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Chandler-Gilbert Community College

Foundational Indicators
1. Institutional Identity and Culture
  1. Does the institution indicate that community engagement is a priority in its mission statement or vision? Yes / No; Describe
    
    VISION:
    
    Chandler-Gilbert Community College strives to be a dynamic learning community reflecting collaboration, diversity, and student success through quality, enthusiastic teaching, learning, and serving.
    
    MISSION:
    
    Chandler-Gilbert Community College serves students and its diverse communities by providing quality life-long learning opportunities in a learner-centered environment through effective, accessible educational programs and activities. We fulfill this mission as an institution of higher education through:
    - University Transfer Education
    - General Education
    - Developmental Education
    - Workforce Development
    - Student Development
    - Continuing Education
    - Community Education
    - Civic Responsibility
    - Global Engagement
    CGCC STRATEGIC GOALS:
    - Provide quality educational programs and resources for the citizens of Chandler, Gilbert, Queen Creek, Higley, and the surrounding communities.
    - Offer developmental courses that will empower students to succeed in pursuing higher educational opportunities.
    - Support our community’s economic development by providing educational programs to meet the specialized needs of business, industry, and the community.
    - Enable the institution to respond to the changing needs of today’s educational programs, by providing technology for instruction and operations.
    - Enhance student success by providing quality student and academic support services.
    - Promote community service and student development opportunities.
    - Foster activities and programs that promote the understanding, appreciation and acceptance of diversity.
    - Serve as a community resource for social and cultural interaction.
    VALUES STATEMENT:
    
    At Chandler-Gilbert Community College our shared values form the keystones that uphold our fundamental work of Learning and Community Engagement. We strive to exemplify and instill these values in every aspect of our organization.
    
    LEARNING: CGCC values critical inquiry and meaningful and relevant application of concepts. We advocate active engagement of students and employees in lifelong learning.
    
    COMMUNITY ENGAGEMENT: CGCC values engagement in civic life, service to community, and promotion of democratic principles.
    
    EXCELLENCE: CGCC employees are leaders in providing the highest quality learning and service both inside and outside the classroom.
    
    INNOVATION: CGCC employees value an innovative, energetic, dynamic environment that encourages creativity and promotes systematic improvement.
    
    COLLABORATION: CGCC encourages collegiality, teamwork, and cooperation between and among employees, students, and the community.
    
    COMMUNICATION: CGCC values a free exchange of ideas and encourages constructive conversations among employees, students, and the community.
    
    INTEGRITY: CGCC employees strive to be competent, responsible, reliable, honest, and ethical in both their personal and professional lives.
    
    DIVERSITY: CGCC strives to create an environment of inclusiveness, with equity and mutual respect for all.
  2. Does the institution formally recognize community engagement through awards and celebrations? Yes / No; Describe
    
    Every year CGCC honors community and school partners with the Chandler-Gilbert Community College Teal & Silver Awards. These awards go to individual community leaders, schools, businesses, and community based-organizations that have collaborated with the college to contribute to our students? success. Awards are given in the following categories: Business and Industry Partner, Technology Partner, Community-Based Organization Partner, Community Advisory Council Member, Community Leader, Scholarship Donor, K-12 School Colleague, University Colleague, Community College Colleague, and Alumni.
    
    Every fall CGCC hosts a Community Partners Breakfast to celebrate the community-based organizations with whom we partner every year and to get their input to provide our students meaningful service-learning and civic engagement experiences.
    
    The CGCC Keystone Awards, our employee rewards and recognition program, are given to individuals who exemplify and uphold the core values of the college. Evidence of community engagement is one of the core values and therefore is a “key” criterion for receiving the Keystone Award.
    
    Every spring the Service-learning team hosts a celebration and reflection breakfast for all faculty who have participated in the service-learning program. In addition, each year a faculty member is recognized as the CGCC Service-learning Faculty of the Year and presented an award at our year-end All Employee Recognition event.
    
    The CGCC student service-learning assistants receive stipends, awards, and recognition at the annual Student Awards and Recognition event.
  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
    
    CGCC administers a survey to our community members that asks them to indicate to what degree CGCC responds effectively to the needs of its communities, is a valuable asset to its communities, and communicates effectively with its communities. The results from the Spring 2006 survey indicated that 96% agree or strongly agree that CGCC responds effectively to the needs of its communities. Ninety-nine percent agree or strongly agree that CGCC is a valuable asset to its communities, and 95% agree or strongly agree that CGCC communicates effectively with its communities. In addition, the survey asked what distinguishes CGCC from other institutions of higher learning. Some sample responses from the Spring 2006 survey:
    
    “CGCC is community based and is better able to respond to a broad range of needs of the community than the other state educational institutions.”
    
    “The level of involvement in the community.”
    
    “Ability to collaborate with leadership/agencies to enhance programs and offerings to the students while benefiting the community as a whole.”
    
    “It’s commitment to the community distinguishes CGCC from other institutions and the involvement of the students and employees in the community.”
    
    The President of Chandler-Gilbert Community College, Maria Hesse, personally and systematically conducts face-to-face meetings with community leaders throughout each year to ask what they perceive the community needs to be, what CGCC can do to help meet those needs, and to assess what we as a college can do better. The feedback she gathers from these meetings is a major consideration in determining the college?s annual goals as well as five-year strategic plans.
    
    The President’s Community Advisory Council also provides valuable feedback on college initiatives, planning, and goal setting.
    
    The CGCC program review process is designed to ensure excellent educational programs that address student and community needs through the systematic collection and review of assessment and effectiveness measures. Each department and program on campus conducts a peer review and self-assessment to recognize and celebrate achievements as well as to identify and address concerns. There is a program review schedule outlined at: http://webport.cgc.maricopa.edu/published/p/ro/prog_review/home/1/.
    
    The CGCC Service-Learning program keeps a very comprehensive ACCESS data base of information which includes assessment data. The Service-Learning team members administer student, faculty and agency evaluations to gather feedback on the success of events and community partnerships and suggestions for improvement. Below is an example of the form:
    CGCC College-wide Service Event
    
    Into The Streets
    
    Agency Evaluation
    
    Semester Spring 2006
    
    Agency Archstone Care Center
    
    Contact Lisa Smith
    
    Phone 821-1268
    
    Please evaluate your experience with the “Into The Streets” program on March 4. Comments are welcomed, especially suggestions for improvement.
    - Communication with CGCC prior to the day(s) of the event was:
      Very Good ______ Adequate ______ Not Good ______ (please explain)
    - Communication with the site/team leaders assigned to your location was:
      Very Good ______ Adequate ______ Not Good ______ (please explain)
    - How well did the service provided by our students meet your expectations? Exceeded expectations _____ Met expectations ______ Did not meet expectations_____ Reason:
    - Students/leaders were able/willing to provide the service we requested:
      Yes _____ No _____ If no, why?___________________________________________
    - Participants worked well with clients/students/residents:
      Yes _____ No _____ If no, what could be improved?
    - We are interested in serving as a site for future ITS projects:
      Yes ______ Not sure at this time ______ Not interested at this time ______
    - Specific needs we would like to address during a future ITS program include:
    - What is your overall feeling about Into The Streets? What suggestions do you have for improving Into The Streets?
    - What other types of activities would you like to see between Archstone Care Center and CGCC?
    Planning for Fall 2006 “Into The Streets”
    - Archstone Care Center would like to participate in the next “Into the Streets”. The following dates between 9:15AM – 11:45AM are best for us (check all that apply):
      ______ Friday, October 6, 2006
    - Approximate number that can serve at Archstone Care Center per date:
      ______ (Please allow for 10 or more)
    - Please contact the following person(s) to assist in planning the service activity:
      Name_____ Phone____
    Please return this form by Monday, Sept 22, in the envelope provided or to Russ Luce at the address below. You are also welcome to return this form via fax, to the number below.
    
    If you have any questions, please call me at (480) 732-7069. CGCC looks forward to working with you again in the future.
    Does the institution use the assessment data? Yes / No
    
    The CGCC President and staff use assessment data to drive planning and decision making. For example, the results of the community survey are posted on our website and distributed to all employees who are asked to read, respond to and use the results for improvements and planning. In addition, the President’s Executive Council uses assessment data and information to determine the College Goals.
    
    The CGCC Institutional Effectiveness Committee works with faculty and staff across campuses to ensure that data is available to drive decision-making and planning college-wide.
    
    The service-learning program has always used evaluation data from community agencies, students, and faculty to determine the success, areas of improvements and next steps to improve, grow and sustain our program. Data from the evaluations at all of our community forums and civic engagement events are used to determine areas of improvement and suggestions for future events.
  4. Is community engagement emphasized in the marketing materials (web site, brochures, etc.) of the institution? Yes / No; Describe the materials
    
    The CGCC website posts the vision, mission, strategic goals and values which all include community responsibility, community service, and civic engagement statements. See: http://www.cgc.maricopa.edu/community/index.shtml
    
    They are also stated in various college marketing publications, including newsletters, the student catalog, bookmarks, brochures, etc. Service-learning and civic engagement activities and events are often featured in the college newsletter, Connection, which is mailed monthly to students and to more than 1000 community leaders.
    
    In addition, the CGCC Civic Responsibility website at http://www.cgc.maricopa.edu/cr/ states:
    CGCC has committed to promote civic responsibility by enhancing college interaction with community and promoting opportunities for students, faculty, and staff to engage in community service and other civic activities. This commitment to civic responsibility involves complementary ideas of citizenship, social responsibility, civic engagement and community involvement with special focus on:
    - Awareness of local, regional, national, global issues
    - Meaningful information representative both of a diversity and balance of perspectives
    - Respectful and responsible action that promotes community, democracy, civility
    - Statement on Civility
    - Since its inception, CGCC has had a primary mission to educate students, that is, to prepare students for transfer to the university and successful careers. During the past several years, the college has also become more focused on its role in preparing citizens and future community leaders. As part of that focus, with the help of CGCC’s student leaders, college clubs and organizations, faculty and staff, and various community groups, we have sponsored a series of forums, debates, and special events around topics of interest in society today. Our goals are to help students and community members learn about the various perspectives on issues so that they are better informed citizens, and to inspire them to participate actively in the democratic process … .
    The CGCC Service-Learning web site at http://webport.cgc.maricopa.edu/published/s/le/slearning/home/1/ describes the CGCC service-learning program in great depth and includes a broad menu of links which includes leadership team, projects, forms, models, definitions, rationale, faculty applications, calendar of events, etc. There are also CGCC Service-Learning Program brochures, videos, and anthologies of student reflections, essays, and photography which are distributed and used by many for orientations and trainings.
    
    The SEE Your World website at http://www.cgc.maricopa.edu/fdp/see.shtml promotes the college’s commitment to social, environmental, and economic global issues and sustainability with the college-wide adoption of the theme of global learning. In 2005-06, 10 guest speaker events, directly advanced our college SEE Your World theme and our college and district goal of global engagement. More than 700 students from more than 20 different classes participated. The diverse set of speakers included Craig Kielburger of Free the Children; Zarco, an artist who gave a performance in masks about diversity called Face to Face in a Frenzy; Malik Rahim, who lead a discussion about Rebuilding New Orleans; Robert Glennon, author of Water Follies, who presented on the Impact of Groundwater Pumping; and Sowore Omoyele, who discussed Oil Exploration, Human Rights and Global Governance.
    
    The 2006-07 Honors’ Forum Lecture Series, which is open to all students and the public, is advertised on the college web site at http://www.mcli.dist.maricopa.edu/honors/forum.php and with posters, postcards, and t-shirts to emphasize the importance of this year’s global awareness theme: “Gold, Gods, and Glory: The Global Dynamics of Power.” This year’s speaker series includes: Arun Gandhi: “Lessons I Learned From My Grandfather”; Reza Aslan: “The Future of Islam” Toward the Islamic Reformation”; Barbara Trent: “The Economics of Censorship in a Global World”; William Schulz: “Terror, Torment, and Tyranny: The State of Human Rights Today”; Anuradha Mittal: “Economic Human Rights: The Time Has Come”; and Orville Schell: “China & Iraq: America’s Two Great Challenges.”
2. Institutional Commitment Required Documentation
  1. Does the executive leadership (President, Provost, Chancellor, Trustees etc.) of the institution communicate explicitly to promote community engagement as a priority? Yes / No; Describe, quote
    
    As a community college president, Maria Hesse consistently and passionately communicates her commitment to promoting community engagement as a college priority. She sits on a broad range of business and community advisory councils and actively participates. As President, she is a highly visible spokesperson for the role of our college as a dedicated and active community partner. She has been in the forefront of leading the service-learning and community engagement initiatives as a faculty leader, then as Vice President of Academic Affairs, and now as the CGCC President. She has been instrumental in participating in the AAC&U Shared Futures Project: Global Learning and Social Responsibility. She traveled with a team of faculty last fall to the Highlander Research and Education Center in Tennessee to study strategies for teaching social activism. She worked in partnership with the Gilbert Leadership Centre to locate it on our campus. The Leadership Centre was created through a unique public-private partnership to provide citizens with information, resources, and tools supporting effective community leaders. She has encouraged using the campus facilities for a wide range of community events, including political candidate forums, social issue forums on topics such as water conservation and immigration, chamber of commerce and community economic development events, local home owner associations meetings, and community outreach programs for at-risk students in the k-12 schools. She saw the need for and wrote the first draft of the civility statement that appears on the CGCC Civic Responsibility web site in anticipation of the college serving as host to many community forums and events. She serves on the Service-learning Leadership Team and Civic Engagement Committee. She has given speeches and welcomes at myriad events related to community engagement and service-learning at our college, within the Maricopa Community College District, in our communities, around the state and at national conferences. She has earned a local and national reputation as a long-standing community college leader in service-learning, and has authored several publications related to service-learning and learning communities. She was recently given the Soroptimist International of the San Tans “Women of Distinction” Award for her outstanding leadership in the field of education.
  2. Does the college have a coordinating infrastructure (center, office, etc.) to support and advance community engagement? Yes / No; Describe with purposes, staffing
    
    We have a faculty led co-curricular Service-Learning program with a Service-Learning office located in the office of Student Life. The Service-Learning program is lead by a team which includes: three Faculty Liaisons, the CGCC President, Vice President of Academic Affairs, Vice President of Student Affairs, the Director of Student Life, and one full-time program advisor. In addition, the program is supported by three part-time support staff, one Federal Work Study staff, and a team of 25 student Service-learning Assistants. For more information see http://webport.cgc.maricopa.edu/published/s/le/slearning/home/1/
    
    We have an active faculty-led Civic Engagement Committee who works closely with our Maricopa Community College District Center for Civic Participation (http://www.maricopa.edu/civic/), which partners with civic and government organizations to conduct voter education, training, forums, and other civic programs for students, faculty and staff.
    
    The Student Public Policy Forum (http://www.maricopa.edu/sppf/) is a co-curricular activity that provides students an overview of local, state, and national public policy making. We also have an active Political Science Organization (PSO) which participates in the Model UN national program and engages students in a variety of public policy and civic participation activities.
    
    The CGCC Pecos Campus is host to The Leadership Centre, created through a unique public-private partnership to provide citizens with information, resources and tools supporting effective community leaders. The focus is educational and motivational, empowering citizens to build better communities. For more information, see http://www.theleadershipcentre.org/
  3. Are there internal budgetary allocations dedicated to supporting institutional engagement with community? Yes / No; Describe (% or $ amount)
    
    For example, the operational budget of the Service-learning program exceeds $110,000 per year. The President and Vice Presidents fund community events and partnerships from a variety of budget lines and on an as needed basis each year. The Office of Student Life has an events budget supplied from student fees from which $10,000 is used each year to support co-curricular and extra curricular community engagement events.
    
    Faculty have reassigned teaching responsibilities to lead Service-learning, Civic Engagement, and Faculty Development programs.
    
    Last year we received funding of $30,000 from the Maricopa Community College District Office to fund our participation in the AAC&U Shared Futures: Global Learning and Social Responsibility Project which requires an in-kind commitment to participate. This summer a CGCC team of eight faculty, the college President, the Vice President of Academic Affairs, and the Director of International Education attended the AAC&U Shared Futures Summer Institute at Smith College to set goals for global learning for the next two years. Other college partners participating in the Shared Futures Project include: Arcadia University (PA), Butler University (IN), California State University-Long Beach (CA), Dickinson College (PA), Drury University (MO), Hawaii Pacific University (HI), Marquette University (WI), Mesa Community College (AZ), Otterbein College (OH), Stephens College (MO), United States Military Academy (NY), University of North Carolina at Chapel Hill (NC), University of Wyoming (WY), Wheaton College (MA), Whittier College (CA).
    
    The Maricopa Colleges (CGCC is one of the ten Maricopa Colleges) Center for Civic Participation has an office, staff and budget of approximately $100,000 to promote awareness about political issues and processes and to promote involvement in civic life at all levels for our students, faculty, and staff.
    1. Is there external funding dedicated to supporting institutional engagement with community? Yes / No; Describe specific funding
      
      We are an AmeriCorp partner and have a AmeriCorp VISTA Project Ayuda volunteer on campus working full-time to recruit and engage 125 students and members of the community to participate in volunteer programs. Project Ayuda promotes community strengthening, homeland security, and education services in order to assist in the fight to eradicate poverty. CGCC received a $5000 supplemental AmeriCorp Educational Award grant, along with another Maricopa Community College, to support Project Ayuda on our campus.
      
      We are also a partner in the Chandler Fellows Boomerang Project, a collaboration between the City of Chandler, the Chandler Public Library and CGCC to recruit seniors in our community to volunteer and serve as ambassadors and liaisons for agencies in our service-learning program.
      
      The Maricopa Community College District in partnership with the Maricopa County Elections office received a federal grant from the United States Elections Assistance Commission for $17,000 for the Help America Vote College Poll Worker Program. CGCC is one of the five Maricopa Colleges participating in the program this fall.
    2. Is there fundraising directed to community engagement? Yes / No; Describe fundraising activities
      
      As a small community college we do not have a dedicated development office for fundraising of this type. However, the campus participates in various co-curricular and extra curricular fundraising activities as part of our service-learning and community service events. For example, we have had student-led fundraising events and collection campaigns for Hurricane Katrina victims, Srilanka tsunami victims, families of American soldiers in Iraq, Save the Family, St. Mary’s Food Bank, the Papas School for Homeless Children, Ox Fam International, etc.
      
      In her role on many advisory boards, the CGCC President sells tickets and volunteers for many community fund raising events.
      
      The CGCC Run for Life fundraising campaign for the American Cancer Society raised over $20,000 last year.
      
      The United Way employee campaign raised $22,000 last year to support community needs.
  4. Are there systematic campus-wide assessment or recording mechanisms to evaluate and/or track institutional engagement in the community? Yes / No; Describe
    
    The CGCC program review process is designed to ensure quality educational programs that address student and community needs through the systematic collection and review of assessment and effectiveness measures. Every department and program on campus conducts a peer review and self-assessment to celebrate achievements as well as to identify and address concerns. The program review schedule is outlined at: http://webport.cgc.maricopa.edu/published/p/ro/prog_review/home/1/
    
    The Service-Learning team members administer student, faculty, and agency evaluations to gather feedback on the success of our events and community partnerships as well as suggestions for improvement. We have a very comprehensive Service-Learning Access database that provides statistics, trend data, community agencies, contacts, students, faculty, staff, faculty development events, calendar events, maps, mail merges, evaluations, and more.
    
    In 2005, we administered the Community College Survey of Student Engagement (CCSSE) to CGCC students. The results indicated that students valued the service-learning program and the opportunities they were provided to participate in experiential learning activities in the community. As compared to all colleges, CGCC ranked in the 90-100^th percentile in active and collaborative learning and participation in community-based projects.
    1. Are course level data used for improving courses? Yes / No; Describe
      
      Evaluations, student written reflections, and other classroom assessment techniques are used by faculty who participate in civic engagement and service-learning events on campus to evaluate the impact on student learning and to make improvements from class to class and semester to semester. We also provide students the opportunities to respond in blogs and discussion boards as a mode of assessment. Many students’ written reflections are posted in their electronic portfolios as well. CGCC has published two anthologies, Unspoken and Small Miracles, of student service-learning reflections since the program was initiated fifteen years ago.
    2. Does the institution use the data from any of the tracking mechanisms? Yes / No; Describe
      
      The data from many tracking mechanisms has been used most recently in program review reports, college goals, strategic directions and priorities, our Higher Learning Commission Accreditation Self-Study Report, community and civic engagement events and budget allocations.
  5. Is community engagement defined and planned for the strategic plans of the institution? Yes / No; Describe and quote
    
    The CGCC Strategic Directions and Priorities Plan for 2002-2007 include:
    Community Service
    
    CGCC will strive to promote community service and civic engagement.
    - Enhance college interactions with community
    - Promote opportunities for students, faculty, and staff to engage in community service and other civic activities.
    Objectives:
    - Increase partnerships with local schools.
    - Increase participation of college personnel in community events.
    - Expand participation of college personnel on community advisory boards and committees and in civic initiatives.
    - Provide opportunities for service-learning for students and employees.
    - Develop opportunities for community participation in college activities and advisory boards.
    http://www.cgc.maricopa.edu/planning/strategic/community_service.shtml
    We are in the process of drafting the 2007-2012 strategic goals which will include global learning as a priority as well as community service.
  6. Does the institution provide professional development support for faculty and/or staff who engage with community? Yes / No; Describe
    
    The CGCC Faculty Development program is one of the college’s greatest strengths. In 2003, CGCC purchased and distributed copies to faculty of the American Association of Community College’s A Practical Guide for Integrating Civic Responsibility in the Curriculum. In the fall of 2003, the Faculty Development and Civic Engagement teams held a workshop to brainstorm civic events and how to design assignments relevant to those events. Each year since then, there have been ongoing opportunities for faculty to participate in civic engagement workshops throughout the year. For example, SEE Your World workshops, which began in fall 2005, help faculty to develop assignments that explore social, environmental, and economic concerns in the local community and throughout the world. The first in this series this fall was entitled “SEE Your World: Creating an Assignment That Engages Your Students in Global Learning.” The second will be “Connecting Your Curriculum to the UN Millennium Goals.” The CGCC library staff have developed materials related to the UN Millennium Development Goals (MDGs), which were drafted at the United Nations Millennium Summit in September 2000. World leaders agreed to a set of time-bound, measurable goals targeted at combating poverty, hunger, disease, illiteracy, environmental degradation and discrimination against women. This workshop will help faculty design ways of incorporating the goals into their curricula.
    
    Other faculty development workshops offered this fall: “Service-learning 101: What’s New for 2006-07,” “Service-learning 102: Collaborating with Community Partners,” “Book Club Discussion: Critiquing The World Is Flat,” and “Connecting Your Curriculum to Fast Food Nation, the Spring 2007 Campus Book.”
    
    For the complete CGCC Faculty Development Fall 2006 Calendar: http://webport.cgc.maricopa.edu/published/e/ve/event/collection/5/
    
    CGCC employees can participate in Maricopa Learns Through Service, a program which provides the opportunity for employees to engage in community-based learning six hours per calendar month. Participants select a non-profit agency where they wish to serve for the purpose of gaining new knowledge, skills and abilities while making a contribution to the agency. For additional information: http://www.maricopa.edu/comm/pathways/index.php
    
    All CGCC employees are encouraged to participate as site leaders for Into the Streets, a service-learning two-day event each semester which places approximately 500 faculty, staff and students in 35 agencies to serve and make connections to the students’ academic curricula. The Service-learning team provides training for all site leaders with agency orientations and site leader responsibilities. This year a new model for Into the Streets has been designed: http://webport.cgc.maricopa.edu/published/s/le/slearning/home/9/
  7. Does the community have a “voice” or role in institutional or departmental planning for community engagement? Yes / No; Describe
    
    The President’s Community Advisory Council (PCAC) states its purpose as, “Maintaining a quality community college requires community involvement. The President’s Community Advisory Council provides ‘community voice’ for CGCC and helps to shape strategic directions for the college as it strives to serve the needs of the Southeast Valley.” The President devotes one meeting each year of the PCAC to planning with community members. The feedback she gathers from these meetings is a major consideration in determining annual and long-range strategic goals.
    
    CGCC’s Career and Technical Education (CTE) programs all have community advisory councils to provide valuable information and advice on the skills that students need to be successful. For example, the Teacher Education Advisory Council helps CGCC Education faculty plan and arrange for service-learning placements, provides information about hiring practices, offers curriculum resources, etc. The CTE Advisory Councils include: Administration of Justice Studies, Automated Manufacturing Systems, Aviation and Aeronautics, Dietetic Technology, Electric Utility Technology, Information Technology, Media Arts, Microsoft Business Applications, Music Business, Nursing, Retail Management, Teacher Education, and Therapeutic Massage. As part of a new program’s development, focus groups are used to gain insight into what skills employers need in the community. Some of these focus group members may transition to the Program’s Advisory Council once it is established.
    
    The Community Survey that was administered in the spring of 2006 also gave the community a voice in departmental planning.
    
    Our Civic Engagement Committee has a community member, the director of The Leadership Centre, who serves as an active partner in event planning.
    
    At our annual Community Partners Breakfast participants are asked for input in planning events as part of the agenda. Round table discussions and breakout sessions provide opportunities for CGCC faculty and staff to plan together with community partners.
3. Optional Documentation
  1. Does the institution have search/recruitment policies that encourage the hiring of faculty with expertise in and commitment to community engagement? Yes / No; Describe
    
    When our most recent residential Political Science faculty member was hired, the job function included: “10% facilitates student civic engagement and works with the Office of Student Life to further this particular initiative.” The position also required “Experience facilitating student civic and community involvement.” In addition, the job postings for the last three residential English faculty positions have included, “Experience incorporating service-learning into course curriculum.”
    
    The President and Vice President of Academic Affairs interview every finalist for residential faculty positions. These interviews include a discussion of student success, teaching and learning methods, employee collegiality and collaboration, community involvement, and diversity.
  2. Do students have a “voice” or leadership role in community engagement? Yes / No; Examples
    
    3700 CGCC students in 150 sections of 55 different general education core courses are engaged in service-learning each year. Their evaluations and reflections are shared in variety of ways that give them voice in their classrooms, within the service-learning program, and in the agencies in which they serve.
    
    Each semester 25 students serve as Service-Learning Assistants, assigned to a faculty member to help place students, deal with paper work and legal compliance issues, and monitor their progress in community agencies and schools. In addition, each semester approximately 35 students serve as Site Leaders for Into the Streets, a two day event for faculty who have incorporated service-learning into their curriculum. Into the Streets sends approximately 500 students to 35 agencies over the two days to serve at sites relevant to course curriculum.
    
    CGCC student leaders from twelve clubs and organizations on campus are responsible for leading a wide array of community events, including arranging food and supply drives, building floats for various community festivals and parades, facilitating public forums and debates, organizing voter registration drives, leading a vigil for ending domestic violence, performing The Vagina Monologues, to name just a few. Clubs include the Political Science Organization, the Eagle Feather Club, Phi Theta Kappa, the Hispanic Student Organization, The Black Student Union, Teachers of Tomorrow, the Performing Arts Organization, Women’s Resource Circle and Support (WORCS), and Campus Conservatives.
    
    CGCC student leaders participate in the Student Public Policy Forum which focuses on leadership development and student engagement in public policy processes. Students research and prepare to speak in the community on education issues related to the community college.
    
    CGCC students also participate in the Model United Nations Program, an authentic simulation of the UN General Assembly or UN Security Council which catapults students into the world of diplomacy and negotiation.
    
    CGCC Honors students lead when they serve as mentors and tutors to the English as a Second Language students in ESL classes.
  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

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
    
    Our Service-learning web site at http://webport.cgc.maricopa.edu/published/s/le/slearning/home/1/ defines service-learning on its home page:
    
    “Service-Learning combines community service with academic instruction focusing on critical thinking and problem solving, values clarification, social and personal development, and civic responsibility. CGCC students have been performing meaningful service at community agencies to learn experientially during one-day events, class projects, and individual placements for over 15 years.” In 2005-06, 3700 CGCC service-learning students served in over 200 agencies for a more than 24,000 hours.
    
    Every semester faculty are invited to attend workshops on how to incorporate service-learning into their curricula, and each semester new faculty add service-learning components to their courses. These are then added to the tracking database in the Service-Learning office.
  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?
    
    55 general education core courses and 150 sections include a service-learning component.
    
    approximately 15%
  3. How many departments were represented by those courses?
    
    21 departments within eight divisions
    
    Totals: 55% of departments and 80% of divisions.
  4. How many faculty taught service learning or community based learning courses in the most recent academic year?
    
    40 faculty each semester
  5. What percentage of total faculty?
    
    26% of our residential faculty
  6. How many students participated in service learning or community based learning courses in the most recent academic year?
    
    3700 students
  7. What percent of total number of students?
    
    35%
2. 1. Are there institutional or departmental (disciplinary) learning outcomes for students’ curricular engagement? Yes / No; Explanation
    
    55 classes and 150 sections have course-based learning outcomes for service-learning and civic engagement. The disciplines include: English, Humanities, Education, Computer Information Systems, Personal Computing, Communication, Anthropology, Economics, Sociology, Psychology, Political Science, Music, Journalism, General Business, Biology, Mathematics, Business Management, History, Nursing, Justice Studies, and Reading.
    
    As part of the AAC&U’s national Shared Futures: Global Learning and Social Responsibility initiative, CGCC had eight faculty, our president and vice president of academic affairs, and one staff member, the Director of International Education collaborate with fifteen other colleges and universities to explore ways in which to infuse the general education curriculum with global learning outcomes. The highlight of this work was attending the 2006 Shared Futures Summer Institute at Smith College, where the team spent one week in seminars about important global themes. The CGCC team came away with concrete plans to further integrate global learning within their classes.
    
    One outcome of the Shared Futures Summer Institute was the creation of the Global Learning Committee, which will continue to work on infusing global learning throughout the campus. The committee membership will be comprised of many sectors of the campus to ensure that all parts of the college will be mindful about global learning. It includes at least one faculty from each college division, an administrator, a member of the international education staff, a librarian, a member from facilities, a college advisor, a member of the technology team, and a representative of the following programs/initiatives: Service-Learning, Honors, and Learning Communities.
    
    Through the Global Learning Committee, faculty, staff, and administrators will continue to implement global learning opportunities for students and the entire campus community in the years to come. Some upcoming goals include:
    - Supporting the two-year 2006-08 Honors theme “Gold, Gods, and Glory: The Global Dynamics of Power” and encouraging faculty to use this in their classes.
    - Further work on college outcomes and our strategic plan to ensure commitments to global learning and sustainability.
    - Creating a bank of ready-made projects related to global learning that all faculty can use.
    - Exploring with the Academic Divisions what new courses supporting global learning could be developed.
    - Creating faculty development opportunities, such as with our Fulbright Scholar Dr. Zahra Tamouh on “Teaching how non-Americans perceive the United States.”
  2. Are those outcomes systematically assessed? Yes / No; Describe
    
    All classes with service-learning and civic engagement components require a written reflection to assess the students’ learning relevant to the service experience and the students’ ability to make the connection between the class curriculum and the service-learning experience.
    
    We also administer a Service-Learning program review which gathers feedback from students, faculty and agencies. The CGCC Service-Learning office keeps a very comprehensive ACCESS database of information which includes assessment data. The service-learning team members administer student, faculty and agency evaluations to gather feedback on the success of events and community partnerships and suggestions for improvement.
3. 1. Is community engagement integrated into the following curricular activities? Yes / No; Describe with examples
    
    Student Research
    
    Community engagement is a component of many student research projects. A small selection are described in the Service-learning Projects website at http://eportg.cgc.maricopa.edu/published/s/er/service/home/1/index.shtml
    
    Many of the First-Year Composition research projects require the service-learning experience as a primary research source for papers on social, economic, and environmental issues, in keeping with the college-wide SEE Your World theme.
    
    Student Leadership
    
    The student leaders from twelve clubs and organizations on campus are responsible for leading a wide array of community events, including numerous food and supply drives, building floats for various community festivals and parades, facilitating public forums and candidate debates, organizing voter registration drives, leading a vigil for ending domestic violence, performing The Vagina Monologues, to name just a few. CGCC student leaders also participate in the Student Public Policy Forum which focuses on leadership development and student engagement in public policy processes. CGCC students also participate in the Model United Nations Program, an authentic simulation of the UN General Assembly or UN Security Council.
    
    Internships
    
    The Creating Educational Opportunities (CEO) program places CGCC students in internships where they are mentored by community leaders in business and industry who are identified through the Chandler Chamber of Commerce.
    
    Studies Abroad
    
    CGCC has just begun a formal Study Abroad program, sending students to Belize and Nicaragua in 2005-06. This summer the 18 students who traveled to Belize read texts, kept journals and discussed topics relevant to the SEE Your World theme, such as cultural diversity, eco-philosophy, and social inequality. The students who traveled to Nicaragua spoke about their observations of poverty at the CGCC Hunger Banquet last spring, a role-playing simulation that brings to life for students the inequalities in our world and challenges us — as the more economically fortunate — to realize how our decisions affect others in the world.
  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
    
    Core Courses
    
    In General Education courses, sections of English, Math, Political Science, Anthropology, Sociology, Psychology, Justice Studies, Economics, Humanities, History, Biology, Computer Information Systems, and Honors have required service-learning and civic engagement components.
    
    First Year Sequence
    
    Many sections of First-Year Composition English 101 and 102 have a service-learning component, a civic engagement activity, or primary research that is community-based. The required text is Community Matters, by Marjorie Ford and Elizabeth Schave Sills, which focuses on writing about and within the community. The text features the essay of a CGCC student entitled, “Hats off to Helpers,” first published in a CGCC publication of service-learning writings.
    
    In the Majors
    
    CGCC Education majors are required to complete between 20-30 hours of service in each Education course in their program of study. Nursing and Journalism majors are also required to complete service-learning.
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
  
  Over the fifteen years the CGCC Service-learning Program has been in place, many of the faculty, administrators, and staff have presented at conferences, participated in, and conducted training workshops both locally and nationally. Presentations have included discipline conferences and workshops in English, Humanities, History, Political Science, Sociology, Math, Education, and Biology. Since 1991, individuals and teams from CGCC have presented at the following national conferences: Association of American Colleges and Universities, Campus Compact, the American Association of Community Colleges, the League for Innovation, the National Learning Communities Project, the American Association for Higher Education, AAHE’s Invisible College, the National Council of Teachers of English, the Conference on Arts and Humanities, the Community College National Center for Community Engagement, the Annual Conference on First-Year Experience, the American Association of Colleges of Teacher Education, Society for Information Technology and Teacher Education, and others. This fall two CGCC faculty will be presenting at the Association for the Advancement of Sustainability in Higher Education. In addition, faculty have traveled to other community colleges around the country to conduct faculty development workshops on designing and implementing a service-learning program.
  
  As early as 1994, CGCC’s Service-Learning program was gaining national recognition in the literature. In a book published by Campus Compact, Service Matters: A Sourcebook for Community Service in Higher Education, CGCC is highlighted for placing service-learning in core curriculum courses such as English 101 and 102 (Cha & Rothman, 1994). John Tagg’s book, The Learning Paradigm College (2003), highlights the CGCC Service-Learning program with interviews from faculty, the college President, and the Vice President of Student Affairs. The book Life, Learning and Community: Concepts and Models for Service-Learning in Biology includes a description of CGCC Biology faculty Pushpa Ramakrishna’s “gardening for humanity” project (Brubaker & Ostroff, 2000, p. 147). Barbara Jacoby’s (1996) book, Service-Learning in Higher Education, contains multiple references to CGCC as a model program for implementing service-learning.
  
  Former Maricopa Chancellor Paul Elsner contributed his perspective about service-learning and civic engagement in community colleges as part of Thomas Ehrlich’s book on Civic Responsibility and Higher Education (2000). “The Maricopa Community Colleges were thrilled with Chandler-Gilbert Community College’s virtual wall-to-wall promotion of volunteerism among its students” (Elsner, 2000, p. 218). Elsner goes on to describe the college-wide service-learning effort at CGCC.
  
  The National Learning Communities Project, funded in part by a grant from the Pew Charitable Trusts and FIPSE, published a monograph on the integration of service-learning and learning communities, in conjunction with the American Association of Higher Education and the American Association of Community Colleges. Chandler-Gilbert Community College is described in Integrating Learning Communities with Service-Learning (MacGregor, 2003) as a model program. The monograph also includes a chapter, “Teaching the Theme of Community,” written by CGCC President Maria Hesse and English faculty Marybeth Mason, describing the first-year learning community they team-taught which required service-learning and community engagement of all students throughout their freshmen year (Hesse & Mason, 2003).
  
  In 2002, the Carnegie Foundation provided a grant to Campus Compact, a national coalition of more than 900 college and university presidents who promote the civic purposes of higher education, to identify, document and disseminate “best practices of civic engagement” and “help campuses achieve broader institutionalization of that engagement” (Zlotkowski et al., 2004, p. 7). In the first phase of this study, site teams visited 13 community colleges that were “exemplars” (Zlotkowski et al., 2004, p. 85) and conducted telephone interviews at an additional six colleges. CGCC was one of the selected 13 colleges and was highlighted based upon its “administrative and academic leadership,” “enabling mechanisms,” and “integrated and complementary engagement activities” (Zlotkowski et al., 2004, p. 90). The study notes that at several colleges, such as CGCC, “community-based work has become such a deep and pervasive part of faculty culture that the administration hardly needs to stress its importance” (Zlotkowski et al., 2004, p. 49). The long-standing nature of the CGCC service-learning program is attributed to a variety of enabling mechanisms such as the service-learning assistants program whereby students who have done well in at least one service-learning course assist faculty with community placements, paperwork and legal compliance issues, and student tracking. The sophisticated service-learning database, direct classroom support from the Office of Student Life, files of teacher assignments and student reflections, special outreach events such as Into the Streets, and the comprehensive web site are described as additional evidence of enabling mechanisms or supportive infrastructure (Zlotkowski et al., 2004).
  
  In a recently published book called Engaging Departments: Moving Faculty Culture from Private to Public, Individual to Collective Focus for the Common Good, edited by Kevin Kecskes of Portland State University, the history of CGCC’s English department is chronicled. Pam Davenport and Marybeth Mason, both CGCC English faculty, co-authored the chapter in this book entitled, “Sustaining a Service-Learning Program: An English Department’s Commitment to Service” (Kecskes, 2006, p. xiv).
  
  The required text in CGCC First-Year Composition, Community Matters: A Reader for Writers (2005), by Marjorie Ford and Elizabeth Schave Sills, which focuses on writing about and within the community, features the essay of a CGCC student entitled, “Hats off to Helpers,” first published in a CGCC publication of service-learning writings called Small Miracles: Service-learning Essays (1998). CGGG also published an anthology of service-learning reflections and photography in 1994, entitled Unspoken. CGCC produced and distributes by request to colleges around the country a service-learning orientation video entitled “A Commitment to Service” (1993).
  
  Examples of the service-learning and civic engagement curricula developed by CGCC faculty are published at the Maricopa Learning Exchange website:
  
  http://www.mcli.dist.maricopa.edu/mlx/search_results.php?college=CGCC&scope=5&srt=1&words=service+learning and< http://www.mcli.dist.maricopa.edu/mlx/search_results.php

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.).

Indicate which programs are developed for the community:

tutoring

We have a large Hispanic community, many from Mexico and other Latin American countries, who enroll in ESL classes to learn English to seek employment and integrate into the local English-speaking culture. We have students from other countries and cultures as well with second language needs. Each week the Honors students go into the ESL classes to mentor and tutor these students from our community with unique needs as part of their service-learning commitment. There is a reciprocal benefit as the Honors students learn cultural awareness in the process.

extension programs

The CGCC Sun Lakes Education Center was designed to serve the special needs of the mature adult population in our retirement communities. The facility’s programming serves to provide mature adults with a connection to resources, education and services with both credit and non-credit course offerings. Through the partnership with Chandler Public Library and the Chandler “Boomerang” Project, the Sun Lakes Education Center has recently been designated as a “Next Chapter Center.” Therefore, in addition to serving the needs of the more mature adult, the Center will now also focus to serve the “Boomer” generation with connectivity to resources, education, and services, which will meet their varied needs and interests. Examples include assisting with re-careering training and workshops on topics such as:
- Life Planning Should Be Fun
- Self Empowered Wellness
- Do It Yourself Financial Check-up
- Finding Passion and Purpose
- Fun and Affordable adventure – Lifelong Learning
non-credit courses

The CGCC Continuing Education Department offers life-long learning opportunities for personal and professional development with non-credit courses. These accessible and flexible courses are offered in response to the specialized needs and requests of the community. For example, CGCC Continuing Education offers non-credit Work Place Spanish for the city fire and police departments and for Intel employees. The Continuing Education Department served over 4000 students in 1400 non-credit classes in 2005.

training programs

In addition to customized training programs provided by the Continuing Education Department, CGCC offers academic credit training in many areas in direct response to the needs of our communities. For example, we have just begun the second year of our Nursing program which was started as the direct result of the healthcare need in our communities, which have just opened new hospital and healthcare facilities. Other programs that have been the direct result of community requests include the Teacher Education degree, the Law Enforcement Academy, the Fire Science Program, the Utility Pole Workers Program, the Automated Manufacturing Systems degree, and Retail Management, to name a few.

CGCC faculty also teach courses at off-campus locations by request of the community. For example, faculty teach ESL courses on the Intel site for international workers. Aviation faculty teach custom designed classes at the request of US Air, America West, and Honeywell on their sites. CHW East Valley Hospitals recruited and hired 45 trained nurses this year from Korea, the Philippines, and India. At CHW’s request, CGCC created a cultural orientation and language acquisition program for these new nurses.

professional development centers

CGCC offers faculty development events on campus for teachers from surrounding school districts which they apply to their recertification requirements. This fall CGCC will host the Arizona English Teacher’s Annual Conference. CGCC Aviation faculty host the annual Southwest Aviation Maintenance Technician Symposium which targets quality educational needs, provides opportunities for networking with the southwest aviation community and up to date product improvement information. The symposium provides an opportunity for Airframe and Power plant (A&P) certificate holders to renew their Inspection Authorization (IA) ratings, and technicians to earn points for the Aviation Maintenance Technicians Award. Pilots can earn credit toward the Wings Program. The vendor area provides participants with current product displays and interaction with company representatives. Speakers from the aviation community provide informative, challenging, and insightful classes.

other examples

This past summer CGCC hosted Destination College, an early outreach three-week summer school program for 150 at-risk 4^th, 5^th, and 6^th graders bussed from two local elementary schools each day. In addition to providing the classroom space and facilities to the schools, CGCC faculty and staff, working side by side with the elementary school teachers, provided daily activities in career exploration, computers, math, physics, nutrition, performing arts, and more.

ACE (Achieving a College Education) is a scholarship-based early outreach and college preparation program for at-risk high school students. ACE is designed to help students make a smooth transition from high school through community college on to a university and completion of bachelor’s degree. The program identifies at-risk students in the sophomore year of high school and provides a positive environment that encourages them to stay in school and earn up to 24 college credits. The program stresses parental involvement, individual career and program orientations provided by CGCC faculty and staff. 159 high school students have participated since 2002.
Which institutional resources are shared with the community?

co-curricular student service

A few examples: The SEE Your World Speakers Series, the Honors Forum Speakers Series, Candidate and Clean Elections Forums in partnership with the League For Women Voters and the Leadership Centre, Early Voting and the Maricopa County Elections office, Community Issue and Information Forums are all open to and attended by the community as well as students. The CGCC Hispanic Student Organization partners with the Chandler Coalition for Civil and Human Rights to hold events together on campus and in the community. The Service-Learning program, housed in the office of Student Life, is a co-curricular model partnering with more than 200 agencies and schools each year to place more than 3700 students who perform more than 24,000 hours of service in the community relevant to their course work.

cultural offerings

Musical and dramatic performances, literary readings, photography and art gallery exhibits are all open to and attended by the community. The community also uses CGCC facilities to perform and display their art work as well. The CGCC musical groups also perform in the community. Some examples:
- The CGCC Jazz Band performs at Chandler’s Starlight Concert Series and the City of Chandler Jazz Fest.
- CGCC music students performed at Velda Rose United Methodist Church in conjunction with Phoenix Children’s Hospital to raise money for the Center for Cancer and Blood Disorders.
- The CGCC Performing Arts Center hosted performances by the Langston Hughes Project, Poet Martin Espada, the Phoenix Symphony, Strong Native Women, to name a few.
- CGCC has hosted the statewide Arizona Music Educators Association choral festival. Additional band and choral festivals draw hundreds of high school students to campus.
athletic offerings

Athletic fields are used by the community groups for team practices, games, and tournaments. CGCC athletic teams hold camps and clinics for children of all ages in all sports. All athletic events are open to the public, most without charge.

library services

Free library borrowers cards are available to the community with access to resources online.

The library also hosts a gallery for display of artistic, cultural and historical artifacts and collections from the community which are also open to the community. Some examples:
- Kimonos: The Science of Beauty….the Beauty of Science” 2000 from the Japanese Cultural Association of Phoenix–This exhibit was a special collection telling the story of Japanese life through 20 antique kimonos on loan from Phoenix area Japanese families.
- Nefertari Replica Tomb Exhibit” 2003-2004 Robert Fullerton Art Museum, California State University San Bernadino–This replica of room from Neferari’s tomb was created by the Getty Institute and donated to CSU San Bernadino. The Library used this opportunity to work with Phoenix area 6th grade social studies teachers to have their students see the exhibit and have interactive lessons created by the art and library faculty. Over 3,000 students and area residents came to see the exhibit.
- “Twentieth-Century Architecture” 2004 from Greater Phoenix Area Architects–This photographic exhibit was created by eight Phoenix architects with photographs of their choice of the best 20th Century Architecture and explanation of the selections.
- Gilbert Visual Artists’ League Exhibit Summer, 2004–included acrylic, watercolor and photographic display from local community artists.
- “Belize…Faces and Places” Fall, 2006 Photos from a CGCC study abroad trip to Belize. The story of the pain and joy of everyday life in Belize is told in a rich combination of photographs and experiences CGCC students had while learning in Belize.
- “Chasing the Dream; Youth faces of the Millennium Development Goals” Will display Jan-March, 2007 United Nations Population Fund–In over 120 photos and panels, the hopes and dreams of eight young people around the globe are told. How the accomplishment of the Millennium Development Goals will impact their lives is explained.
technology

CGCC provides computer labs at no charge for Head-Start faculty and staff training.

Computer access is available in the library for community members who request a library borrower’s card.

CGCC hosts many community events at which we provide technology equipment and staff support.

Wireless access is available to anyone who comes on any of our three campuses.

Informally, our Technology Support Services staff provide consultative advice with technology issues for local organizations. For example, we are in the process of assisting with the Higley Unified School District’s implementation of Blackboard.

Our Technical Support Services staff has collaborated with the city of Chandler to help them achieve wireless technology coverage for the community near the college. The city has placed equipment on campus with support from our technical staff.

faculty consultation

CGCC faculty teach courses at off-campus locations by request of the community. For example, faculty teach ESL courses on the Intel site for international workers. Aviation faculty have taught custom designed classes at the request of US Air, America West, and Honeywell on their sites. Faculty and staff also serve on many community-based organization and school advisory boards; for example, the Boys and Girls Club, the Chandler Chamber of Commerce, the Gilbert Chamber of Commerce, the Queen Creek Education Foundation, the local education cable television station, the Chandler-Gilbert Association of Retarded Citizens (ARC), the Chandler Education Foundation Board, the CHW East Valley Hospital Community Board, and many others.

other

The strong relationships between Chandler-Gilbert Community College and the communities we serve prompt many requests for space and support of special activities. We host many diverse events on our three campuses that accommodate community, special event and activity requests.

For 2004-2005 the Event Management System recorded over 2200 special events reservations. Special Events defined as: any event other than academic classes. Many involved the community:
- Community Special Events/ Co-sponsored Events: 45 events
- Community Events: 119 events
- Campus Rentals by Community: 99 events
- Athletics: 248 events
- Student Events: 692 events

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

Partnership Name	Community Partner	Institutional Partner	Purpose	Length of Partnership	# of faculty	# of students	Grant funding	Institution Impact	Community Impact
1.Generations Prom	Senior Centers and Assisted Living Centers	CGCC Service-learning faculty, staff and students, the CGCC Big Band, Student Life, and Athletics	Each year approx. 80 service-learning students and athletes spend an evening dancing, talking, eating, and taking “prom” pictures together with 80 seniors from our communities.	1994-2000, 2002-present	Since 2002, 28	Since 2002, 900 students	no	Many service-learning faculty use this event for intercultural and intergenerational communication assignments relevant to their curricula. The softball and baseball teams also participate every year.	The 80 seniors who attend every year rave about the night and the opportunity to bond, dance, talk and befriend their CGCC students and dates.
2.Hunger Banquet	St. Mary’s Food Bank, United Food Bank, Ox Fam	CGCC Service-learning and Student Life staff and students, participating faculty	The Oxfam Hunger Banquet is a role- playing simulation that brings to life for students the inequalities in our world and challenges us — as the more economically fortunate — to realize how our decisions affect others in the world. The Oxfam Hunger Banquet dramatizes the fact that more than 852 million people are chronically hungry despite the fact that enough food is produced in the world to feed everyone.	1994-present	65+	1800	no	Once each semester nutrition and dietetics, economics, political science, sociology, English, humanities faculty and others use this event as an experiential learning activity for their students. Students learn about world hunger in a powerful and dramatic way. A team of students, faculty and staff organize the event. Last spring the students who had recently traveled to Nicaragua also spoke about the level of poverty they observed.	Representatives from the local food banks speak and bring attention to the need for food all year round in our communities and work with CGCC to organize food drives and explain how everyone in the community can contribute.
3.Into the Streets	35 community-based agencies	CGCC Service-learning faculty, staff and students	Into the Streets is a service-learning two-day event each semester which places approximately 500 faculty, staff and students in 35 agencies to serve and make connections to the students’ academic curricula.	1995-present	350 faculty and staff	9000 and 33,000 hours	no	Students are moving into the community to make meaningful, relevant connections between what they are learning in their classrooms and what is happening in the community. In addition, they are learning how to be active and engaged citizens.	The community agencies have benefited from the 33,000 hours of service we have tracked since 1995.
4. Williams Community School , House of Refuge East, Boys and Girls Club Service-Learning	Williams Community School and House of Refuge East Transitional Housing Program, Boys and Girls Club	CGCC Service-learning faculty, staff and students	Service-learning students work in classrooms and at the neighboring Boys and Girls Club to provide programming for children in the low income and transitional housing for homeless families on the CGCC Williams Campus.	2001-present	47 faculty	139 Students	no	Service-learning students learn educational, sociological, economic concepts related to children living in poverty.	Service-learning students have provided 2850 hours of tutoring and programming.
5.Food Drives and Donation Center	St. Mary’s Food Bank and West Side Alliance	CGCC Service-learning faculty, staff and students	Community service and service-learning activities include campus food drives and students working in the food donation centers to study issues such as poverty, homelessness, domestic violence, minimum wage, single parent homes, etc.	2000-present	30 faculty	700 students	no	Students gain valuable insight into the realities of poverty, hunger, and other relevant issues and how to help provide assistance.	Students have provided 2200 hours of service working on food drives and serving in food donation centers.
6. Gardening for Humanity and Wildlife Refuge	Town of Gilbert and the Riparian Institute	One biology faculty’s service-learning project at CGCC	As students study global warming and the greenhouse effect, water pollution, and bird and migratory patterns, they serve at the Gilbert water reclamation plant and riparian preserve on a variety of environmental projects.	1996-present	1 faculty	400 students	no	Students learn biology concepts in a real-world setting and are actively engaged in science in the community.	The city has benefited the many projects the students have completed including programming for school-age children, planting and caring for trees and plants, and fostering wildlife refuges.
7.Silver Sneakers	Axia Health Management and Medicare- eligible seniors in our community	CGCC Fitness Center and staff	Participating health plans contact Axia Health Management to provide Fitness Center memberships to those who are Medicare-eligible. CGCC is a site for the Silver Sneakers, the nation’s leading exercise program for older adults.	2002-present	5 faculty	100 each semester	no	Seniors come to the college three times a week to participate in the senior adult aerobics class and use the fitness center and often enroll in other classes.	Senior adults have access to an affordable fitness program and facilities at the cost of $30 a month or $3 per session.
8.San Tan Academy	Chandler Unified School District	CGCC	CGCC hosts the San Tan Academy, an alternative high school for at-risk students who have not succeeded at the traditional high school.	1989-present	4 high school faculty and 15 CGCC staff	250 high school students enrolled each year	no	Formerly at-risk students graduate from high school and transition into the community college during and after high school	High school students have an alternative to dropping out and the Academy has the highest retention rate in the Chandler Unified School District.
9. Hispanic Community Events	Chandler Coalition for Civil and Human Rights	CGCC Hispanic Student Organization	Our HSO students work closely with the Chandler Coalition for Civil and Human Rights on fund raisers and community awareness projects both on and off campus. They co-sponsor a yearly Mariachi Festival and scholarship fundraiser attended by hundreds of community members and students. They host community forums on topics relevant to the Hispanic community, such as immigration, voting, and farm labor.	1997-present	10 faculty and staff	20-25 HSO Students	no	HSO students have an expanded mission that includes working with the external community as well as the college community to become civically engaged in issues pertinent to the Hispanic community. Scholarship funds raised benefit CGCC Hispanic students.	Chandler Coalition for Civil and Human Rights and the community benefit from having active and committed students help promote and participate in their agendas.
10.Destination College	Chandler Unified School District, Children of Promise and the Chandler Education Foundation	CGCC	CGCC hosts Destination College, an early outreach three-week summer school program for at-risk 4^th, 5^th, and 6^th graders bussed from two local elementary schools each day.	Summer 2006	50 faculty and staff and 20 school faculty and staff	150	Yes, paid to the Chandler schools	Hopefully CGCC will benefit from this early outreach in the years to come when these students from our community enroll at CGCC. In the meantime, many faculty and staff had first-hand opportunities to interact with local students and elementary students.	In addition to providing the classroom space and facilities to the schools, CGCC faculty and staff, working side by side with the elementary school teachers, provided the 150 students daily activities in career exploration, computers, math, physics, nutrition, performing arts, and more.
11. ACE	Chandler, Gilbert, and Higley School Districts	CGCC Early Outreach Office staff and faculty	ACE (Achieving a College Education) is a scholarship-based early outreach and college preparation program for at-risk high school students. ACE is designed to help students make a smooth transition from high school through community college on to a university and completion of bachelor’s degree. The program identifies at-risk students in the sophomore year of high school and provides an environment that encourages them to stay in school and earn up to 24 college credits. The Maricopa Scholarship Foundation provides scholarships for tuition and books.	2002-present	20 faculty and 2 staff	159	Scholarship money from the Maricopa Foundation	CGCC recruits and retains these students and helps them to successfully persist through high school and into the community college.	ACE has an impact on the drop-out rate of at-risk students in our community and was identified as an “effective program” by the National Center for Urban Partnerships.
12.Candidate Forums	League of Women Voters, The Leadership Centre	CGCC Political Science Organization (PSO), Student Life, Faculty	The League for Women Voters, The Leadership Centre, and PSO have presented the following community issue and candidate forums: War on Iraq, Presidential Candidates, Immigration, Education, Water Conservation, Offshore Outsourcing, Judicial Processes and the Supreme Court, City Council and Mayoral Debates, Perspective on Globalization	2003-present	60	585	no	Faculty benefit from having these co-curricular events on campus for their students to attend; and students, faculty and community members benefit from the information that makes them more civically aware.	The community benefits from having an informed constituency and from having these events open and available to the public.
13. Community History Projects	the Public Historian for the City of Chandler	CGCC History faculty and their service-learning students	These projects engage history students in first-hand experiences collecting and recording local history. Students’ work becomes the basis of permanent collections at the Chandler History Museum and City Parks.	2004-present each semester	2	155	no	Students have a rare opportunity as undergraduates to participate directly in the making, recording, collecting of history. They benefit from seeing history as live and current–not something dead and old. Students realize their own role in history because the projects have a local, community focus.	Students have a rare opportunity as undergraduates to participate directly in the making, recording, collecting of history. They benefit from seeing history as live and current–not something dead and old. Students realize their own role in history because the projects have a local, community focus.
14.Native American Summer Bridge Program	ASU Poly, Gila River Indian Community, The Navajo Nation and other tribes in AZ and NM	CGCC faculty, staff, the Eagle Feather Club	The program provides at risk Native American Students the experience of being successful as a college student and consequently encourages them to continue as students at CGCC and transfer to the university.	1998-present	27	20 each year = 180	Yes ASU Poly writes and receives the grants to pay CGCC tuition and programming	The summer bridge program is a component of CGCC’s ongoing goal of increasing the numbers of Native American students. This partnership has provided an opportunity to bring students from various Indian reservations, to place them in CGCC summer classes and then in learning communities where they receive additional support from faculty and staff, and to establish a foundation of success for them to carry through their college career.	This program addresses the dropout rate among Native American college students by providing desperately needed assistance to Native students, helping them to recognize that they can leave their reservation homes and be successful in college. The majority of students plan to earn degrees and return to their reservations to help their communities address social and economic problems.
15.Honors Forum Lecture Series	Prestigious Guest Lecturers, The Ten Maricopa Colleges, and the community	CGCC faculty and students and other students from the Maricopa Colleges	The Honors Forum Lecture Series, six guest lectures sponsored each academic year since 1982 by the Maricopa County Community College District, offered to the students, faculty, and the general public as a community service. This year’s global awareness theme: “Gold, Gods, and Glory: The Global Dynamics of Power.” This year’s speaker series includes: Arun Gandhi: “Lessons I Learned From My Grandfather”; Reza Aslan: “The Future of Islam” Toward the Islamic Reformation”; Barbara Trent: “The Economics of Censorship in a Global World”; William Schulz: “Terror, Torment, and Tyranny: The State of Human Rights Today”; Anuradha Mittal: “Economic Human Rights: The Time Has Come”; and Orville Schell: “China & Iraq: America’s Two Great Challenges.”	1982- present annually	Hundreds	Thousands	no	The theme for the series varies each year and addresses a current cultural, political, or social issue. Chandler-Gilbert Community College Honors students participate in the Lecture Series and also host a reception each semester for one of the Lecture Series speakers which brings them into close contact with distinguished lecturers from many fields of endeavor.	The Honors Forum Speaker Series is free and open to the public and always held in the central location of the Phoenix College Auditorium so they are accessible to all in the Greater Phoenix Area.
16. Help America Vote College Poll Worker Program	US Elections Commission, Maricopa County Elections Office and five Maricopa Community Colleges	CGCC students, Student Life, Political Science Faculty	The Help America Vote College Poll Worker Program recruits college students to work at the September 12 Primary and the November 7 General Election polls and get paid for the experience. Funded by a grant from the US Elections Assistance Commission to engage college student in the voting process. Five Maricopa Community Colleges are participating.	Fall 2006	3	Approx. 20 from CGCC as of 9/1/06 and still recruiting	$17,000	Students learn first-hand about the voting process in a democracy and can get paid for it. The training sessions held on the CGCC campus cover issues ranging from Arizona’s history with civil rights and voting, election procedures, and use of new technologies as part of the voting experience.	The community gets a younger engaged pool of poll workers to participate in the election process.
17. AmeriCorp VISTA of Project Ayuda	AmeriCorp Vista, Paradise Valley Community College, community members	CGCC Service-learning program and students	CGCC is an AmeriCorp partner and has an AmeriCorp VISTA Project Ayuda volunteer on campus working full-time to recruit and engage 125 students and members of the community to participate in volunteer programs. Project Ayuda promotes community strengthening, homeland security and education services in order to assist in the fight to eradicate poverty.	Jan. 2006- present	113	5 staff	$5000 for Education Awards	CGCC students who participate will be actively working to strengthen communities. AmeriCorp members will receive an Education Award that can be used towards past, present and future educational costs.	The community benefits by having the AmeriCorps volunteers working in the community to eradicate poverty.
18. Boeing Scholarship Program	Boeing	CGCC Aviation Department	Boeing provides scholarships for aviation flight and maintenance students to draw students into the program and create a direct pipeline of job and employment into the aviation industry.	2003-present annually	6	20	$18,400	The scholarships help increase enrollment in aviation programs.	The aviation industry benefits from the skilled graduates who enter the job market upon graduation.
19.Education Program Service-learning	527 schools in 28 school districts	CGCC Education faculty and service-learning students	CGCC Education students are placed in schools for each of the Education courses in their program of study.	1996-present	37	3600	no	CGCC students learn teaching skills and concepts by serving in a wide variety of schools and classrooms early in the first two years of their Teacher Education program.	The CGCC service-learning students provide valuable support in the school classroom which helps the teachers teach and their students learn.
20.Excellence in Math Competition	Intel Corp; Casa Grande, Chandler, Gilbert, Higley, and Mesa Schools; math teachers and junior high students	CGCC math faculty and staff	The Excellence in Math Competition involves junior high school teams of math students coming to CGCC to compete in a wide array of math games and events such as balloon-powered car race, airplane toss, Math Jeopardy, and egg drop. Intel sponsors the competition.	2000-present annually	15	Over 1000	Intel $5075	The event promotes math and connects junior high students and their teachers to CGCC.	The junior high students and their teachers have fun with math, and the teachers can motivate their students to study and prepare for the event each year.

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

CGCC always strives to create a win-win situation with all of our community partnerships. It is the criteria used to determine participation. We have tried to outline and describe that mutual benefit in all of the descriptions above.
1. Are there mechanisms to systematically provide feedback and assessment to community partners? Yes / No; Describe
  
  Program, course, workshop, and event evaluations are done at many levels and moments in time with and for our community partners.
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

Examples of the civic engagement and service-learning curricula developed by CGCC faculty are available at the Maricopa Learning Exchange website:

http://www.mcli.dist.maricopa.edu/mlx/search_results.php and http://www.mcli.dist.maricopa.edu/mlx/search_results.php?college=CGCC&scope=5&srt=1&words=service+learning

The National Learning Communities Project, funded in part by a grant from the Pew Charitable Trusts and FIPSE, published a monograph on the integration of service-learning and learning communities, in conjunction with the American Association of Higher Education and the American Association of Community Colleges. Chandler-Gilbert Community College is described in Integrating Learning Communities with Service-Learning (MacGregor, 2003) as a model program. The monograph also includes a chapter, “Teaching the Theme of Community,” written by CGCC President Maria Hesse and English faculty Marybeth Mason describing the first-year learning community they team-taught which required service-learning and community engagement of all students thought their freshmen year (Hesse & Mason, 2003).

In a recently published book called Engaging Departments: Moving Faculty Culture from Private to Public, Individual to Collective Focus for the Common Good, edited by Kevin Kecskes of Portland State University, the history of CGCC’s English department is chronicled. Pam Davenport and Marybeth Mason, both CGCC English faculty, co-authored the chapter in this book entitled, “Sustaining a Service-Learning Program: An English Department’s Commitment to Service” (Kecskes, 2006, p. xiv).

The required text in CGCC First-Year Composition, Community Matters: A Reader for Writers (2005), by Marjorie Ford and Elizabeth Schave Sills, which focuses on writing about and within the community, features the essay of a CGCC student entitled, “Hats off to Helpers,” first published in a CGCC publication of service-learning writings called Small Miracles: Service-learning Essays (1998). CGGG also published an anthology of service-learning reflections and photography in 1994, entitled Unspoken. CGCC produced and distributes by request to colleges around the country a service-learning orientation video entitled “A Commitment to Service.”

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

I have always had a drive to serve others and work for the common good. But I never fully realized that I could go beyond volunteerism--that my opinion and hard work could influence policy decisions. My views changed when I sat in the office of one of my legislators in Washington, DC.

-Amanda Coffin, University of Maine at Farmington, Campus Compact student leader

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Chandler-Gilbert Community College

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

VISION:

MISSION:

CGCC STRATEGIC GOALS:

VALUES STATEMENT:

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

CGCC College-wide Service Event

Into The Streets

Planning for Fall 2006 “Into The Streets”

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

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

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

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

Community Service

Objectives:

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

Are those outcomes systematically assessed? Yes / No; Describe

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

Student Research

Student Leadership

Internships

Studies Abroad

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

First Year Sequence

In the Majors

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

Outreach and Partnerships Examples

Indicate which programs are developed for the community:

tutoring

extension programs

non-credit courses

training programs

professional development centers

other examples

Which institutional resources are shared with the community?

co-curricular student service

cultural offerings

athletic offerings

library services

technology

faculty consultation

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)

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

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

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

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