bates faculty and students conduct research that helps the Adult Learning Center develop more effective intercultural literacy programming.
    
    See Appendix. The Even Start Family Literacy Program benefits from the research done by students and is able to expand programming and services with the addition of Bates students.
    
    Partnership Name Franco-American Heritage Center Cultural Documentation Project
    
    Community Partner Franco-American Heritage Center
    
    Institutional Partner French S35; two French theses; Anthropology; Dance
    
    Length of Partnership 4 years
    
    Number of Faculty 4
    
    Number of Students 14
    
    Grant funding HCCP faculty grants; Papaioanou service-learning funds; academic-year community work study.
    
    Paragraph on:
    
    Purpose To document the cultural, linguistic and social heritage of Lewiston’s Franco American population; to learn about the above from the Center.
    
    Institutional Impact
    
    See Appendix. Bates French students are able to do service-learning and thesis work in the French language. Faculty pursue research on Franco-American culture with local populations. Anthropology students are able to work with and learn from transitioning cultures in the local community. Furthermore, students and faculty alike are able to learn more about the cultural history and context of our community and contribute to its understanding and preservation.
    
    Community Impact
    
    See Appendix. Documentation of the stories of local Franco American community members for archiving of oral and social history. Sharing of the stories is often a meaningful and powerful event for both community and Bates partners.
    
    Partnership Name Colby-Bates Summer Research Project with Somali Bantu Community
    
    Community Partner Colby College; African Immigrants Association
    
    Institutional Partner HCCP; Anthropology
    
    Length of Partnership 1 year
    
    Number of Faculty 3 Bates faculty; 1 Colby faculty
    
    Number of Students 1
    
    Grant funding HCCP Discretionary Funds and Summer Student Fellowship;
    
    Class of 2000
    
    Paragraph on:
    
    Purpose To conduct participatory community-based research with the Somali-Bantu community and faculty/students from Bates and Colby, in order to better understand and support that community in their transition to life in Maine.
    
    Institutional Impact
    
    See Appendix. One student and three faculty received grant support from the Mellon Foundation for their research; they were able to learn a great deal and also to forge an important partnership with a distinctive community in Lewiston.
    
    Community Impact
    
    See Appendix. Coordinated effort to provide support to newly arrived Bantu community, easing transitions and tensions between the ethnic Somali and the Somali Bantu groups.
    
    Partnership Name Family Drug Court Internships
    
    Community Partner Judge Beliveau; Family Drug Court
    
    Institutional Partner Political Science; Sociology;
    
    Length of Partnership 3 years
    
    Number of Faculty 2
    
    Number of Students 3
    
    Grant funding Harward Summer Student Fellowships (funding from Mulford); DOF support for conference
    
    Paragraph on:
    
    Purpose Students work in and learn from an innovative family court program; they conduct research that can serve the needs of the court.
    
    Institutional Impact
    
    See Appendix. Student research and evaluation; reported on through presentation at national conference of American Society of Criminology. Student received Moyer Award for students doing exceptional work in the area of preventing domestic violence.
    
    Community Impact
    
    See Appendix. Needed research and evaluation of Family Drug Court programs.
    
    Partnership Name Trinity Jubilee Center
    
    Community Partner Trinity Episcopal Church
    
    Institutional Partner American Cultural Studies 220; Anthropology S10; HCCP
    
    Length of Partnership 10 years
    
    Number of Faculty 2
    
    Number of Students 90
    
    Grant funding HCCP Summer Student Fellowship; Mulford; Faculty discretionary grant; academic year CWS.
    
    Paragraph on:
    
    Purpose To create oral histories of Jubilee Center clients; support programs of the center including the soup kitchen and day programming for homeless community members through both service-learning, community-based research, and volunteerism.
    
    Institutional Impact
    
    See Appendix. Engaging with and addressing issues of food security and homelessness. Many student volunteers find meaningful and long-term partnership that extends into their academic work. The Summer Student Fellow is also leading our thinking in new forms of support for intense student engagement, as Trinity has asked that she stay on in a more formal capacity through the academic year and we are developing creative ways to facilitate that.
    
    Community Impact
    
    See Appendix. Evaluation to assess client needs and provide information on interaction of different ethnic groups; information and evaluation are being used in institutional planning for expansion. Partnerships are also developing oral histories of clients. Center also receives significant support through donation from Dining Services — approximately 200 meals a day.
    
    Partnership Name Town of Phippsburg. ME
    
    Community Partner Community of Phippsburg; Phippsburg Elementary School
    
    Institutional Partner Biology; Geology; History/Archaeology
    
    Length of Partnership 20 years
    
    Number of Faculty 2
    
    Number of Students 11
    
    Grant funding HCCP discretionary grants; in-kind housing donation
    
    Paragraph on:
    
    Purpose To share research and information related to Phippsburg, its environment and culture. To sustain the partnership between the two communities through reciprocal opportunities (Bates owns Shortridge Coastal Center there and stewards the Bates-Morse Mountain Conservation Area).
    
    Institutional Impact
    
    See Appendix. Faculty and one student presented research in community contexts, thus expanding their experience and understanding of scholarly practice. This education-oriented partnership also cements and sustains long-term relationships between the two communities.
    
    Community Impact
    
    See Appendix. School presentations on archaeology; community presentations (Phippsburg Forum) on limnology and local bird life and research; new research conducted by Geology course on limnology for Phippsburg Land Trust.
    
    Partnership Name Olin Art Museum
    
    Community Partner Maine public schools; L/A Arts
    
    Institutional Partner Olin Art Museum; Art History Department and interns
    
    Length of Partnership 8 years
    
    Number of Faculty 2, and one full-time dedicated staff person.
    
    Number of Students 3
    
    Grant funding Olin Art Museum funds specifically for these programs.
    
    Paragraph on:
    
    Purpose Thousand Word Project: “Sustained interdisciplinary investigation of art, while teaching essential skills outlined in the Maine Learning Results.”
    
    Art history interns at the Museum do curriculum and resource development for local art teachers and classes.
    
    Institutional Impact
    
    See Appendix. The Art Museum and its outreach functions embody and extend the College’s community partnerships; they offer students a chance to teach and to understand the meaning of their work in diverse contexts.
    
    Community Impact
    
    See Appendix. Innovative methods for teaching students writing, art, culture and history within and through the Maine Learning Results. The museum serves the communities in our area and, with the collections online, also serves students across the state and the globe. Partnerships with L/A Arts (local arts organization) further support curriculum/resource development and promote museum visitation and use by school and community partners within and beyond the Lewiston/Auburn area.
    
    Partnership Name Wisdom’s Center
    
    Community Partner Wisdom’s Center
    
    Institutional Partner American Cultural Studies; Sociology; Psychology service-learning theses (457)
    
    Length of Partnership 5
    
    Number of Faculty 3
    
    Number of Students 4
    
    Grant funding Departmental thesis support from Psychology
    
    Paragraph on:
    
    Purpose To support programming for a drop-in center offering support and resources to women from a variety of circumstances. They describe themselves as a “non-traditional center staffed by spiritual leaders.”
    
    Institutional Impact
    
    See Appendix. Opportunity to work with and experience a unique organization.
    
    Community Impact
    
    See Appendix. Provision of needed resources and support in important work of an under-funded community organization. Bates students create and implement core programming, such as arts and crafts projects; book discussions; leading and participating in supportive conversation groups.
    
    Partnership Name Dance as a Collaborative Art
    
    Community Partner Eleven schools across the state
    
    Institutional Partner Dance department
    
    Length of Partnership 20 years
    
    Number of Faculty 1
    
    Number of Students 6
    
    Grant funding HCCP discretionary faculty grant
    
    Paragraph on:
    
    Purpose To bring dance to students throughout the state and to provide Bates students an opportunity to share choreography and performance, through both teaching and learning.
    
    Institutional Impact
    
    See Appendix. Workshops and performances for and by students; Bates students work with a choreographer (this year, from Barcelona) to create and learn dances, and then perform them in K-12 schools and teach them to the students there.
    
    Community Impact
    
    See Appendix. Educational and cultural enrichment: partnership provides the only live performance that many students in rural Maine might see, according to partner comments.
    
    Partnership Name Education Department Field Experience
    
    Community Partner Lewiston, Auburn, and area public schools
    
    Institutional Partner Ten Education courses, four theses/independent studies, and 5 student teachers
    
    Length of Partnership at least 30 years
    
    Number of Faculty 5 (and full-time placement partnership through HCCP staff)
    
    Number of Students 239 students, over 7,930 hours
    
    Grant funding
    
    Paragraph on:
    
    Purpose Every Education course offered has a 30-hour field-based experience and service-learning component, so students learn about the work of education in multiple contexts.
    
    Institutional Impact
    
    See Appendix. Students get practical experience in public education, bridging theory and practice. Long-term, positive academic partnerships through the Education Department create fertile ground for many other forms of partnership with the schools — through athletic clinics, mentoring, after-school programs, art, and dance. See partnership #20.
    
    Community Impact
    
    See Appendix. Substantive contributions to local and regional educational development and compliance with No Child Left Behind and Maine Learning Results. Comments from area teachers (a small sample of those received on Sept. 5, 2006):
    - “I would LOVE a Bates student this year. Over the years they have more than proved their worth. :-) Thanks for asking and I look forward to meeting our new helper.”
    - “The year just would not be the same without students from Bates! Yes, please consider me ready, willing, and able to take in one – or more!”
    - “Yes! Bates students are always welcome and appreciated in my classroom!”
    - “I’d love to have a Bates student again. It has been a very positive experience for all of us.”
    Partnership Name River Alliance
    
    Community Partner Androscoggin River Alliance
    
    Institutional Partner Environmental Studies; Geology; Economics; Muskie Archives; Crew Team; Political Science
    
    Length of Partnership 2 years
    
    Number of Faculty 4 (and Crew Coach and Muskie Archives staff)
    
    Number of Students 34
    
    Grant funding Harward Center Grants for Publicly-Engaged Scholarship; Dean of Faculty student research funds; summer CWS; Environmental Studies Internship; Volunteer grant
    
    Paragraph on:
    
    Purpose To support and expand the work of the Alliance while engaging students in substantive environmental preservation work and grassroots advocacy.
    
    Institutional Impact
    
    See Appendix. Student and faculty research and help with cleaning up the river has helped secure a Mellon grant that will fund a major college effort for interdisciplinary work in partnership with the Alliance.
    
    Community Impact
    
    See Appendix. Enabled River Alliance to make significant progress in collection of an oral history of the communities along the watershed, which is helping encourage a holistic approach to the protection of the river. A Powerpoint was developed for community education, and student participation in legislative hearings helped overturn policies that have been detrimental to the river.
    
    Partnership Name Maine State Government
    
    Community Partner
    
    Maine Ethics Commission; Department of Transportation; Department of Education; Maine Geological Department; Department of Marine Resources; Senate Majority office; Governor’s Office of Public Health
    
    Institutional Partner Economics, HCCP, Psychology, Geology, Math, Education, Environmental Studies, Biology, Volunteers, thesis students
    - Public policy internships
    - Volunteer with Senator Rotundo in Augusta
    - Education 270 and 380 worked on issues related to Task Force on Citizenship Education
    - Env Studies intern (200 hours) worked with Maine Geological Survey
    - Geology independent study with Maine Geological Survey
    - Two Biology students did research with faculty for Department of Marine Resources
    Length of Partnership 10 years
    
    Number of Faculty 7
    
    Number of Students 66
    
    Grant funding HCCP support for Maine Campus Compact conference; Crafts; summer CWS
    
    Purpose To provide research assistance and organization support while offering Bates partners opportunities to meaningfully engage with public issues through academic work.
    
    Institutional Impact See Appendix. Wide variety of opportunities for meaningful and challenging research, teaching and learning. Public Policy Internships course represented a successful new endeavor at Bates, with a community practitioner teaching a seminar in which each student conducted an internship related to public policy.
    
    Community Impact See Appendix.
    - Student partnered with faculty at Muskie School on research into public comment on land-use proposals; legislation based on that student’s work is being brought forward by Senator Rotundo.
    - Economics: Professor Lewis had students evaluating economic impact of dams and their removal — research was made available to various government agencies
    - Summer CWS with Maine Ethics Commission
    - Psych FYS 319 — Emerging Adulthood — worked with Senator Rotundo on legislation regarding financial credit for young adults
    - Maine Campus Compact conference sponsored by Bates supported Task Force on Citizenship Education
    - Math 341 worked with Dept of Transportation to develop mathematical models for optimum efficiency in road-plowing.
    Partnership Name Bates Planetarium
    
    Community Partner schools all over Maine
    
    Institutional Partner Depart of Physics; Planetarium
    
    Length of Partnership Since the Planetarium was built for this community outreach purpose in 1962.
    
    Number of Faculty 2
    
    Number of Students 1
    
    Grant funding Significant support from the College; Physics professors donate their time to participate and administer the programs; student CWS
    
    Paragraph on:
    
    Purpose Planetarium was built when the Carnegie Science Hall was built, for the express purpose of providing an educational resource for Bates and Maine students. (Bates itself does not have a large astronomy program; this is a community resource.)
    
    Institutional Impact
    
    See Appendix. A new course has been developed to empower Bates students to create and implement Planetarium shows; the partnership has provided many faculty, staff, and students with a clearer understanding of the joy and privilege of science and its resources.
    
    Community Impact
    
    See Appendix. 460 students from all over Maine saw Planetarium shows at Bates last year. A faculty member also developed special program for Girl Scouts in Maine (Stars over Savannah) — about 200 Scouts attended this year (over 500 last year).
    
    Partnership Name Howard Hughes Math and Science Education Outreach
    
    Community Partner
    
    Edward Little High School; Central Maine Physics Alliance (5^th year of support); LHS Science Fair; Phippsburg Community School
    
    Institutional Partner Biology; Medical Studies; Physics
    
    Length of Partnership 13 years
    
    Number of Faculty Bates: approximately 5; Williams and University of Maine faculty also involved.
    
    Number of Students approximately 75
    
    Grant funding Howard Hughes Medical Institute grant
    
    Paragraph on:
    
    Purpose To support and create a variety of K-12 math and science education activities.
    
    Institutional Impact See Appendix. Joint presentation by EL teacher and Lee Abrahamsen at Boston Museum of Science. Funds allocated to hire Bates College’s first Teacher in Residence to work with pre-service teachers and with math and science majors interested in pursuing teaching as a career. Articles on Math/Physics Roller Coaster written up in Chronicle of Higher Education.
    
    Community Impact See Appendix.
    - Science Education Outreach grant to teacher, researching current issues in biotechnology in collaboration with Lee Abrahamsen, Assoc. Prof. of Bio.
    - Math Teaching Workshop attended by 32 teachers
    - Central Maine Physics Alliance partnership supports monthly dinner meetings at Bates and new resources for partner teachers.
    - Lewiston High School Science Fair: (provided two student fellows to organize and run the event; additionally 47 members of Bates community and community at large were trained and evaluated 400 projects)
    - Overall: Significant professional development, new resources, and curricular innovation, along with programmatic and teaching support. Bates is one of nine colleges in the nation to receive five HHMI grants, and each has provided meaningful resources to community (in 2004-05, roughly $130,000 were offered in support of K-12 programs through Bates’ HHMI Science and Math Education Outreach programs.)
    Partnership Name St. Mary’s — Sisters of Charity Health Systems
    
    Community Partner
    
    Renaissance House (thesis work); Lots to Gardens (summer and academic year CWS); B-Street Clinic, started by Bates alum and Swearer Award winner Jenny Blau); short term student at dental clinic this year.
    
    Institutional Partner
    - Developmental Psych — worked with Renaissance House long-term
    - Kathy Low’s evaluations (ongoing clinical relationship)
    - Student volunteers and alumni (VISTA; founder) with Lots to Garden; AESOP trip last year; CWS academic year and summer
    - Tons of volunteers
    - Sara and poetry work
    - New community health education materials created by students in epidemiology class
    Length of Partnership 10 years
    
    Number of Faculty 4
    
    Number of Students 22
    
    Grant funding Academic-year and summer CWS
    
    Paragraph on:
    
    Purpose To participate in long-term, sustainable, and multi-faceted partnership with a variety of community organizations and their common “parent” organization. History of this partnership involved physician-researcher-faculty partnerships with student research partnerships developing out of them; much current work is still driven by ongoing research interests and collaborations.
    
    Institutional Impact See Appendix. A wide range of Bates partners are engaged, across departments and functions (faculty, staff and students doing many forms of partnership). That one organization allows us to connect to so many other projects and programs facilitates and helps organize our partnerships. Some past impacts related to SOCHS partnerships include two Swearer award winners among our students for thesis work leading to the creation of Lots to Gardens and special research and resources for the B-Street Clinic.
    
    Community Impact See Appendix. New community health materials, research, resources, implementation and consultation across fields, including nutrition, dental health, psychological health.
    
    Partnership Name Lewiston Public School System
    
    Community Partner
    
    Lewiston High School (Aspirations Lab to encourage higher education; Montello Elementary After-School Reading Club; Longley After-school program and multiple mentoring programs); Lewiston Middle School (Adopt-a-School relationship); Martel School: MLK Read-In; other schools in LPS
    
    Institutional Partner
    - Education, Mathematics, Anthropology, Psychology, Sociology, History, Dance, Astronomy, Art History, Biology, Student Volunteers
    Length of Partnership at least 30 years
    
    Number of Faculty 13
    
    Number of Students 331 total (73 SVF and volunteers; 32 Buddies and mentors; 226 course students)
    
    Grant funding Bechtel; America Reads; multiple Student Volunteer grants; academic year CWS; HHMI funds; Papaionaou; Crafts; HCCP discretionary funds; in-kind donation of space to support programming; Museum funds
    
    Paragraph on:
    
    Purpose To provide support to an under-resourced public school system; to enable Bates students to learn from multiple aspects of and partners in the system. These partnerships are based on efforts to support our schools in the context of the Maine Learning Results and No Child Left Behind.
    
    Institutional Impact
    
    See Appendix.
    - Aspirations: Ed/Psych 262 (Action Research evaluation); Psych 457 (sl thesis); Soc 270; independent study: evaluation of Aspiration Partnership
    - Montello: Psych 240; Soc 120; Student Volunteer Fellow programming
    - Longley: Soc 120; Soc 270; History 390)
    - Howard Hughes Medical Institute (see partnership #18): professional development support and resources for area teachers
    - America Reads participated in “Book Buddies” — a standards-based Kindergarten reading program
    - Lewiston High School science fair, organized by two student fellows, SL Director, and 47 Bates and community members were trained to serve as judges
    - A student in Psych 457 worked at the school-based program for teen mothers
    - Sociology thesis in gender studies did evaluation of gender dynamics in the high school Aspirations Lab.
    - Middle- and high-school Civil Rights Teams get training at Bates-hosted workshops for Center for Prevention of Hate Violence at University of Southern Maine.
    - Careers class at middle school; Bates students, staff, and faculty participated to hold mock interviews with ms students.
    - Planetarium (see partnership # 17 for more details)
    - Education Department (see partnership # 14 for more details)
    - Olin Arts Museum at Bates (see partnership #11): Thousand Word Project; online collections; professional development support for teachers; innovative curriculum and resources for students
    Community Impact See appendix and Institutional Impact. Additional impacts include professional development and resources (Gates funding for transformational work in high schools and raising of aspirations was attracted to Lewiston High School because of partnership with Bates College and the commitment of its Education department to sustained and transformative partnership). Other impacts include program support and implementation (Science Fair), targeted literacy programs; after-school tutoring at many schools; school-day support through education courses (thousands of hours).
    
    Appendix: Narrative notes:
    
    14 of the 20 partnerships represented here have been active and sustained for at least ten years, and some for much longer; those that are newer are often examples of Bates’ involvement in the creation or vital early support of a partnership (e.g. Museum L/A; Wisdom’s Center). The descriptions here (of faculty and students involved; of purposes and impacts) refer to the past year’s work through that partnership and often omit notable past accomplishments. For more information, please contact Anna Sims Bartel. In general, department names are referred to merely by name (e.g, Economics); HCCP = Harward Center for Community Partnerships; CWS = Community Work-Study.
    
    Some of these partnerships are listed under “parent” organizations or entities, when we partner with multiple agencies. Examples include Maine State Government, Lewiston Public Schools, and Lewiston Housing Authority. Our strategy may make the reading more complex, but it enables us to represent more fully the range and scope of our partnerships.
    
    In all of our work, we value mutuality and reciprocity, and the duration, complexity, and richness of our partnerships demonstrate that. Most of our partnerships feature multiple avenues of engagement and bring multiple benefits to the parties involved, through research, course-based learning, volunteerism, internships, and/or thesis research. Because it is hard to quantify the impact of these long-term relationships and their multiple facets, we have developed a system to articulate some of the common impacts — therefore we only note partnership-specific outcomes in the “grid.” Impacts below apply to all partnerships.
    
    Institutional Impacts:
    1. Opportunity for students, staff and faculty to engage in community-based academic work, through research, volunteerism, teaching, and learning
    2. Opportunity for interdisciplinary collaboration and exploration
    3. Opportunity for students, staff and faculty to expand and test the limits of their academic disciplines and practices through engagement with diverse others
    4. Opportunity for students to engage in a high level of research in varied environments
    5. Opportunity for students, staff and faculty to craft sustained relationships with community partners and to address felt needs in the community
    6. Development of best practices in campus/community partnerships.
    7. Opportunity to work with and learn from economically, socially, and culturally diverse populations.
    8. Opportunity to engage in education for citizenship and social responsibility.
    Community Impact
    1. Opportunity to co-teach and provide resources and experiences Bates partners need
    2. Intellectual exploration and new perspectives on all partners’ work
    3. New partners and resources can provide new information and new ways of addressing issues, especially through interdisciplinary collaboration
    4. Development and implementation of programs based on best practice
    5. Collaborative stewardship of community resources
    6. Documentation, preservation, and dissemination of community (hi)stories
    7. Extend and expand capacity to meet organizational mission (often, to provide programming and services to community members)
    8. Access to resources to develop, implement, maintain, and evaluate programs
  4. Does the institution or do the departments work to promote the mutuality and reciprocity of the partnerships? Yes / No; Describe
    
    The values that mark Bates’ relationship with community and that constitute the core values of the Harward Center are these (drawn from the HCCP strategic plan):
    1. we believe that the college and its educational mission can enrich community life and democratic citizenship;
    2. we believe that civic and community engagement can enrich Bates’ educational work and institutional practices;
    3. and we believe that these commitments to meaningful, sustained public engagement and vibrant, innovative liberal education depend on practicing collaboration and dialogue.
    Because of our commitment to these values, we have had a long-standing practice of sustaining relationships through mutual respect, dialogue, and reciprocity. We recognize that reciprocity takes many forms and that relationships between Bates and our partners often have many dimensions. Thus, along with a service-learning partnership (which involve mutually-designed projects addressing community-determined needs), the reciprocal relationships with partners may include other forms of mutually-beneficial work, including volunteerism, board service, consultation, technological support, planning, and facilities access. Many departments and individuals at the College maintain relationships with community partners through their own commitments, programs, and activities. For examples, Vice President for Advancement Vicki Devlin assists the Lewiston Education Foundation in its strategic development of fundraising efforts; various Bates individuals have also long provided assistance to community partners in grantwriting. Of vital important, though, is that the staff of the Harward Center are clear and centered on the importance of sustaining and developing rich collaborations that make more of each partner. Our practices consistently address community needs, inquire about community hopes and dreams, and support community planning and capacity-building. As the institutional report “Exploring the Economic and Civic Impact of Bates College in the Lewiston/Auburn Community” (Dec. 2001) explains, “By cooperating to shape their mutual interests, a synergy is created, and Lewison/Auburn and Bates gain more together than they could by working separately” (Fergerson, p. 1).
    1. Are there mechanisms to systematically provide feedback and assessment to community partners? Yes / No; Describe
      
      Yes — there is the culture of sustainability, which encourages us always to keep one eye to the future of our work with our partners. That means we are constantly encouraging feedback and assessment in both directions (or all three, given student, faculty, and community partner interaction). We are also deeply committed to the usefulness of our work as partners, and as such we have a regular practice of reporting back through presentations, documentation, or reflective dialogue at the end of a project. Some examples: Stacy Smith’s class on Deliberative Dialogue asked students to explore models of “difficult dialogues” toward a larger effort aimed at enhancing our Campus Climate initiative. Students presented their research in a large and highly effective forum, to which a wide variety of individuals were invited. Similarly, a public policy course which involved an internship project required students to leave with their partners the fruits of their labors (common practice) but also to present on their findings.
      
      Two community partnerships demonstrate not so much a “mechanism,” but a sustained practice of feedback and assessment to community partners. The first involves Museum L-A, a local grass-roots initiative to found a museum of labor and industry in the Twin Cities. For two years, four faculty, working with Museum leadership, have overseen student oral histories of more than a hundred retired millworkers and other elders. In AY 06, David Scobey, Director of the Harward Center and an American Studies scholar, was invited to join the Museum Board; he proposed that Bates help the Museum to supplement the oral history collection with archival and material-culture research; Museum Director Rachel Desgrosseilliers and the Board endorsed his proposal for a student team to research and script a traveling exhibit that would serve as a “rough cut” for the Museum’s larger exhibitions and themes. The exhibition, “The World the Millworkers Made,” is nearing completion, and Scobey is helping the Museum select consultants to aid Museum L-A in strategic planning and exhibition design.
      
      The second case involves the role of Bates faculty and staff with Empower Lewiston, a federally-funded organization dedicated to economic and community development in Lewiston’s poor downtown neighborhood. Alyson Stone, the Executive Director of EL, along with Board Chair Marcel Gagne, enlisted Harward Center staff to help think through the organizational strengths and challenges of Empower Lewiston and to brainstorm new directions. Partly as a result, Bates, Empower Lewiston, and other local colleges have convened a working group to consider the launch of a joint downtown educational center, with Empower Lewiston as a primary community partner.
  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
    
    Bates faculty have a long history of substantial scholarship related to their community engagement. Below are examples from the 2004-05 academic year.
    1. Martin Andrucki’s study guides, published by The Public Theater, Lewiston, ME, for their productions.
    2. Chris Beam’s presentation on “My Vietnam War Experience,” in US History class, Lewiston High School
    3. John Corrie: Organ performance of Basilica works by Mendelssohn, Bach, and Widor. First concert of several in celebration of the naming of Lewiston’s church as a basilica; performed at the Basilica of Saints Peter and Paul. May 2005.
    4. Amy Bradfield (Douglas): “Mistaken Eyewitness Identification: Prevalence, Causes, and Remedies.” Presented to New Hampshire Public Defenders Annual Meeting, Waterville Valley, NH, May 2005.
    5. Amy Bradfield (Douglas): “Credibility determinations, avoiding bias, recognizing weaknesses in memory and recollection.” Presented to Annual Meeting of Maine State Hearing Officer conference, Hallowell, ME, May 2005.
    6. Elizabeth Eames: “Living Across Cultures.” Presented at African Immigrant Association Somali Independence Day, Lewiston, ME, July 2004.
    7. Holly Ewing: “Investigation of the Soils at Thorncrag Sanctuary.” Presented to Thorncrag Stewardship Committee, Lewiston, ME, Fall 2004.
    8. Frank Glazer: three performances at benefit concerts for scholarship fund, Portland Conservatory, 2004-05; another benefit performance for Highlands Retirement Community, Topsham, ME, 2005.
    9. Rebecca Herzig: “Advancing Women in Science.” Congressional briefing co-sponsored by Women’s Policy, Inc., the Women’s Congressional Caucus, and Science, Technology, Engineering and Math Congressional Caucus, Washington, D.C., May 2005.
    10. Heather Lindkvist: “From East Africa to Lewiston: The Somali Experience.” Presented at Black History Month Forum, University of Maine, Augusta, ME, February 2005.
    11. Margaret Maurer-Fazio: “Why did the leaders of the most-dammed country in the world endorse construction of the Three-Gorges Project?” Presentation at Maranacook Schools, Manchester, ME, May 2005.
    Additional notes, online:
    
    An additional point of interest is national (or regional, state, or local) recognition of people, programs, and partnerships. Bates is proud that its members have received such awards for such diverse elements as environmental policies, dining services, model partnerships, and individual student/staff/faculty contributions. Examples of awards include Swearer Award; Maine Campus Compact “Heart and Soul Award” and “Faculty Service-Learning Award”; Christopher and Dana Reeve Award for Environmental Leadership.
    
    Additionally, Bates is committed to environmental stewardship through energy and building policies and practices.
    
    We are also proud that many of our students remain in the area after graduation, and some of them found or work at organizations that make a powerful contribution to the health of the community.
    
    Finally, Carnegie’s definition of “Community” includes international as well as national, regional, state and local. However, the vast scope of our work within national borders makes it impractical to also include here our significant commitments to meaningful learning and service internationally. A short synopsis would highlight the 64% of the class of 2004 that received credit for off-campus study; the rigorous standards of our Off-Campus Study office; our 10th place ranking (for percentage of seniors studying abroad) in US News’ 2005 study of US colleges and universities; the 80 countries in which Bates students have studied in the last fifteen years; the varieties of support, encouragement, reflection, and integration offered as part of international service and learning.

Visit The Carnegie Foundation’s web site for application information.

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Foundational Indicators

Institutional Identity and Culture

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

Dimension 1

Dimension 2

Dimension 3

Dimension 4

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

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

Does the institution use the assessment data? Yes / No

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

Admissions

Catalog:

Institutional Commitment Required Documentation

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

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

Staffing:

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

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

Longer Narrative (in appendix):

TABLE I. BUDGET ALLOCATIONS FOR OFFICES, PROGRAMS, AND EVENTS DEDICATED TO COMMUNITY ENGAGEMENT (AY 03-AY 06)

TABLE II. ADDITIONAL BUDGET ALLOCATIONS: COMMUNITY ENGAGEMENT INITIATIVES IN SELECTED PROGRAMS AND SIGNIFICANT IN-KIND COMMITMENT OF RESOURCES (AY 06)

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

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

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

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

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

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

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

Optional Documentation

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

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

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

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

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

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

Categories of Community Engagement

Curricular Engagement

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

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?

How many departments were represented by those courses?

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

What percentage of total faculty?

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

What percent of total number of students?

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

Making Connections

Multiple Perspectives

Understanding Contexts

Responsibility to Community

Are those outcomes systematically assessed? Yes / No; Describe

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

Student research: Yes

Student leadership: Yes

Internships: Yes

Studies abroad: Yes

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

Core courses: Yes.

Graduate studies: Not applicable.

First-year sequence: Yes

Capstone: Yes

In the majors: Yes

Other: Short Term (our five-week term in May): Yes

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

From 2004-05 Dean of Faculty report:

Outreach and Partnerships Examples

Indicate which programs are developed for the community:

Which institutional resources are shared with the community?

Co-curricular student service:

Cultural offerings:

Athletic offerings:

Library services:

Technology:

Faculty consultation: Examples range from institutional board-service to contracted consultation support, and include:

Other:

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

Paragraph on: