1. Foundational Indicators

   1. Institutional Identity and Culture

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

         The University of San Francisco’s Vision, Mission, and Values Statement, approved by the Board of Trustees on September 11, 2001, proclaims its commitment to engaging the community in its opening paragraph: “The University of San Francisco will be internationally recognized as a premier Jesuit Catholic, urban University with a global perspective that educates leaders who will fashion a more humane and just world.” This mission, to “educate minds and hearts to change the world,” permeates all aspects of the institution, including student learning, faculty research, curriculum design, program and degree offerings, publications, and a host of institutional features. Key passages in the Vision, Mission, and Values Statement that speak to the institution’s commitment to actively engaging the local and international communities, include:

         • “The University’s core values include a belief in and a commitment to advancing a culture of service that respects and promotes the dignity of every person.”
         • “The University offers undergraduate, graduate and professional students the knowledge and skills needed to succeed as persons and professionals, and the values and sensitivity necessary to be men and women for others.”
         • “The University will distinguish itself as a diverse, socially responsible learning community of high quality scholarship and academic rigor sustained by a faith that does justice.”
         • “The University’s core values include a belief in and a commitment to advancing social responsibility in fulfilling the University’s mission to create, communicate and apply knowledge to a world shared by all people and held in trust for future generations.”

         The Vision, Mission, and Values Statement of the University of San Francisco is grounded in an historical and cultural identity that stretches back to the founding of the Society of Jesus in 1540, and which came to fruition in San Francisco in 1855 through the Jesuits who established Saint Ignatius Academy, the antecedent of the University of San Francisco.

         Throughout his life, St. Ignatius of Loyola, founder of the Society of Jesus, urged his followers to serve the less fortunate members of society. In the sixteenth century, the early Jesuit ministries included educating the poor, caring for the sick, providing food for the hungry, and soliciting donations for those in the prisons and hospitals of Rome and other cities of Europe. Throughout the nineteenth century, the Jesuits of St. Ignatius Academy (renamed St. Ignatius College in 1859) followed the precepts of their founder, and they engaged students and lay men and women to provide social services to the people of San Francisco in hospitals, schools, homeless shelters, soup kitchens, and prisons. As early as 1862, Paul Raffo, S.J., of Saint Ignatius College, began taking his students to visit the sick in San Francisco’s hospitals, work that continued at the University of San Francisco into the present. In 1867, Michael Accolti, S.J., who established the Jesuit presence in California, became the chaplain of San Quentin Prison. His responsibility in caring for prisoners at San Quentin was assumed by other Jesuits from St. Ignatius College, and with the active involvement of students, continues to this day. In 1878, Aloysius Varsi, S.J., a mathematics professor at Saint Ignatius College, began working with the Francesca Society of San Francisco, a major community-based organization. Fr. Varsi and his students assisted the Francesca Society in securing large gifts of goods from San Francisco businesses to give to the poor. In 1880, Fr. Varsi was asked to take over the direction of the Francesca Society. By 1904, students and faculty from Saint Ignatius College were distributing clothes and food to hundreds of children and families living in poverty in San Francisco.

         This legacy of community engagement by the Jesuits and their students is evident today at the University of San Francisco and will be described throughout this document. A central component of this commitment is the fact that all undergraduate students at the University of San Francisco must complete a service learning graduation requirement. In addition, community engagement is manifest in a wide-range of the university’s programs, finds expression in the curriculum, is reflected in faculty research and student activities, and is highlighted throughout the university’s many publications and on its Web site.

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

         The University of San Francisco gives a number of annual awards to faculty, staff members, and students who distinguish themselves by their community engagement. The awards, given at an annual university-wide service and merit awards ceremony and celebration, include:

         • The Ignatian Service Award, which recognizes an exceptional commitment to the service of students, the University, and the community at large, in light of the religious and moral legacy of St. Ignatius. The award recipient is a full-time faculty member who has demonstrated an ongoing and creative commitment to the realization of this legacy through their actions and accomplishments. Since 1992, this award has been given to 15 full-time faculty members.
         • The University Faculty Service-Learning Award, which recognizes the work of full time faculty in developing service-learning opportunities for USF students. The award recipient is a full-time faculty member who has demonstrated a commitment to service-learning through the integration of service-learning into the curriculum; innovation in employing a reflective teaching methodology to connect community and public service experience with academic study; and demonstration of leadership that promotes service-learning on campus. Since 2004, this award has been given to three full-time faculty members.
         • The Fr. William J. Dunne Award, which is the highest individual staff honor for extraordinary service to USF “and the community at large,” beyond the scope of regular job duties. The award is named for William J. Dunne, S.J., whose tenure as president from 1938 to 1954 was the longest of any president in USF’s history. Among the many criteria for selection for this honor, the award recipient “embodies Jesuit principles of education through actions; and participates in Bay Area, state/national, or international programs that reflect the values of the USF vision, mission, and values statement.” Since 1977, 30 USF staff members have won this award.

         In addition to faculty and staff awards, students are honored for their community engagement efforts. During graduation ceremonies, several students are honored for their community engagement work through the Spirit of St. Francis Award, the Pedro Arrupe Award, and the Archbishop Oscar Romero Award, all of which recognize outstanding community service. Every year, the Office of Residence Life honors a student resident advisor with a “Women and Men For Others Award,” recognizing involvement with the off-campus community and work with student peers to inspire community action. The Office of Service Learning and Community Action hosts an annual celebration during which students’ projects are highlighted.

         The University of San Francisco also awards honorary doctorates to individuals who have made extraordinary contributions to the local, national, or international communities. In recent years, honorary doctorates have been granted to Oral Brown for her leadership in creating educational opportunities for low-income children in her community of Oakland; to Gregory Boyle, S.J., for his development of employment centers and mentoring programs for at-risk youth in Los Angeles; to Monsignor Richard Albert for his work among the poor of Jamaica; to Herman Gallegos for his efforts in bringing social and economic justice to Hispanic communities in several urban areas of California; to Claudia Smith for her work on behalf of immigrants in the Western United States, and to Father Gerard Jean-Juste for his efforts in feeding hungry children and bringing human rights to the poor of Haiti. These individuals, and many others that USF has honored in recent years, serve as examples of how one individual can make a difference in the lives of those most in need.

      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

         For decades, various USF academic departments have assessed the perceptions of community partners regarding the work of students as interns and service-learning participants. For twenty-five years, the psychology department’s practicum, one of the school’s largest student service-learning programs in the community, has systematically gathered feedback regarding USF students’ work at local agencies. For twenty years, the politics department has obtained feedback from local agencies regarding student internships and service-learning placements in homeless shelters, government offices and related community agencies. In 2006, the Leo T. McCarthy Center for Public Service and the Common Good, which coordinates approximately 200 service-learning programs in the community, and USF’s Office of Institutional Research, conducted a major assessment of USF’s community partners. The goal of the assessment was to obtain feedback concerning the quality of service USF provides to the community and to improve that service. Service-learning community partners are also encouraged to take a role in assessing students’ performance in related service-learning courses. Faculty and community partners are made aware of this assessment option through the Office of Service-Learning and Community Action.

         Does the institution use the assessment data? Yes / No

         In the psychology practicum, and in the politics department internships and service-learning programs, community partners are asked to evaluate USF students’ community experiences. USF instructors follow-up with the community partners on the phone or in person. Changes are often made in the program based on this community input. For the service-learning programs that stem from the Leo T. McCarthy Center for Public Service and the Common Good, changes are being made as a result of the first major assessment of the program by its 200 community partners, and the staff of the Center is meeting with representatives of community agencies to incorporate programming changes suggested in the survey.

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

         The University of San Francisco produces over 80 catalogs, brochures, view books, and other marketing materials per year most of which describe the community engagement opportunities available for USF students as part of their academic programs. In addition, separate brochures are produced for many USF programs whose major focus is community engagement, including the Martín-Baró Scholars Program, the University Ministry Programs, the Performing Arts and Social Justice Program, the San Quentin Trust Program, and the Leo T. McCarthy Center for Public Service and the Common Good. Likewise, the USF Web site (www.usfca.edu) contains updated information on the many community engagement programs that are integral to USF’s mission. Newsletters and other publications developed by USF schools and colleges, programs, and offices, frequently outline USF’s community engagement work for staff, students, alumni, and community members. The University of San Francisco Magazine, which is sent to over 80,000 alumni, staff, and faculty members, often carries stories on USF’s community engagement activities, as does the university’s electronic newsletter, USFnews Online. A 437-page history of the institution, Legacy and Promise: 150 Years of Jesuit Education at the University of San Francisco, published in 2005, devoted more than 50 pages to the multitude of community engagement projects at USF since its founding in 1855. For example, the book details the work of the school’s Jesuits and their students in hospitals, prisons, and with volunteer community organizations during the 19^th century. It describes the upsurge in USF student involvement in international outreach programs, such as the Peace Corps, beginning in the 1960s, and in local communities as well. In 1962, the Student Western Addition Project (SWAP) was founded, and by 1968, it had become the largest student organization on campus, with approximately 250 students serving underprivileged groups in a neighborhood adjacent to USF, tutoring children in local schools, providing recreational activities for families, and assisting senior citizens with health care issues. The book notes how the 1960s and 1970s also witnessed the development of several community engagement programs that are still operating today, including the Upward Bound Program, the Street Law Program, and the Fromm Institute for Lifelong Learning, all of which are described later in this document.

   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

         The President of the University of San Francisco, Stephen A. Privett, S.J., has often publicly addressed the importance of community engagement for the institution. Some representative quotes from Fr. Privett:

         From Commencement Remarks, May 19. 2006

         “You are the sesquicentennial class, and this commencement marks the conclusion of the University’s celebration of 150 years of service to the City and the world…. In 1862, St. Ignatius College students visited the sick in San Francisco’s hospitals. The 1930s found USF students working with prisoners at Alcatraz and San Quentin prisons. In the 1950′s USF students reached out to residents of the Tenderloin. USF continues to expand its service to the City, and has extended its outreach across the globe to places like Mozambique and South Africa, Mexico and El Salvador, Cambodia and Viet Nam, as our faculty and students immerse themselves in the life experiences of the world’s poor and marginalized. The University builds on its legacy of academic rigor and service to humanity; a legacy of educating your minds and hearts so you may change the world.”

         From the University Convocation, August 22, 2005

         “The first Jesuit universities were situated in the center of great cities, and what an enviable location USF occupies within that originating tradition. During the past five years, USF has more closely associated itself with the City through accounting faculty and students in the Tenderloin and nursing placements with the homeless, through philosophy students taking their ethics course with inmates at San Quentin Prison and law placements in clinics for child advocacy and for elders exploited by abusive predatory lending, through USF-credentialed teachers and school administrators well prepared for the difficult challenges of urban schools and our arts management students working in the City’s many museums, through theater students collaborating on productions with day workers in the Mission and art and architecture students moving out into underserved communities for inspiration and focus, and through public forums on homelessness, environmental issues and the mayoral race sponsored by the McCarthy Center….Through University Ministry’s Community Action programs, USF students volunteered over 30,000 hours of work last year in a variety of service agencies; clearly, the faith of this University community does justice.”

         From the University Convocation, August 23, 2004

         “By way of conclusion I want to return to that ‘big thing that neither of us can do alone’ which is the basis for our partnership at USF. That ‘big thing’ is nothing less than the whole world. We are working together to finish the world here on campus?in the classrooms, laboratories, studios, stages, residence halls, playing fields, offices and activity centers. USF faculty, staff and students are also finishing the world with death row inmates in Mississippi; with the garbage dwellers of Payatas in Manila; with pregnant indigenous women in San Lucas Toliman, Guatemala; with street children in Durban, South Africa; with Tibetan refugees in Dharamsala, India; with an activist theatre troupe in Peru; with the homeless in Tijuana and here in the Tenderloin; with indigent counselees in the Mission District. ‘Finishing the world’ God has given us is, indeed, a project too vast for anyone of us to do alone, but, as a University, we are already doing a great deal and we are doing it well.”

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

         The Leo T. McCarthy Center for Public Service and the Common Good, through its Office of Service-Learning and Community Action, links over 200 community, state, national, and international agencies to all six of the schools and colleges at USF (Arts and Sciences, Business and Management, Nursing, Education, Law, and Professional Studies), with University Ministry, and several offices in the Division of University Life (e.g., Residence Life, Student Activities, Multicultural Student Services, Career Services Center) for community engagement purposes. To pursue its mission, the Center supports a range of academic programs, events and research projects, including providing students with community service-learning and intern opportunities at the local, state, and national level. The Center offers a public service certificate program, and an honors public service minor. The Center also sponsors projects that involve students in faculty-led projects focusing upon social, ethical, and political issues. The Center sponsors speakers, panel presentations, and other events that expose students to public figures and critical issues that inform and motivate students’ understanding of their role as advocates for a better society. The Center’s staff includes the director of service-learning, an assistant director of service-learning, and student assistants. The Center also employs five Advocates for Community Engagement, students who function as service-learning liaisons between the university and the community,

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

         During the 2005 fiscal year, funds were internally budgeted to support community engagement offices and projects, not counting that portion of faculty salaries that supported more than 100 service-learning course sections. In addition, the USF Jesuit Foundation supports annual projects by faculty and staff that engage and enrich the surrounding community, under the title of community in conversation.

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

            During the 2005 fiscal year, external funding was dedicated to supporting institutional engagement with the community.

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

            In recent years, considerable fundraising efforts have been directed at community engagement. Some prominent examples:

            Name: Project Public Service
            Source: U.S. Department of Education, Fund for Improvement of Post-Secondary Education
            Date: 2003-2006
            Description: The project included funds for program development, faculty research, and community activities. Community-based activities included development of civic engagement strategies with local Asian-American organizations; environmental research with West Oakland community groups; connection to the Internet for Bay-area non-profits; software development for the San Francisco Ethics Commission; coalition building around the issue of the homeless with local food banks, soup kitchens, and foundations; and providing legal interns for public defenders working on death penalty cases.

            Name: Institutionalizing Service-Learning and Empowering Stakeholders
            Source: Learn and Serve America, a program of the Corporation for National and Community Service (via Tulane University)
            Date: 2004-2006
            Description: USF is part of a consortium of six universities conducting a number of activities to institutionalize service-learning in the curriculum. At USF, this funding results in faculty and community partner seminars, workshops, and conferences; project development mini-grants; and the Advocates for Community Engagement student leadership program. Participating partners have included St. Anthony’s Foundation, San Francisco AIDS Foundation, Boys and Girls Clubs, and others.

            Name: Transparency Project
            Source: Wallace A. Gerbode Foundation
            Date: 2006-2008
            Description: The Transparency Project will expand USF’s partnership with the county of San Francisco Ethics Commission. One goal is to build a model software interface that will make data on campaign financing easy to access. Eventually, the public will be able to cross-reference campaign finance data with lobbying information, independent expenditure data, and public contracts. A second goal is to develop a program that can be replicated with other cities.

            Name: Student Stipend Support
            Source: Mr. Brian Kidney
            Date: 2006
            Description: Mr. Kidney provided the University with an individual gift designed to provide financial support to students seeking to work in the community. These stipends will enable students who otherwise might not be able to afford to forego paid employment to take part in working in an unpaid position in the community.

            Name: Center for Child and Family Development
            Description: Each year, Masters students in USF’s Marriage and Family
            Counseling program provide school-based counseling services to more than 400 children in approximately 30 schools in San Francisco’s most challenging neighborhoods. The Center was founded in the School of Education at the University of San Francisco in 1984 and grew from the community service mission of the University of San Francisco. The goals of the Center are to enhance school performance of at-risk children; effectively address identified behavioral issues that detract from learning and positive socialization for at-risk children; and help at-risk children build self-esteem.

            Name: The Guatemala Nursing Project
            Description: For the last four years during summer and January intersession terms, approximately twenty students and two instructors from the USF School of Nursing have traveled to the village of San Lucas Toliman, Guatemala and provided instruction on safe and sanitary prenatal, childbirth, and infant-care techniques, in collaboration with local midwives. While providing care and instruction to the citizens of San Lucas Toliman, students gain practical, first-hand knowledge of how to care, with limited resources, for non-English speaking people from a cultural context significantly different than their own.

            Name: The Parish Health Ministry Project
            Description: Since 2003, Sr. Mary Brian Kelber, associate professor in the USF School of Nursing, has led the Parish Health Ministry Program. In this program, an experienced R.N. provides non-invasive, home-based health services and education to approximately 50 needy parishioners in San Francisco’s St. Teresa’s Parish. Recipients of this care include home-bound seniors, seniors on fixed incomes, seniors with limited mobility, and any parishioner who requests her services. This project also provides service learning opportunities for USF nursing students through their participation in the health screenings of parishioners at commumity health fairs.

            Name: The Umthombo Project
            Description: The Umthombo Project is a partnership between USF’s Leo T. McCarthy Center for Public Service and the Common Good and Umthombo Research of South Africa. The Project documents the factors that contribute to the growing street children population in Southern Africa and brings the plight of street children to the forefront of social discourse and policy making. The Project allows USF students and former street children to work together in the collection of data in various locations in Southern Africa.

            Name: St. Charles and St. Anthony’s Tutoring Project
            Description: Project supports USF students to work as tutors in two inner city elementary Catholic Schools. In 2005-2006, 30 students worked as tutors at the two schools coaching and assisted 60 to 80 students. Positive results included significant improvements in grades, and several students received scholarships to high school.

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

         The Leo T. McCarthy Center for Public Service and the Common Good, which coordinates approximately 200 service-learning programs in the community, systematically tracks institutional engagement in the community. One of the goals is to obtain feedback concerning the quality of service USF provides to the community and to improve that service. Other USF offices also track their community outreach efforts. For example, one of the school’s largest student service-learning programs, the psychology department’s practicum, has systematically tracked and gathered feedback from community agencies regarding USF students’ work for more than two decades. The USF Upward Bound Project annually surveys parents of students enrolled in the project to assess needed changes. The School of Nursing systematically tracks its engagement with more than 80 Bay Area community agencies, including hospitals, clinics, homeless shelters, and private practice settings through its clinical practice program. Every semester, the USF registrar’s office records all service-learning courses, including their enrollment, student credit hours, instructor, and other information. Assessment is one of the five criteria that must be addressed in a service-learning course proposal in order to receive the “SL” designation as a course that meets the graduation requirement. Faculty must demonstrate that they will assess the students’ learning that derives from the service activity and that students synthesize course concepts. In addition, faculty members are encouraged to involve community partners in assessing students’ learning and performance.

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

            All USF courses, including service-learning courses, are consistently evaluated by students, and the findings are used for course improvement. In addition, faculty who teach service-learning courses are encouraged to solicit input from community partners, including asking them to evaluate each of the student volunteers once their work at the agency is completed. Course work and community placements are adapted accordingly. Moreover, service- learning is a core curriculum requirement for receiving a baccalaureate degree at USF, and courses must undergo rigorous curriculum review in order to be designated as “SL.” The service-learning requirement is met by taking at least one course that integrates a form of community/public service into the undergraduate learning experience. Therefore, faculty members take responsibility for evaluating and improving the effectiveness of the teaching and learning process for service-learning at the course level.

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

            On the assessment instrument noted above, which is used by the Leo T. McCarthy Center for Public Service and the Common Good, there are several items that address the quality of student service-learning provided for USF’s community partners. For example, one question asks community partners: “What changes should be made to make service-learning work better at your organization?” Another question asks: “What additional training should students have before working at your organization?” The responses by community partners to these questions are part of the tracking data used to enhance USF’s community engagement. Individual academic departments, such as psychology and politics, also use the data from their community partners’ assessment of students’ participation in service-learning or internships to improve their programs, and individual faculty members track community partners responses to improve required service-learning courses.

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

         Since its founding in 1855, one of USF’s most distinctive qualities has been its ongoing community engagement, as noted earlier in this report. Periodically, this legacy is reinforced by an updated set of strategic goals. The university’s most recent statement of strategic goals, finalized on April 15, 2006, included the following as its number one goal: “Institutionalize USF’s distinctive qualities?Jesuit Catholic, urban, diverse, socially responsible, global perspective, leadership for a more humane and just world?in University structures.” This socially responsible commitment to make a more humane and just world translates into ongoing community engagement efforts in the diverse and urban San Francisco Bay Area and around the world.

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

         Every fiscal year, USF budgets funds for faculty development projects. Frequently, USF faculty use those funds for community engagement. In 2006, for example, Linda Walsh, associate professor of nursing, used faculty development funds to support her work in Guatemala with USF nursing students to help reduce infant mortality rates and develop interventions to decrease preventable infant deaths. Likewise, John Lendvay, associate professor of environmental sciences, drew upon the USF faculty development fund to support his environmental justice project in a poor and contaminated area of San Francisco. The Leo T. McCarthy Center for Public Service and the Common Good sponsors workshops for faculty to guide them in developing and implementing service-learning courses and related partnerships. USF is a member of a consortium of six universities that obtained a grant, which is used in large part for faculty development in the area of service-learning. USF also provides faculty development funds to attend conferences and workshops on community engagement, and individual schools and colleges provide release time to engage in community engagement activities. For example, the School of Education provides release time to Brian Gerrard, a full-time faculty member who directs the Center for Child and Family Development, a program that provides local school-based counseling for at-risk children and their families. The School of Law provides release time to Tom Nazario, a faculty member who directs the Street Law Program that provides school-site legal training to Bay Area youth. Chris Brooks, a faculty member in the computer science department, received funding to present a paper with a graduate student at a service-learning conference on the university’s Community Connections program, which provides computers and expertise to local and international community organizations. Stephen Morris, a faculty member in the School of Business and Management, received support to attend a service-learning conference and received course release time to serve as a liaison to other business faculty. The service-learning committee is a recognized standing committee of USF, thereby counting toward faculty service obligations for promotion and tenure. Service-learning is a topic covered at the new faculty orientation, the director of the Office of Service-Learning and Community Action speaks at a panel discussion during the orientation, and the McCarthy Center is represented at an open house during the orientation.

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

         The community partners to whom USF sends its students for service-learning opportunities largely determine what functions those students will perform, and thus have a major “voice” in planning for community engagement. Similarly, students who participate in local schools in programs such as America Reads have their activities largely structured by the local school staffs. In other projects, such as the Center for Law and Global Justice, the Guatemala Nursing Project, the Hamilton Family Center Project, the Martín-Baró Scholars Community Development Project, and several other community engagement projects detailed later in this document, USF’s community partners identify and give “voice” to their needs, and USF helps to meet those needs. For example, the Center for Child and Family Development has a working board composed of local school principals and other community representatives who provide on-going feedback to the Center. In some cases, such as the Yosemite Watershed Restoration Project, a major goal is to empower community members to be their own advocates, to be “voices” for change.

         Community partners play many other roles in helping USF plan its community engagement activities. At least three community representatives serve as members of the USF service-learning committee, and one community partner was employed as a consultant to design and implement training for Advocates for Community Engagement organizational supervisors. Community representatives also participated in the recent interviewing and hiring of a new assistant director for the Office of Service-Learning and Community Action, provided input about site assignments for students serving as Advocates for Community Engagement, participated in campus seminars and workshops regarding community partner perspectives, and co-presented at service-learning conferences.

   3. Optional Documentation

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

         All job announcements for new faculty positions include several key passages based on the University’s Vision, Mission, and Values Statement, which underscores the importance of community engagement for the institution and its employees.

         The importance placed in faculty recruitment policies for community engagement is underscored by the fact that more than 100 undergraduate service learning course sections are offered each academic year (there were 114 during the 2005-2006 academic year), wherein faculty must draw connections between community engagement through service learning and a wide range of academic disciplines; must guide students to reflect about community service, the academic discipline, and themselves; and must assess student learning outcomes of the service experience. Successful completion of at least one service-learning course is a graduation requirement for all undergraduate students and, therefore, many newly hired faculty members will be expected to teach service-learning courses. Service-learning is one of the major topics discussed at the annual orientation for new faculty members.

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

         In several of USF’s community engagement projects, students take leadership roles. For example, in a community-based environmental justice project, USF undergraduate students taught community members how to test and monitor potential pollutant sources and health hazards, and in another environmental justice project, a graduate student in environmental management taught a group of Latino mothers about her research into environmental hazards in their community. Students in the performing arts and social justice program worked with immigrant actors in a Latino theater company, and students set up a drawing class for homeless individuals through an Artist as Citizen visual arts class. In a San Quentin prison project, students initiated fundraising drives for dinner events for inmates and toy drives for the children of inmates, organized letter-writing campaigns to secure the parole of several inmates, and made court appearances on their behalf. In a Guatemala Nursing project, students initiated efforts to raise money to enhance the health care of its community members, including the purchase of a resuscitation unit and training in its use; funds for nutritional supplements for pregnant mothers and their infants; and funds for items needed in local clinics. Education students are helping to build a learning center in Yucatan, and students in the community design program built a library in Zambia. Students in the USF School of Law have traveled to the United Nations Commission on Human Rights in Geneva to present oral and written statements on several international human rights issues, and in the USF Street Law Program, students served as teachers and role models for inner-city youth. Two USF students started Community Connections, a USF program that provides technical computer support to local nonprofit community organizations.

         In the Leo T. McCarthy Center for Public Service and the Common Good, students serve on the steering committee. A student-athlete won a prestigious $5,000 national award for community service and promptly donated the money to the McCarthy Center. Students also assume leadership roles in USF’s six living-learning communities, all of which have community engagement as one of their goals, and as leaders of ten different student organizations devoted to community service. Each year, two to three students are also active members of the university’s service-learning committee.

         Students serve on panels about the student perspective on service-learning, co-present at conferences, and lead workshops on relevant community engagement topics. In addition, student service-learning liaisons are employed as Advocates for Community Engagement. They are assigned by the Office of Service-Learning and Community Action to select community partner organizations where they coordinate service-learning projects and serve as liaisons between the organization, faculty, and students. The Office of Service-Learning and Community Action provides supervision and weekly leadership development activities. Advocates for Community Engagement are the student leaders of USF service-learning, and contribute to the development of the service-learning infrastructure on campus and in the community, while promoting community engagement among their peers.

         Students are also actively engaged in local, state, and national social and political issues. They have numerous opportunities to engage in dialogue with political representatives in various forums sponsored by USF offices, such as the Leo T. McCarthy Center for Public Service and the Common Good, the Davies Forum, and the Center for the Pacific Rim. USF also has a very active student government, and high-level administrators frequently attend student government meetings to hear and respond to students’ concerns and ideas.

         Once students graduate from USF, they often continue in leadership roles in serving local and international communities. Recently, alumni have helped secure donations of computer equipment and training for elementary school children in a rural area of Peru, have underwritten major public service centers on the USF campus such as the Leo T. McCarthy Center for Public Service and the Common Good, have led workshops for prison inmates, have witnessed for peace under the auspices of the Fellowship of Reconciliation and have funded tutoring projects for underserved elementary school children in local schools through University Ministry. Every year, a number of USF graduates go directly into the Jesuit Volunteer Corps or the Peace Corps. Indeed, 281 USF alumni have joined the Peace Corps since that agency was established in 1961, placing USF in the top ten among institutions of comparable size regarding the average annual placement number of Peace Corps volunteers.

      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

         All service-learning courses are designated with an “SL” on student online registration materials, and all community engagement service-learning courses are designated on student transcripts with an “SL.” At least one service-learning course is required to receive an undergraduate degree from USF.

2. Categories of Community Engagement

   1. Curricular Engagement

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

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

            For a course to receive the service learning designation (SL), it must be approved by college curriculum committees through regular procedures to determine if the five service-learning criteria are met. These criteria are:

            • Service activities are mandatory.
            • Clear connections exist between service activities and the academic discipline.
            • Service activities benefit the client or community in a meaningful way.
            • Students engage in a carefully articulated reflection process around the service, the discipline, and themselves; and
            • Faculty assess the student learning outcomes of the service experience.

            Course sections with an SL designation meet the graduation requirement for a service learning course experience in the core curriculum. Service learning activity may vary by course and discipline. The average is 20-25 hours of service per 15-week semester.

         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?

            During the 2005-2006 academic year, 114 undergraduate service-learning course sections were offered at USF, constituting 2.6 percent of the total undergraduate course sections offered during that academic year.

         3. How many departments were represented by those courses?

            During the 2005-2006 academic year, service-learning courses were offered by 16 USF departments.

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

            During the 2005-2006 academic year, 50 full-time faculty members taught service-learning courses, representing 23.3 percent of the full-time faculty members teaching in the traditional undergraduate colleges at USF (Arts and Sciences, Business, and Nursing) during the academic year.

         5. What percentage of total faculty?

            23.3%

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

            During the fall semester of 2005, 1,007 traditional undergraduate students participated in service-learning courses, representing 21.5 percent of the traditional undergraduate student population that semester.

            During the spring semester of 2006, 430 traditional undergraduate students participated in service-learning courses, representing 9.8 percent of the traditional undergraduate student population that semester.

         7. What percent of total number of students?

            21.5% / 9.8%

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

            There are institutional and departmental learning outcomes that guide students’ curricular engagement with the community. At the institutional level, learning outcomes are associated with key components of the mission statement. For example, based on the mission statement that “the University will distinguish itself as a diverse, socially responsible learning community of high quality scholarship and academic rigor sustained by a faith that does justice,” the USF assessment committee has framed the following associated learning outcomes for the institution. Graduates of the University of San Francisco will:

            • Demonstrate commitment and involvement in the betterment of society and particularly of those who cannot help themselves.
            • Demonstrate learning through service with activities that benefit the community and by engaging in a carefully articulated reflection process.
            • Demonstrate an understanding of the factors that create diversity in human societies, including gender, race, class, and ethnicity and demonstrate the ability to effectively function in a diverse, multicultural world.

            USF also has specific service-learning outcomes. By completing the service-learning graduation requirement, USF students will:

            • Discover how to apply and extend what is learned in the classroom while addressing the needs and issues of the community agency that hosts the service-learning experience.
            • Analyze their own beliefs, values, assumptions and identities while learning about the beliefs, voices and values of others.
            • Demonstrate an understanding of the responsibility that all citizens share to be ethically engaged in furthering the welfare of their communities.
            • Demonstrate the ability to properly identify a community’s demographic characteristics, socio-cultural dynamics, needs and strengths.
            • Reflect on the personal and academic impact of their experiences with a community or agency.
            • Demonstrate learning from multiple sources of knowledge and an appreciation for the reciprocity between scholarly knowledge and community action.
            • Think critically and act compassionately as they promote social justice.

            Individual departments have also established learning outcomes that address community engagement. Representative learning outcomes for students include:

            • Display an increased awareness of environmental conditions locally, regionally, nationally and globally so as to promote active participation and social justice in future environmental decisions through science outreach and community engagement (Department of Environmental Science).
            • Contribute to community health by encouraging and participating in a variety of volunteer service activities (Department of Exercise and Sport Science).
            • Function as citizens of the world who are committed to just societies, human rights, and environmentally sustainable development (Program in International Studies).
            • Become leaders who seek to define the common good as inclusive of public service and who possess the knowledge, skills, and service ethic to manage the global commons in the 21^st century (Program in International Studies).
            • Cultivate greater awareness of the relation between practical philosophy (e.g., ethics and politics) and the need for social responsibility and justice in their community and around the globe (Department of Philosophy).
            • Experience first-hand the relationship between theory and practice through service-learning opportunities (Department of Politics).
            • Investigate and discuss how religious and theological traditions can work effectively for social justice and for the good of the entire human family and the environment that sustains it (Department of Theology and Religious Studies).
            • Graduate with a deep appreciation and knowledge of how to use their skills as visual artists to help create social change and to help transform the world. Visual art students will graduate with solid connection to, and working relationships with, local, national and international community-based organizations, educational institutions, art galleries and art museums; paving their paths for continued and future associations with the world beyond USF as graduate students, artists and citizens (Department of Visual Arts).

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

            Faculty members assess the student learning outcomes of the service experience in conjunction with the academic topics for the course. Faculty members use exams, papers, portfolios of students’ work, research projects, and performances to assess student learning outcomes. For example, in the course The Ethnography of Communication, students will:

            • Design an ethnographic research project: identify and get access to a particular organization with an active agenda for social change;
            • Engage in participant fieldwork within this organization;
            • Become aware of the communicative phenomena used to run, develop, and maintain the organization;
            • Analyze the relationships between power, communicative competence and competing language groups, both within and external to the organization;
            • Acquire the communicative skills necessary for establishing and developing relationships with people from this organization and for working together with them to improve the world.

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

            Student Research? YES.

            Community-based student research is a major curricular activity at USF. Research projects are required in most of the service-learning courses, and is manifest in many of the community engagement projects described later in this document. To name but a few recent examples, students have conducted significant research projects on health and environmental indicators in the San Francisco Bay Area, on community responses to AIDS/HIV in San Francisco and in South Africa, on student experiences working with inmates in San Quentin Prison, on the needs of students and teachers in diverse school environments, on technology and computer needs among community members in the poorest areas of San Francisco and in developing parts of the world, and on the needs of nonprofit community-based organizations in the San Francisco Bay Area.

            Student leadership? YES.

            Many of USF’s community engagement projects have fostered student leadership. For example, students have led fundraising efforts to bring nutritional supplements and medical equipment for pregnant mothers and their infants in Guatemala, initiated fundraising for toys for the children of inmates in San Quentin, have helped community agencies develop fundraising proposals, have developed Web sites to inform the community about political campaign contributions, have taught community members how to assess environmental hazards, and have taught young people how to deal effectively with the legal system. As noted earlier, Advocates for Community Engagement are student leaders in the USF service-learning effort, and they contribute significantly to the service-learning infrastructure on campus and in the community. They are also perceived as community engagement leaders and role model among other students. There are also six student living-learning communities at USF, providing students opportunities to initiate community projects. Examples of student initiated projects drawn from two of these living-learning communities, the Martín-Baró Scholars Program and the Erasmus Project, will be given later in this document.

            Internships? YES.

            USF offers its students a wide range of community-engagement internships. For example, students have recently held writing internships with community organizations, such as the Commonwealth Club, the Farallones Marine Sanctuary Association, and the Rainforest Action Network. Students have been interns with the San Francisco Mayor’s Office, the District Attorney’s Office, the Veteran’s Equity Center, St. Anthony’s Foundation, St. Francis Memorial Hospital, and Stuart Hall for Boys. USF’s Center for Child and Family Development annually provides counseling interns to approximately 20 Bay Area schools, serving underrepresented children and families.

            The Office of Service-Learning and Community Action includes internship opportunities on its web-based database of community opportunities. The Office also works with the Priscilla A. Scotlan Career Services Center to promote nonprofit internships. Together they host the annual Nonprofit Expo in which over 50 local community organizations attract volunteers, interns, service-learners, and employees.

            Studies Abroad? YES.

            A significant percentage of USF students use their study abroad experience to engage in service-learning or volunteer work in international settings. Among 344 USF students who studied abroad for academic credit during the 2004-2005 academic year, 104 (30.2 percent) held internships or engaged in volunteer work while studying abroad. In addition, 90 students participated in a non-credit spring break immersion experience during the spring of 2006 (the Arrupe project through University Ministry) building homes, delivering meals, tutoring, and seeking to learn by living in poverty areas in Tijuana, Mexico; Belize; and in Guatemala. During the past year, nursing students helped provide prenatal care to women in Guatemala, law students worked in a human rights clinic in Geneva, education students tutored children and helped build a learning center in the Mexican State of Yucatan, and computer science students helped set up computer labs and taught computer classes to school staff and students in Peru.

            A recent project in Zambia exemplifies USF’s international community engagement, the university’s social justice focus, and its impact on the lives of students abroad. Under the direction of Seth Watchtel, professor of visual arts and coordinator of the architecture and community design program, a group of USF students built a library for street children in Lusaka, the capital of Zambia. As a result of the project, one student plans to join the Peace Corps and return to Zambia to work in a rural village. Two others want to return to Zambia to build a second library. A fourth student intends to start an NGO to apply his new understanding about more effective ways to provide aid to people in need; a fifth student is now engaged in a building project in a poor community outside Puerto Vallarta, Mexico, and a sixth student plans to start a community design project in her small town in the Central Valley of California.

         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

            Service-learning opportunities can be found across the entire curriculum at USF. Service-learning courses are part of the undergraduate core curriculum requirement at USF. Every undergraduate student must complete at least one service learning designated course to graduate. Therefore, service-learning courses appear in the core requirement matrix, in many of the major fields, in the course offerings of all of the living-learning communities, and in one or more offerings in the freshman seminar series. During the 2005-2006 academic year, 114 service learning course sections were offered by 16 different departments. At the graduate level, community engagement research projects are integrated into the curriculum in the College of Arts and Sciences, School of Business and Management, School of Nursing, School of Education, College of Professional Studies, and School of Law. Examples of that integration at the graduate level for all of these USF schools and colleges are provided later in this document.

      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

         There are numerous recent examples of USF faculty scholarship associated with their curricular engagement achievements. To name but a few, John Lendvay, associate professor of environmental science, has produced research studies and refereed journal articles about his work with service-learning students on addressing environmental hazards in the Bayview Hunters Point area of San Francisco and his efforts to assist community members to become change agents; Linda Walsh, associate professor of nursing, has published refereed journal articles on her work with USF nursing students in providing prenatal and infant care to families in Guatemala; Jeffrey Brand, dean and professor of law, as well as several other USF law professors, have published numerous articles on the multitude of social justice projects by USF law school students in working with local and international communities; Kimberly Richman, assistant professor of sociology, has led workshops on her social justice work, and that of her students, with the inmates of San Quentin Prison; Chris Brooks, assistant professor of computer science, has given conference presentations on his work with service-learning students in providing computers and technical training to various community agencies; Lois Lorentzen, professor of social ethics, is working with students to investigate the role of religion in the lives of new immigrants to communities in the San Francisco Bay Area through the Religion and Immigration Project; June Madsen Clausen, professor of psychology, along with her undergraduate research assistants, is generating research projects on the experiences of abused and neglected children who are removed from their homes and placed in community-based foster care settings; and Julie Reed, Director of the Office of Service-Learning and Community Action, has conducted service-learning pedagogy workshops with the assistance of several faculty members.

   2. Outreach and Partnerships Examples

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

      1. Indicate which programs are developed for the community:

         Learning Centers

         The USF Learning and Writing Center provides training for tutors who teach in local community schools through the America Reads Program, although the Center is primarily devoted to assisting USF students. Likewise, though the USF Center for Instruction and Technology is primarily dedicated to serving USF students and faculty with their instructional technology needs, it also supports local schools and teachers with computer-related support and training. In the Mexican State of Yucatan, USF School of Education professors and graduate students have established a support and education center for local Mayan youth. The center’s goal is to assist students complete high school and earn a college degree by providing financial support, summer tutoring, and vocational training.

         Tutoring

         As detailed later in this document, USF currently engages its students in the community in a multitude of tutoring programs. To name but some, approximately 75 USF students per year are sent into local elementary schools and nonprofit children’s centers to tutor children in reading through the America Reads Program; 30 USF students per year tutor children in two inner-city city elementary schools through one of the many projects administered by University Ministry, and 15 USF students per year tutor local high school students in the Upward Bound Project. Many other USF students are engaged in tutoring children in international settings, including in Belize, Peru, and Mexico.

         Extension Programs

         Through its professional schools, USF offers continuing education programs for the extended community. During the 2005-2006 academic year, the USF School of Nursing provided five continuing education workshops to 110 nurses from community health care settings. During the 2005-2006 academic year, the USF School of Law provided 16 workshops, symposia, and conferences for 437 Bay Area attorneys to receive continuing legal education credit.

         Non-Credit Courses

         Throughout the year, various USF programs offer non-credit courses for the community. As detailed later in this document, the USF Street Law Project, in the School of Law, has offered a 36-hour non-credit course of instruction in “street law” to Bay Area high school students since 1976. In the 2005-2006 academic year, 3,000 youth enrolled in the “street law” course in inner-city classrooms throughout the San Francisco Bay Area. Also since 1976, the Fromm Institute for Lifelong Learning at USF has offered an extensive series of non-credit courses for Bay Area retirees, age 50 and older. Currently, the median age of the students is 71. During the 2005-2006 academic year, 1,250 retired members of the local community enrolled in 60 non-credit courses through the Fromm Institute. In 2006, a USF mathematics professor, Paul Zeitz, began an after school math program, the San Francisco Math Circle, a non-credit math course for economically disadvantaged youth in local schools, grades 6 to 10, and their teachers. The program, funded by local foundations, was so successful that the city proclaimed May 3, 2006, as “San Francisco Math Circle Day,”

         Training Programs

         USF offers a wide-range of training programs for community partners. Recent examples include USF environmental science faculty and students training community members in how to gather baseline data and assess water quality in their polluted neighborhoods; USF Center for Instruction and Technology staff training teachers and potential teachers in using the latest technology in their classrooms; USF computer science faculty and students training staffs and community members in various nonprofit agencies in computer usage, web design, and software applications; and USF law school faculty and students training international partners in Indonesia, Vietnam, Cambodia, and South Africa in legislative drafting and the rule of law and justice. Through the Leo T. McCarthy Center for Public Service and the Common Good, approximately 50 individuals representing community partners have participated in training workshops on service-learning project construction. Community partners also participate in more intensive service-learning seminars as well as training for host supervisors of the student Advocates for Community Engagement. In addition, USF is a designated Disaster Shelter and Spontaneous Volunteer site in the event of a catastrophic disaster, and USF’s Department of Public Safety trains community members in disaster preparation.

      2. Which institutional resources are shared with the community?

         Co-curricular student service

         The Office of Residence Life collaborates in several living-learning student communities, such as the Martín-Baró Scholars Program and the Erasmus Project, which engage students in community service-learning projects, described later in this document. Student resident advisors help plan these community activities.

         The USF Recreational Sports Department and the Koret Health and Recreation Center are dedicated to serving the local community as well as the university’s students, faculty, and staff. The department engages the community through facility rentals, donations, youth camps, special events, and other programs, including “drop in” nights, where community members can use the Center’s facilities. Close ties have been established with several local schools. The department offers services to many of the Bay Areas Non Profit organizations, including the Multiple Sclerosis Society, Loyola Guild, Senior Food Group, San Francisco Special Olympics, and it has contributed donations, in the form of recreational passes, to many middle schools in San Francisco for their fundraisers. The department also hosts youth camps in baseball, basketball, volleyball, soccer, and softball. Overall, the department provides services to more than 50 community groups throughout the year, including the Hamlin School, Lick-Wilmerding High School, Sacred Heart High School, Urban High School, St Ignatius High School, the San Francisco Unified School District, Mission Basketball, Pacific Master’s Swim Committee, Red Cross, Rossi Park Playground Committee, San Francisco Junior Volleyball Team, St. Agnes Spiritual Center, UCSF Mentorship Program, and Voices of Our Nations Arts Foundation.

         The USF Office of International Student Services hosts various programs that engage the community, including inviting the international consulates in San Francisco to share information about their countries at the annual USF International Fair, and inviting the general community to attend the annual Culturescape event that highlights cultural performances and international cuisine.

         Cultural Offerings

         Every year, the University of San Francisco offers a multitude of free or low-cost public events that enrich the cultural life of the community. These include free art exhibits in USF’s Thacher Gallery; theater, dance, and music programs by USF’s Department of Performing Arts; and a wide-range of public lectures, symposia, and panel discussions on topics of relevance to the community, sponsored by many USF agencies, including the Davies Forum, the Leo T. McCarthy Center for Public Service and the Common Good, and the Ralph and Joan Lane Center for Catholic Studies and Social Thought. In the 2005-2006 academic year, USF’s Center for Pacific Rim offered 34 lectures, panel discussions, briefings, and photo exhibits, all free to the public. Annually, senior citizens at a local elder care center display their work at the USF Koret Health and Recreation Center. Other visual art opportunities are offered to the community through the Artist as Citizen, a year-long service learning course.

         The University’s radio station, KUSF-FM, established in 1977, broadcasts 24-hours a day to the San Francisco Bay Area, and offers a wide range of cultural, public service, and social justice programs. Over its 29 years, KUSF has received numerous accolades and awards from a variety of individuals and community organizations. Former San Francisco Mayor Willie Brown described KUSF as a “premier resource for community service.” The station has been officially honored in San Francisco with a “KUSF Day” three times in the last 15 years; it was honored four times by the San Francisco Board of Supervisors with the Certificate of Honor for community work; it has been named the best radio station in the San Francisco Bay Area by local media, including the SF Weekly, Bay Guardian, and San Francisco Magazine; and it has been named the best college radio station in the nation by several publications. Additionally, American Women in Radio and Television has honored KUSF with its KUDO Award for the best cultural diversity programming on Bay Area radio.

         Athletic Offerings

         The University of San Francisco’s NCAA Division I teams include men’s basketball, soccer, baseball, golf, tennis, and cross-country, and women’s basketball, cross-country, golf, soccer, tennis, volleyball, and track. The Athletics department offers various discount and free passes to members of the community to attend the games played by USF’s highly-rated athletic teams. Discounted tickets are also offered to seniors, students, and community groups. Children under eight years of age are given free tickets.

         The USF athletic teams are engaged in a wide-range of community service activities, including raising money for breast cancer research, volunteering for clinics for the Special Olympics, and holding youth clinics throughout the Bay Area. During the fall of 2005, for example, the USF baseball team contributed more than 250 hours of community service at a middle school in Bayview Hunters Point, one of the poorest areas of San Francisco. USF’s baseball team assisted students with reading, provided mentoring, put on a free baseball clinic, gave students a tour of the USF campus, and invited them to a USF baseball game where the middle-school students participated in pre-game ceremonies and attended a barbeque. During the 2005-2006 season, the women’s basketball team raised over $2,000 for the American Cancer Societies, offered several basketball clinics to local, elementary and high school students, and donated clothes to several community-based agencies. In the spring of 2006, the USF women’s golf team, through the LPGA-USGA Girls Golf of San Francisco Academy, taught inner city children the benefits of staying motivated and focused through learning and playing golf.

         Library Services

         The Gleeson Library/Geschke Center at USF, housing 695,862 books and 132,316 bound periodicals, offers a wide range of community engagement programs. Bay Area high schools, middle schools, and elementary schools are frequently given tours of the library and several student groups have been given instruction on using the library’s electronic classroom. Community groups have been issued temporary ID cards granting access to the library and its resources while engaged in special programs. For example, during the summer of 2006, the USF Judaic Studies Program offered a special one-month class to 40 community members. Students in the Fromm Institute, a special program that offers approximately 60 non-credit courses per year for retirees from the community, have complete access to the library resources. During the 2005-2006 academic year, the Fromm Institute enrolled 1,250 senior community members in its program, all who had complete access to the library. The Dorraine Zief Law Library at USF also engages the community in support of programming by the Law School. High school students in the “street law” program, for example, have complete access to the library as part of their program.

         During the 2005-2006 academic year, the Gleeson Library Associates and the Donohue Rare Book Room held six lectures or symposia on various literary topics. All the presentations were free to the public and some were followed by podcast’s available on the Gleeson Library Web site. The Thacher Gallery in the Gleeson Library holds numerous free public exhibits during the year.

         Technology

         As noted in other sections of this document, USF shares its technology resources with various local and international community partners. The USF Center for Instruction and Technology shares its expertise about the latest educational technology with local classroom teachers. The faculty and staff of the computer science department, through its Community Connections program, trains the staffs of San Francisco nonprofit agencies in computer usage, web design, and software applications, and has donated computer equipment to local partners. Community Connections, with alumni support, has also set up labs and networks, donated 120 computers, and taught a wide range of classes to students and teachers at two K-12 schools in Tacna, Peru. In addition, students and faculty in the computer science department developed software and a Web site to permit interested community members to track campaign funding in San Francisco.

         USF’s Information Technology Services (ITS) regularly donates computer equipment to local schools and community agencies as well as to international partners. For example, ITS recently conducted project planning, fundraising, and training of students and staff at a school in Belize. ITS set up a computer lab at that school in cooperation with University Ministry and the School of Education.

         Faculty Consultation

         USF faculty members regularly provide professional consulting with community agencies. Indeed, a 2004-2005 survey by the Higher Education Research Institute at UCLA found that among USF full-time faculty members, 70.3 percent had engaged in public service/professional consulting without pay over the past two years. Among faculty in all private four-year schools, the corresponding percentage was 52.5 percent of the faculty.

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

         The University of San Francisco has a multitude of partnerships with organizations and agencies in the local urban community and on the international level. In some cases, a USF department partners with a specific agency, while in other cases, a USF department serves as an umbrella organization for multiple community partners. In the following section, the first four representative partnerships involve a USF department working with a single community partner, whereas the next sixteen representative partnerships involve a USF department partnering with multiple outside organizations.

         (1) San Quentin Trust

         Community Partners: San Quentin Trust for the Development of Incarcerated Men
         Institutional Partners: Department of Sociology, College of Arts and Sciences, University of San Francisco; Sonoma State University; Alameda County Health Department; and Richmond Improvement Association.
         Purpose of Project: To develop, promote, and implement educational workshops and fundraising initiatives for men incarcerated at San Quentin Prison, to prepare inmates for re-entry into their communities, and to help reduce their rate of recidivism.
         Length of Partnership: USF has been involved with the San Quentin Trust since 2003, although the university and the USF Jesuit Community have sponsored social justice programs for the inmates at the prison without interruption since 1867, when Michael Accolti, S.J., who established the Jesuit order in California in 1849, became the first Catholic chaplain at the prison.
         Number of USF Faculty: One or two per year.
         Number of USF Students: Twenty-eight students since 2003.
         Institution Impact: The project is the latest example of a 139-year-old community engagement relationship between USF and the inmates of San Quentin Prison. The project is a highly visible example of USF’s Vision, Mission, and Values Statement, calling for a “culture of service that respects and promotes the dignity of every person.” On April 13, 2006, the San Quentin Trust project was highlighted on the front page of the San Francisco Foghorn, the school newspaper. In November 2005, and in March 2006, Dr. Kimberly Richman, USF assistant professor of sociology, and two of her students led a university-wide seminar on their service-learning experiences at the prison. Dr. Richman and her students discussed their work with the university’s leadership team in December 2005. In May 2005, Dr. Jeffrey Paris, assistant professor of philosophy, won USF’s prestigious annual service-learning award for his work engaging USF students in service learning among the inmates of San Quentin Prison. Students have reported on how their perceptions of prison inmates have been dramatically altered by their participation in the project, and eight of the students have recently written honors theses or independent studies on their experiences at the prison. In April 2006, students organized a consciousness-raising and educational event for other students, reading poetry from the inmates and talking about the problems faced in rehabilitation. In May 2006, the first paroled inmate from the San Quentin Trust was invited to speak to an open campus forum of approximately 100 people. The USF San Quentin Trust Alliance, a developing on-campus organization, is currently educating other students and the university community about the prison environment and social justice issues related to the criminal justice system.
         Community Impact: The USF students and faculty who are involved in the San Quentin Trust project have conducted educational workshops for 70 to 80 inmates per week on a host of issues related to re-entry to society, raised money for dinner events for the inmates and for toy drives for the children of inmates, organized letter-writing campaigns to secure the parole of several inmates, and made court appearances on their behalf.

         (2) San Lucas Toliman, Guatemala Nursing Midwifery Project

         Community Partners: Government Committee in San Lucas Toliman, Guatemala.
         Institutional Partners: School of Nursing, University of San Francisco, and School of Nursing, University of Washington.
         Purpose of Project: To help reduce high infant mortality rates and develop interventions to decrease preventable infant deaths in San Lucas Toliman, Guatemala; to increase the cultural competence of nursing students and faculty through a short-term immersion learning program in Central America; and to help prepare nurses to understand health issues in the growing global community.
         Length of Partnership: Five years. The first pilot project was in 2001.
         Number of USF Faculty: One or two per year.
         Number of USF Students: Eighteen nursing students during the 2005-2006 academic year. Approximately 100 students since program’s inception.
         Institution Impact: Program has increased the cultural competence of students and faculty who have participated in the program, helping to prepare them for work in diverse communities, expanding their worldview, and fostering a global perspective. The program provides a prime institutional example of USF’s mission to “provide professional students the knowledge and skills to succeed as persons and professionals, and the values and sensitivity necessary to be men and women for others.” Program has been publicized in various USF publications, including the USF Magazine, and a recent book on the history of USF.
         Community Impact: Program helps train professional nurses for working in diverse local, national, and international communities. Program has fostered research projects on mortality and morbidity rates among infants in the community of San Lucas Toliman, Guatemala, and has led to USF students’ efforts to raise money to enhance the health care of its community members, including the purchase of a resuscitation unit and training in its use; funds for nutritional supplements for pregnant mothers and their infants; and funds for items needed in local clinics. During the summer of 2006, USF nursing faculty and students provided prenatal care to 106 women in 13 communities, attended 4 births at the clinic, and provided labor care to one woman who was sent to the national hospital two hours away for a cesarean delivery.

         (3) Hamilton Family Shelter Project

         Community Partners: Hamilton Family Center
         Institutional Partners: USF Hospitality Management Program in the School of Business and Management and University Ministry.
         Purpose of Project: To provide meals to approximately 40 homeless families per year (there were 65 in 2005-2006) living in a homeless shelter in San Francisco, to provide service and training experience to USF business students who are entering the field of hospitality management, and to help fulfill the mission of USF to “promote a culture of service that respects and promotes the dignity of every person.”
         Length of Partnership: Eleven Years. In 1995, the first banquet was held for homeless families in the new Handlery Dining Room (A major gift from Paul and Ardyce Handlery and the Conrad N. Hilton Foundation).
         Number of USF Faculty: Two per year.
         Number of USF Students: Thirty per year.
         Institution Impact: The Hamilton Family Shelter Program symbolizes for business students the importance of community social service. The project demonstrates to the university community the implementation of Jesuit values among professionals who are also “men and women for others,” as called for in the USF Vision, Mission, and Values Statement.
         Community Impact: The Hamilton Family Shelter Program has been one of several USF Hospitality Management Programs that have stimulated the San Francisco Hotel Nonprofit Cooperative to reach out to the community and donate services and hotel items to homeless shelters. For the homeless families served, the project has been of great significance. The Hamilton Family Center Director recently wrote: “The annual Valentine’s Dinner marks a rare evening of dignity and luxury for the families residing at Hamilton. Families arrive at Hamilton Family Center once they have used all of their options, they are in crisis and are exhausted from the struggle of homelessness….Every year families are moved by the dinner and even speak of it for weeks afterward…. Thank you for your hard work but also for the respect, kindness and compassion you bestowed on Hamilton families.”

         (4) Yosemite Watershed Restoration Project

         Community Partners: Literacy for Environmental Justice, Alliance for a Clean Waterfront, Bayview Hunters Point Advocates, Clean Water Fund, Golden Gate Audubon Society, ARC Ecology Foundation.
         Institutional Partners: USF College of Arts and Sciences.
         Purpose of Project: The Department of Environmental Science at the University of San Francisco partnered with local community-based organizations to coordinate water sampling as part of a broader long-term effort to achieve environmental justice in an area of San Francisco with the highest percentage of families below the poverty line and the highest concentration of African-Americans. The main objective of this project, known as the Yosemite Watershed Restoration Project, was to provide training and technical assistance for a community-led effort to gather baseline data, assess water quality at Yosemite Slough, and begin to evaluate the impact on the community of lingering contamination from the Hunters Point Naval Shipyard, current industrial activities, illegal dumping, and sewer overflows.
         Length of Partnership: Two years. The partnership began in 2004.
         Number of USF Faculty: Two per year.
         Number of USF Students: Seven per year.
         Institution Impact: The project raised consciousness within the USF community regarding an important environmental justice issue in San Francisco affecting largely poor and minority community members. The project paired USF’s commitment to community engagement with one of its strongest academic disciplines?the sciences. The project afforded students an opportunity to work directly with community members and to impact their lives. One of the faculty members involved in the project, John Lendvay, won the prestigious USF Sarlo Prize, which recognizes excellence in teaching based upon the moral values underpinning the university’s Vision, Mission, and Values Statement.
         Community Impact: Community members were successfully trained by USF faculty and students to identify and monitor potential pollutant sources and health hazards, inspiring action among otherwise disaffected community members. The project has laid a foundation for future efforts that will continue to build the community’s capacity to play an active role in achieving environmental justice, a basic right to clean air, land, and water.

         (5) The Leo T. McCarthy Center for Public Service and the Common Good

         Community Partners: Over 200 community, state, national, and international agencies, including the Boys and Girls Club of San Francisco, the Coalition on Homelessness, Project Open Hand, St. Anthony’s Foundation, San Francisco Food Bank, the San Francisco AIDS Foundation, Booker T. Washington Community Service Center, Streetside Stories, the American Red Cross, and the Umthombo Research Project in Durban, South Africa.
         Institutional Partners: The Leo T. McCarthy Center, and its Office of Service-Learning and Community Action, cooperates with all six of the schools and colleges at USF (Arts and Sciences, Business and Management, Nursing, Education, Law, and Professional Studies) and several offices in the Division of University Life (e.g., University Ministry, Residence Life, Student Activities, Multicultural Student Services).

         Purpose of Project: To inspire and equip students from any major for lives and careers in ethical public service and service to others. In doing so, the Center seeks to develop students with the skills, knowledge, and sensitivity to build a more just and humane world. To pursue its mission, the Center supports a range of academic programs, events and research projects. Academic offerings include providing students with community service-learning and intern opportunities at the local, state, and national level. The Center offers a public service certificate program, and an honors public service minor. The Center also sponsors projects that involve students in faculty-led projects focusing upon social, ethical, and political issues. Finally, the Center sponsors speakers, panel presentations, and other events that expose students to public figures and critical issues that inform and motivate students’ understanding of their role as advocates for a better society. Within the McCarthy Center, the Office of Service-Learning and Community Action (OSLCA) coordinates the university’s undergraduate service-learning requirement. Resources provided by the office include workshops and seminars for faculty and community partners, student service-learning liaisons in the form of Advocates for Community Engagement, funds for service-learning projects and conference participation, and consultation on the development of service-learning syllabi, partnerships, and grant and research proposals.
         Length of Partnership: Five years. The Center began in 2001 through an initiative by Stephen A. Privett, S.J., USF’s President, Leo T. McCarthy, graduate of USF and former Lieutenant Governor of California, and Arts and Sciences Dean Jennifer Turpin.
         Number of USF Faculty: During the 2005-2006 academic year, 114 USF faculty taught service-learning course sections, coordinated through the Center. The Center also has a Faculty and Student Steering Committee that includes 15 faculty members. Twenty-four faculty members have taken and completed the semester-long faculty service-learning seminar. Twice that number have attended workshops offered by the Center. Approximately 15 faculty representatives, from all six of the university’s schools and colleges, serve on the service-learning committee.
         Number of USF Students: In the 2005-2006 academic year, 1,437 students enrolled in 114 service-learning courses. The core curriculum requires that every undergraduate student take at least one service-learning course to graduate. Five students are employed as Advocates for Community Engagement, in addition to a student office staff of approximately five students. Two to three students each serve on the Service-Learning Committee and the McCarthy Center Faculty and Student Steering Committee.
         Institution Impact: The Leo T. McCarthy Center, through its Office of Service-Learning and Community Action (OSLCA), fosters the development of high quality service-learning opportunities for USF students and faculty. Through its faculty seminars and workshops, the Center assists faculty in integrating service with academic courses to enhance students’ learning while challenging them to explore the relationship between the academic goals of the course, the service activities, community needs, and social justice issues. OSLCA works to match the issues and capabilities of the local community with the resources of the university in order to form a mutually beneficial partnership. Faculty and student groups also can apply to the Center for mini-grants to pursue projects or activities that enhance their relationship with the community. The students who work as Advocates for Community Engagement serve as role models for other students to engage in community service activities. The Center provides a prominent example for the entire institution of “educating minds and hearts to change the world.”
         Community Impact: Feedback from community agencies regarding the work of the center has been positive and constructive. The Center is currently engaged in a major assessment by the external community of its programs. The large number of USF students engaged in community agencies has significantly increased the community partners capacity, and has identified USF throughout the Bay Area and beyond as a leading “socially responsible learning community of high quality scholarship and academic rigor sustained by a faith that does justice.” Approximately 50 individuals representing community partners have taken part in the Center’s workshops and other offerings of engagement. Several community partners have applied for and received mini-grants from the Office of Service-Learning and Community Action. Community partners are also invited to serve on university panels, co-present workshops, and attend and present at national and regional conferences.

         (6) Center for Law and Global Justice

         Community Partners: Government agencies and human rights organizations, including institutes and non-governmental organizations in developing countries, such as Cambodia, Vietnam, Indonesia, East Timor, the Philippines, the Dominican Republic, El Salvador, India, South Africa, and Haiti.
         Institutional Partners: The Center for Law and Global Justice in the USF School of Law cooperates with other university units (Arts and Sciences, School of Business and Management, School of Education, the College of Professional Studies, and the McCarthy Center for Public Service and the Common Good), through the university-wide Human Rights Working Group.
         Purpose of Project: To develop and implement a new model for international legal education in collaboration with foreign institutions; to assist developing nations in re-structuring their legal systems on terms that serve the needs of the particular country; to provide law students and faculty with integrated classroom and clinical experiences, opportunities to study abroad, and to advance scholarly and policy interests; and to work to pursue the rule of law with justice in developing nations around the world.
         Length of Partnership: Seven years. The Center for Law and Global Justice was established in 1999, bringing together a variety of programs previously existing at the law school.
         Number of USF Faculty: Approximately 7 law faculty and an equal number of faculty from other university units in 2005-2006.
         Number of USF Students: Approximately 50 law students during 2005-2006.
         Institution Impact: The Center for Law and Global Justice is a prime example of the university’s mission to “educate minds and hearts to change the world.” Through the Center for Law and Global Justice, USF law students have engaged in human rights and economic development activities around the world. These programs have included human rights internships for USF law students at the University of Central America in San Salvador; judicial training programs in association with Hanoi Law University, the Ho Chi Minh City University Law School, the People’s Supreme Court, and the United Nations Development Program in Hanoi, Vietnam; work on anti-corruption issues in the Philippines; work on issues related to Haitian refugees in the Dominican Republic; and legal education, human rights, economic development and rule-of-law projects in Phnom Penh, Cambodia, the Eastern Islands of Indonesia, and East Timor. The law school currently provides students with internships at the State University of Rio de Janeiro and at the United Nations Commission on Human Rights in Geneva, the law school’s international human rights clinic. In addition, the Center has sponsored symposia, as well as scholarly work focused on nurturing human rights through the Center’s journal, the Global Journal of Law and Social Challenges.
         Community Impact: The Center for Law and Global Justice has engaged nations throughout the world in activities to assist the development of the rule of law with justice, including facilitating free and fair elections, protecting human rights, and providing legal education, judicial training, and legislative drafting. Faculty exchange programs were created with Indonesian and Vietnamese law schools, the latter being the first of its kind since the end of the Vietnam War. The Center has also been instrumental in developing two justice centers for legal aid in Cape Town, South Africa; the development of an educational outreach scholarship program connected with the Tibetan government in exile in India; the development of judicial training materials for Vietnam; and the production of 31 volumes of legal texts for Cambodia (the first such volumes since the time of the Khmer Rouge).

         (7) Upward Bound Project

         Community Partners: Twelve San Francisco public high schools, three charter high schools, and two Catholic high schools

         Institutional Partners: University of San Francisco School of Education and the United States Department of Education (USDE).
         Purpose: To prepare disadvantaged high school students for successful entry into, retention in, and completion of postsecondary education. The project seeks to generate the skills and motivation necessary for success in education beyond high school among low-income students. The program’s objective is to retain 80 percent of the participants through graduation from high school, place 90 percent of the graduates in post secondary institutions, and document that 80 percent of those will complete college or will still be attending college in 5 years. The project has met or exceeded these objectives consistently for the last two grant cycles, spanning over 10 years.

         Length of Partnership: Forty years. In 1966, Dr. Jack Curtis of the USF sociology department submitted the first USF grant application, which was funded under the 1964 Economic Opportunity Act.

         Number of USF Faculty: One or two faculty members per year as program consultants.

         Number of Students: Approximately150 high school students are enrolled each year, and 10 to 15 USF undergraduate and graduate students per year are employed as resident advisors, tutors, and instructors.
         Institution Impact: Upward Bound is one of the oldest and most respected of USF’s many community engagement projects. In 1995, Janice Dirden-Cook, the director of the USF Upward Bound Project, won a USF merit award, given annually for extraordinary service to the university and the community. As such, Ms. Dirden-Cook, and the Upward Bound Project have served as role models for other staff members to put effort into community engagement projects. In addition to employing USF students as resident advisors, tutors, and instructors, the project provides on campus service learning opportunities for students and has been the site for several course assignments in the School of Business and Management. As a host institution of a well-established project, USF has been the preferred site for campus visits and admission presentations from many of the over 800 currently funded Upward Bound Projects.

         Community Impact: For forty years, the USF Upward Bound Project has provided a safe and secure environment where thousands of students, parents, and school administrators were confident that an outstanding educational experience was being provided for those in need. In recognition of her many years of varied community service, March 7, 1989, was proclaimed Janice Dirden-Cook Day in San Francisco. A 2005 survey of parents of the high school students enrolled in the Upward Bound project was positive and constructive in recommending minor adjustments in the program. The Upward Bound Project evidences USF’s long history of service to the community and reflects the core values of the University’s Vision, Mission, and Values Statement.

         (8) America Reads

         Community Partners: San Francisco Unified School District elementary schools, selected Catholic elementary schools, and nonprofit children’s centers
         Institutional Partners: The Office of Academic and Enrollment Services at the University of San Francisco and the Federal Work-Study Program of the United States Government.
         Purpose of Project: America Reads brings USF students into the community to assist underserved elementary school children learn how to read. This engagement with young children, families, and teachers, gives university students an opportunity to observe how education makes a difference in young learners’ lives, trains students to teach reading, and provides education experience for students who seek a career in teaching.
         Length of Partnership: Nine years. In 1997, USF was one of the first institutions of higher education to participate in this federal program.
         Number of USF Faculty and Staff: Three staff members and one faculty member per year.
         Number of Students: Approximately 75 USF students and 225 elementary school students per year.
         Institution Impact: The America Reads Program has provided training and educational experience to over 600 USF students, many of whom have gone on to careers in teaching. It has also fostered cooperation among the staff members in the financial aid office, the learning center, and the School of Education, while sensitizing staff and students to the needs of children, families, and schools in the community.
         Community Impact: Assessment from the schools and parents has been consistently positive. The program has enhanced the linkage between USF and the community while concurrently providing a critical support to understaffed schools as they strive to teach children one of life’s most important skills. The program is reflective of USF’s mission to be a “socially responsible learning community.”

         (9) USF Street Law Project

         Community Partners: Bay Area high schools, middle schools, juvenile detention centers, and half-way homes for foster youth.
         Institutional Partners: University of San Francisco School of Law, University of California at Berkeley School of Law (Boalt Hall), University of California?Hastings College of the Law, Golden Gate School of Law, New College School of Law
         Purpose: To teach young people about practical aspects of the law and to provide law students with community engagement experience and academic credit in conjunction with teaching law at community sites.
         Length of Partnership: 30 years. USF Street Law program was established in 1976, and was the fifth such program in the United States. There are currently 40 street law programs in the United States and 19 in other countries.
         Number of USF Faculty: One per year
         Number of USF Students: 30 law students per year
         Institution Impact: The program provides law students practical experience in teaching law while earning academic credit; sensitizes law students and USF to the needs of the community; and helps fulfill the mission of the USF School of Law to train “skilled lawyers to serve our local San Francisco community, the region, the nation, and an increasingly global society,” and to help inspire law school graduates to “pursue justice as ethical professionals and to engage in practice or public service activities that help those in need.”

         Community Impact: The USF Street Law Project works with nearly 3,000 youth per year, and has served approximately 60,000 youth since the inception of the program in 1976. Students graduate from a 36-hour course of instruction, using a book entitled Street Law, and receive a certificate of completion. Program has brought USF law students to inner-city classrooms to serve as role models for young people who are deciding what to do with their lives. Program has enhanced students’ self-esteem, prompted them to stay in school, and encouraged them to go to college.

         (10) Gellert Family Business Center

         Community Partners: Asian Neighborhood Design (a San Francisco nonprofit organization) and the San Francisco Chapter of the American Institute of Architects.
         Institutional Partners: Gellert Family Business Center in the School of Business and Management at the University of San Francisco.
         Purpose of Project: To design enterprise housing options (business and living arrangements combined) for small businesses in San Francisco, to promote affordable housing for family business owners, and to train students to assume leadership positions in community based small businesses and enterprise housing.
         Length of Partnership: Six years. The Gellert Family Business was established in 2000 as a result of a major gift by Carl and Celia Gellert, with additional support from American Skandia and a FIPSE innovation grant.
         Number of USF Faculty: Four faculty members participated in the program in 2005-2006
         Number of USF Students: 70 business students participated in various aspects of the program in 2005-2006.
         Institution Impact: The program offers USF undergraduate and graduate students courses that emphasize decision-making from a family business perspective connected to the immediate community and places students in internships in local family owned businesses. It offers the university a Web site that links faculty, students, and family-owned businesses. It also brings students and their families together in a family business forum and provides seminars that take advantage of USF educational resources. In keeping with the university’s mission, the program promotes social justice by assisting families of modest means to operate businesses from their homes.
         Community Impact: In 2005-2006, ten family businesses participated in the enterprise housing initiative, bringing the total to 30 since 2003. The program assists students and their families develop future leadership for their small businesses, helping the family business gain well-trained and well-educated future leaders. USF faculty researchers, assisted by students, have identified 17 business types that are well suited to enterprise housing projects, based on interviews with San Francisco residents. These business types include: artistic, counseling, craft and jewelry production, day care and elder care, fabrication, information technology, language and music instruction, light construction, mail order, professional services, repair, and specialty retail. USF researchers have also promoted changes in zoning laws that will help facilitate the construction of enterprising housing in San Francisco.

         (11) Teacher Education for the Advancement of a Multicultural Society (TEAMS)

         Community Partners: Fifty-two K-12 schools in the San Francisco Bay Area.
         Institutional Partners: School of Education at the University of San Francisco; Antioch University; Holy Names University; Chapman University; National University; California State University, Hayward.
         Purpose of Project: To address the critical shortage of teachers of color in Bay Area urban schools, to engage and enhance the community through service-learning and community service projects, and to develop educational leaders to shape a multicultural world with creativity, generosity, and compassion.
         Length of Partnership: Eight Years. TEAMS was established in 1998 By the USF School of Education, the Multicultural Alliance, and K-12 Schools in the San Francisco Bay Area.
         Number of USF Faculty: In 2005-2006, three USF faculty members participated in the delivery of instruction and five served on the advisory board.
         Number of USF Students: In 2005-2006, 58 USF students from underrepresented minority groups enrolled as AmeriCorps members and received education awards to complete their credential program and gain hands-on experience providing service teaching in an urban public school.
         Institution Impact: Through TEAMS, USF has become a highly visible partner in a national effort to increase the quality and diversity of teachers in public schools. The university has also had an opportunity to fulfill its mission to offer “graduate and professional students the knowledge and skills needed to succeed as persons and professionals, and the values and sensitivity necessary to be men and women for others.”
         Community Impact: The TEAMS project provides an incentive to underrepresented minority students who might not otherwise be able to attend teacher credential programs because of financial reasons. Over the past eight years, the TEAMS Program has recruited, trained, and supported beginning teachers from diverse backgrounds to teach in low-income public schools. These professionals are committed to careers in teaching and to improving the academic success of students. In addition, all TEAM fellows implement service-learning projects with their students and recruit volunteers to implement community service projects. Many TEAM fellows have received community recognition awards as a result of their projects, some have produced manuals, and others have continued their community projects beyond their participation in TEAMS.

         (12) University Ministry

         Community Partners: St. Anthony’s Women’s Shelter; St. Boniface Program for Homeless Men; Hamilton Family Shelter; Project Open Hand (for people living with AIDS and senior citizens in the Tenderloin); St. Anthony’s and St. John’s Grocery Distribution; St. Charles, St. Anthony’s, and Sacred Heart Tutoring Program for elementary school children; Larkin Street Youth Center; Coalition on Homelessness; Glide Memorial Church; Habitat for Humanity; Amnesty International; Catholic Charities; St. Vincent Palotti Center; and community agencies in Belize, Jamaica, Peru, Guatemala, El Salvador, and Tijuana, Mexico, through the Arrupe Immersion Program.
         Institutional Partners: University Ministry cooperates with all six of the schools and colleges at USF (Arts and Sciences, Business and Management, Nursing, Education, Law, and Professional Studies), the Leo T. McCarthy Center, and its Office of Service Learning and Community Action, Information Technology Services, and several offices in the Division of University Life (e.g., Residence Life, Student Activities).
         Purpose of Project: University Ministry is committed to compassion, justice, and individual and corporate responsibility through community engagement on a global level. It seeks to fulfill USF’s mission by sponsoring activities addressing world hunger, homelessness, human rights, environmental justice, public policy, and welfare reform. It’s community action programs collaborate with a number of Bay Area agencies to provide opportunities for community engagement and university ministry works with international agencies to challenge injustice.
         Length of Partnership: Since the founding of the University of San Francisco in 1855 (then known as St, Ignatius Academy), the predecessors of today’s university ministry staff have joined with faculty, staff, and students, as well as priests from St. Ignatius Church, in engaging community partners to provide service to others.
         Number of USF Faculty and Staff: During the 2005-2006 academic year, 15 faculty members and 31 staff members participated in community engagement projects.
         Number of USF Students: During the 2005-2006 academic year, 1,528 students participated in community action programs and generated a total of 28,116 hours of engagement with community partners.
         Institution Impact: During recent years, university ministry has provided opportunities for thousands of USF students to engage community partners through volunteer service, to ask thoughtful and critically reflective questions of the systems and structures of the world, and to play a meaningful role in helping to transform the world. University Ministry provides a prime example to all university constituencies of a “socially responsible learning community of high quality scholarship and academic rigor sustained by a faith that does justice.”
         Community Impact: University Ministry has significantly enhanced its local and international community partners through its engagement programs. These include the Arrupe Spring Break Immersion Experience, in which students build homes, deliver meals to the sick, and seek to learn by living in poverty areas in San Francisco, Guatemala, and Tijuana, Mexico. In addition, USF students tutor at St. Charles Elementary School in the Mission District; serve meals at St. Anthony’s Foundation Dining Room; and collect food, clothing, toiletries, and other items for low-income families living in community shelters, for homeless and runaway youth at the Larkin Street Youth Center, and for AIDS/HIV victims through Project Open Hand.

         (13) Community Connections

         Community Partners: Jesuit Network Ministries, St. Anthony’s Foundation, San Francisco Rescue Mission, SafeHouse (a halfway house for women), Good Samaritan Family Resource Center, and two K-12 schools in Tacna, Peru.
         Institutional Partners: USF Computer Science Department, Leo T. McCarthy Center for Public Service and the Common Good, University Ministry, Master of Fine Arts Program, Information Technology Services.
         Purpose of Program: Community Connections is designed to bridge the digital divide, both locally and internationally, by providing technical support and system administration for local nonprofit organizations and by constructing computer labs in schools in the developing world. The program’s goals include to provide and improve access to information technology for the poor and disenfranchised, both in the U.S. and abroad; to provide USF students with practical, hands-on experience working in real-world settings; and to provide USF students with direct knowledge and experience in helping people in need.
         Length of Program: Three years. Community Connections began in January 2003 with two students working at Network Ministries, a Jesuit organization that, among other services, provides computer access and training for residents of the Tenderloin District of San Francisco, one of the poorest areas of San Francisco.
         Number of USF Faculty: Four to five faculty members per year participate in the program.
         Number of USF Students: Fifteen students participated in the program in 2005-2006, and forty-five students have participated since the program’s inception in 2003.
         Institution Impact: Community Connections exemplifies for students a core value of the USF Vision, Mission, and Values Statement of social responsibility “to create, communicate and apply knowledge to a world shared by all people and held in trust for future generations.” One student, for example, has already been inspired to join the Peace Corps as a result of her work with Community Connections in San Francisco. Some of the work of Community Connections has been done through a computer science class, Computers and Society, which is offered for service learning credit. In this course, students learn of, write about, and discuss the larger societal and ethical issues relating to computation and technology. Students also have learned about the needs of people in developing countries through a project in Peru. The work of Community Connections is prominently displayed on the computer science’s homepage and on campus flyers. In the spring of 2006, to underscore the institutional importance of this type of programming, one of the faculty members who directs the program, Chris Brooks, received the University Faculty Service-Learning Award, which recognizes the work of full time faculty in developing service-learning opportunities for USF students. Dr. Brooks will now be nominated for the national Ehlrich Award given by Campus Compact in recognition of outstanding faculty contributions to community engagement.
         Community Impact: Community Connections has provided maintenance, upgrades, and donated equipment to local partners such as Network Ministries, St. Anthony’s Foundation, and the San Francisco Rescue Mission. Students have taught classes on basic computer usage, web design, and Photoshop at these same agencies as well as the Good Samaritan Family Resource Center. Students thus apply their classroom knowledge to community partners, while further expanding the number of external organizations served. During the summer, a one-week enrichment program is also offered for San Francisco High School girls to encourage them to pursue careers in computer science. The course is taught by a female USF student. During four separate trips to two K-12 schools in Tacna, Peru, Community Connections has set up labs and networks, provided USF-donated computers, and taught a wide range of classes to students and teachers.

         (14) Martín-Baró Scholars Community Development Project

         Community Partners: InnerCHANGE (A Christian order of missionaries working in St. Peter’s Parish Church in the San Francisco Mission District); San Francisco Organizing Project (40 congregations within the Mission District); Ella Hill Hutch Community Center; and Immaculate Conception Academy (a low-income Catholic high school within the San Francisco Archdiocese).
         Institutional Partners: Office of Living-Learning Communities; Office of Service-Learning; University Life; Program in Rhetoric and Composition, College of Arts and Sciences; Multicultural Student Services; Office of the Provost.
         Purpose of Program: The Martín-Baró Scholars Program is a living-learning community for entering freshman students designed to provide a creative comprehensive curriculum of writing, speaking, and social science with a focus on diversity and service in the multicultural urban environment of San Francisco. Students in the Martín-Baró Scholars Community explore social justice in contemporary urban life by participating in an integrated curriculum that meets the academic needs of most incoming first-year students. Core requirements for Writing and Public Speaking, Social Science, Service-Learning (SL) and Cultural Diversity (CD) designations as well as four units of elective credit are satisfied by successful completion of both semesters in the program. By living in specially designated space in the residence hall, students also develop and grow as a community of learners. As part of the curriculum, students engage in a number of assignments and service-learning projects in the larger San Francisco community. Students work directly with community partners to identify community needs; to develop, fund, plan, and implement proposals to enhance community services; to build ties to the community; and to foster social change. The entire Martín-Baró Scholars Community carries out each project.
         Length of Program: Four Years. The Martín-Baró Scholars Program was initiated in Spring 2002 with the first cohort entering in Fall 2002. In Fall 2005, given its record of success, the Martín-Baró Scholars Program was institutionalized at USF.
         Number of USF Faculty: The program is primarily facilitated by two faculty members and one staff member each year. Several faculty and staff members provide support to the living-learning community, including the hall directors, resident advisors, resident ministers, and a number additional faculty who serve as guest speakers and/or judges for the community development proposals.
         Number of USF Students: The living-learning community averages 25 to 27 students per year.
         Institution Impact: The Martín-Baró Scholars Program has become an institutional model for how freshmen can live, learn, and build community in a multicultural city while engaging community partners in projects to enhance services in the city. For students, issues of social justice and diversity are explored through an innovative blend of academic study and real-world community applications. The program has generated great interest and led to deep investment by the university at the highest administrative levels. This living-learning community has provided an integrated, mission-driven academic experience. The completion of community projects has successfully engaged students in active learning about community development, group dynamics and teamwork, written and oral communication, and organizational effectiveness.
         Community Impact: The Martín-Baró Scholars Program is a prime example to the Bay Area community of USF’s commitment to several of its mission statements, including: “The University will distinguish itself as a diverse, socially responsible learning community of high quality scholarship and academic rigor sustained by a faith that does justice.” Students in the program have tutored at local elementary schools, participated in the Golden Gate Park cleanup, and worked with the San Francisco Aids Foundation and Habitat for Humanity. The program has also had speakers from community agencies come to campus, or groups of students have gone to community agencies to hear talks. The interactive dialogue and implementation that the project offers has been important in demonstrating USF’s interest and value in the life experience of people in the local community while simultaneously enhancing the students’ experience.

         (15) The Erasmus Project

         Community Partners: San Francisco Aids Foundation; Project Open Hand in San Francisco; Bay Area Youth Positives (the first peer-run agency in the world for young people living with HIV/AIDS); San Francisco Juvenile Probation Department; Roots for Peace (a Bay Area organization devoted to eliminating landmines throughout the world); and Umthombo Research and Action Program in Durban, South Africa (an organization that supports individuals and families living with AIDS).
         Institutional Partners: College of Arts and Sciences, School of Business and Management, School of Nursing, University Ministry, Residence Life, the Lane Center for Catholic Studies and Social Thought, and the Leo T. McCarthy Center for Public Service and the Common Good.
         Purpose of Project: The Erasmus Project, a living-learning community, is designed to bring together sophomore students from the College of Arts and Sciences, the School of Business and Management, and the School of Nursing in a special enrichment program, including a year-long service-learning course. It takes its name and inspiration from the life and teachings of Erasmus of Rotterdam, one of the foremost humanists of the Renaissance. The project seeks to develop, relate, and balance intellectual pursuits, genuine involvement in a community of peers, and responsible participation in community service and world affairs. To fulfill its mission, the project fosters close relationships between faculty and students. The Erasmus students live on the same residence hall floor, and students, professors, and special residence hall staff participate in planning community engagement projects at Bay Area locations and at international sites, including India and South Africa.
         Length of Program: Seventeen years. The Erasmus Project began in 1989.
         Number of USF Faculty and Staff: Two per year.
         Number of USF Students: Fifteen to twenty per year.
         Institution Impact: The Erasmus Project provides students an opportunity to learn theoretical information from classroom experience, discuss the material as a community of learners, and directly apply their learning through various community engagement projects. Over the course of a full year, students develop an understanding of the interrelationship of ethics, community service, and social justice at the local and international levels. The project has sensitized the university community to a host of community issues. For example, the San Francisco Foghorn, the school newspaper, carried a front-page article on April 27, 2006, about the work of Erasmus Project students with individuals in San Francisco who have HIV/AIDS and in raising money for children in South Africa who had parents that died of AIDS. In 2003, one of the directors of the Erasmus Project, Mike Duffy, won the Fr. William J. Dunne Award, the highest individual staff honor for extraordinary service to USF “and the community at large.”
         Community Impact: Through their community engagement efforts, students in the Erasmus project have significantly enhanced the lives of individuals with HIV/AIDS, have raised money for children who have lost parents to AIDS, and have provided support to local and international organizations that address a host of ethical issues regarding fair trade and world hunger, landmines in developing countries, and juvenile justice.

         (16) Institute for Nonprofit Organization Management

         Community Partners: Numerous nonprofit corporations, foundations, voluntary associations, community organizations, or nongovernmental organizations, including Catholic Charities, YMCA, United Way of the Bay Area, Community Foundation Silicon Valley, CompassPoint Nonprofit Services, and THRIVE (The Alliance of Nonprofits for San Mateo County).
         Institutional Partners: College of Professional Studies
         Purpose of Program: The Institute for Nonprofit Organization Management serves the educational and research needs of nonprofit managers and enhances the leadership of nonprofit organizations in San Francisco, throughout California, and across the nation. The Master of Nonprofit Administration degree program, associated with the Institute, prepares experienced adults for management and leadership roles in the independent sector, and is designed for students already working in nonprofit corporations, foundations, voluntary associations, community organizations, and nongovernmental organizations. The curriculum addresses issues and problems of nonprofit management, and helps students master relevant concepts, skills, and analytic tools. Courses investigate the political, economic, and social environments of nonprofit organizations, with attention to community needs, demographic trends, and diversity in U.S. society.
         Length of Partnership: Twenty-three years. The Institute for Nonprofit Organization Management began in 1983, and in that same year, it developed a master’s degree in nonprofit administration, one of the nation’s first master’s degrees in the field.
         Number of USF Faculty and Staff: One full-time and thirteen part-time faculty members during the 2005-2006 academic year in the master’s program, and four full-time staff members in the Institute.
         Number of USF Students: The program has served more than 500 students and their nonprofit organizations since its inception in 1983. At the end of the fall 2005 semester, there were 95 students enrolled in the program.
         Institution Impact: The Institute for Nonprofit Organization Management and its associated Master of Nonprofit Administration program has made USF a leader in the development of nonprofit management in the U.S. and throughout the world. The Institute also developed two certificate programs, initiated a robust research agenda, including a landmark study of ethnic philanthropy, developed a comprehensive database on California nonprofit organizations, and became the most successful fund-raising institute in the history of the university. The Institute also organized major conferences and brought a number of prominent speakers to campus. The Institute and its affiliated degree program reflect the university’s central mission to offer, “graduate and professional students the knowledge and skills needed to succeed as persons and professionals, and the values and sensitivity necessary to be men and women for others.”

         Community Impact: The Institute for Nonprofit Organization Management and the Master of Nonprofit Administration program are prime examples of USF’s dedication to community engagement. Students in the master’s program are engaged in the community from the very beginning of their studies. Most students already work for nonprofit organizations, and others find either paid or volunteer positions in a nonprofit organization in order to apply the coursework to their employment situation. Many students assume leadership positions in their organizations, either during or after their studies. Students and alumni work in all areas of the nonprofit arena: health care, human services, environmental advocacy, education, arts and culture, religion, and other nonprofit areas. Some become leaders of philanthropic foundations. Other alumni continue with volunteer activity as members of nonprofit boards of directors, philanthropists, or direct service volunteers. Some start their own nonprofit organizations. The engagement of these students with the community, both before and after graduation, leads to better-managed programs that achieve their goals and enhance the community. The numerous research projects conducted by the Institute for Nonprofit Organization Management has been responsive to the needs of foundations, nonprofits, and the communities they serve, and has significantly impacted those constituencies.

         (17) USF Center for the Pacific Rim and its Ricci Institute for Chinese-Western Cultural History

         Community Partners: World Affairs Council, Commonwealth Club of California, Japan Society of Northern California, Chinese American Historical Society, Mechanics’ Institute, Japan Information Center, and numerous other community partners.
         Institutional Partners: University of Santa Clara, Jesuit School of Theology, Loyola Marymount University, USF Jesuit Community, College of Arts and Sciences, School of Business and Management, Fromm Institute for Lifelong Learning, and the Leo T. McCarthy Center for Public Service and the Common Good.
         Purpose of Program: The Center for the Pacific Rim seeks to educate the extended USF community about the Pacific Rim Region. The Center administers graduate and undergraduate interdisciplinary Pacific Rim Studies programs, presents international conferences, special lectures, seminars, and outreach activities for the San Francisco Bay Area urban community, sponsors research, and produces both online and print publications. The Center includes the Ricci Institute for Chinese-Western Cultural History, an interdisciplinary research arm of the Center on China and the West, and hosts the home office of the Nautilus Institute for Security and Sustainable Development. The Center for the Pacific Rim serves as a community forum where international educators, students, lawyers, government officials, business people, and community members meet to network, exchange ideas, and gain a greater understanding of the changing dynamics of the Pacific Rim.
         Length of Program: Eighteen years. The Center was founded in 1988.
         Number of USF Faculty: 25 per year.
         Number of USF Students: Approximately 500 per year
         Institution Impact: For 18 years, the Center has afforded USF students, staff, faculty, alumni, and the extended community an exemplary opportunity to learn about the history, philosophy, politics, religions, literature, arts, societies, cultures, and economics of the countries of the Pacific Rim. As such, it reflects a core value of the institution’s Vision, Mission, and Values Statement: to advance a “diversity of perspectives, experiences, and traditions as essential components of a quality education in our global context.” The Center has also played a critical role in obtaining major gifts for the university, and is the only program at USF that has secured two fully endowed chairs. The research arm of the Center, the Ricci Institute for Chinese Western Cultural History, houses the 85,000 Jesuit East Asian Library, ranked among the top 20 of its type in North America, and a major resource for the institution and the extended community. The Center also serves to profile USF faculty who engage in community presentations, chair conferences, and conduct research.
         Community Impact: The Center for the Pacific Rim plays an important role on the West Coast in strengthening the San Francisco Bay Area as one of the nation’s pre-eminent gateways to the Pacific Rim. For nearly two decades, the Center has engaged the community in promoting understanding, communication, and cooperation among the cultures and economies of the Pacific Rim. In the 2005-2006 academic year, the Center offered 34 free public programs, including lectures, panel discussions, briefings, photo exhibits, and a daylong conference. The Center’s Ricci Institute sponsors a unique Internet resource for the community, the Ricci 21^st Century Database on the History of Christianity in China. The Center advances USF’s vision for the international community: to “be internationally recognized as a premier Jesuit Catholic, urban University with a global perspective that educates leaders who will fashion a more humane and just world.”

         (18) Law in Motion Service Program

         Community Partners: St. Anthony’s Foundation, Edgewood Center for Children, American Friends Service Committee, Fair Housing Tester Program (in coordination with three Bay Area non-profits), San Francisco Volunteer Legal Services’ Legal Advice and Referral Clinic, Golden Gate National Parks, Hamilton Family Center, Susan G. Komen Breast Cancer Foundation, San Francisco Food Bank, San Francisco Public Defender’s MAGIC Program, San Quentin Prison’s Catholic Chapel, Trips for Kids, Glide Memorial Food Bank, New Traditions Elementary School.
         Institutional Partners: USF School of Law
         Purpose of Program: Law in Motion is a service program that seeks to promote the ideals of community service among law students. With the energy and the ideas of the students and the support of the law school administration, the purpose of the program is to build a core of volunteers that works on a wide range of service activities. It attracts a cross-section of the USF School of Law community, including students, faculty, and staff.
         Length of Program: Seven Years. The program was developed in 1999 by Dean Jeffrey Brand, Assistant Dean Jacqueline Ortega, and Student Bar Association President Marlena Gibbons
         Number of USF Faculty: Between four and eight faculty members per year, including the dean.
         Number of USF Students: Typically 75 to 125 per year.
         Institution Impact: The Law in Motion Program and its Orientation Service Day provides an outstanding opportunity for first-year law students to understand the San Francisco community from a different perspective and fosters the importance of service to the mission of USF School of Law and to the university.
         Community Impact: The program has developed strong partnerships with several community agencies and regularly provides volunteers for their activities. The large number of USF law students engaged in community agencies has significantly increased the community partner’s capacity, and has identified the USF School of Law as pursuing excellence and educating for justice.

         (19) Center for Child and Family Development

         Community Partners: San Francisco Unified School District (15 schools) and the Archdiocese of San Francisco (15 schools)
         Institutional Partners: San Francisco State University, New College, California Institute for Integral Studies,
         Purpose of Program: The USF Center for Child and Family Development is committed to the academic, psychological, social, and spiritual development of children and families through teaching, research, and direct service programs in school-based family counseling. The program’s goal is to provide children and families (particularly under-served children and families) with a variety of culturally sensitive family counseling services.
         Length of Program: Twenty-two years. The Center was founded in 1984.
         Number of USF Faculty: One faculty member per year plus a staff of twelve, including six licensed mental health practitioners.
         Number of USF Students: Fifteen per year.
         Institution Impact: Since its founding, the Center for Child and Family Development has provided training in school-based family counseling, marital and family therapy traineeships, and fieldwork experiences, for over 300 USF students. The Center exemplifies the mission of USF to offer “graduate and professional students the knowledge and skills needed to succeed as persons and professionals, and the values and sensitivity necessary to be men and women for others.”
         Community Impact: Since 1984, more than 100 Bay Area schools and 10,000 at-risk children and their families have been provided with school-based family counseling. School principals praise the program and frequently cite stories of significant breakthroughs with children. Many principals have requested additional days of service by the USF counselors in their schools, and 20 principals have hired school-based family counselors from among USF graduates

         (20) The Fromm Institute for Lifelong Learning

         Community Partners: The Friends of the Fromm Institute
         Institutional Partners: The University of San Francisco
         Purpose of Program: The Fromm Institute for Lifelong Learning is a “university within a university” offering daytime courses for retired adults over 50 years of age. The Institute offers intellectual stimulation and introduces its members to a wide range of learning opportunities. It has a firm commitment to lifelong learning and believes that older students should be able to learn within a peer setting and be taught by retired professors their own age. The Institute offers eight-week, non-credit, academic courses three times per year in areas such as psychology, literature, philosophy, science, theology, history, art, music, politics, and creative writing.
         Length of Program: Thirty years. The Institute was founded in 1976 by Alfred and Hanna Fromm.
         Number of USF Faculty: The Institute employs approximately 60 retired professors per year, of whom approximately 10 per year are retired USF faculty members.
         Number of Students: During the 2005-2006 academic year, 1,250 students enrolled in the Fromm Institute.
         Institution Impact: For 30 years, the Fromm Institute has helped the university fulfill its mission to provide lifelong learning to the community it serves, while drawing “from the cultural, intellectual, and economic resources of the San Francisco Bay Area.” Beginning in 2003, Fromm Institute stu

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

         The University of San Francisco strives to make its community partnerships mutually enhancing and reciprocal. Many of the programs described above, such as the Leo T. McCarthy Center, the Institute for Nonprofit Organization Management, the Center for the Pacific Rim, and the Fromm Institute for Lifelong Learning include advisory or overseeing boards composed in part of community members who provide valuable input regarding the direction of community engagement programming. The Office of Service-Learning and Community Action (OSLCA) also has a service-learning committee that includes representation from the community. The San Francisco Math Circle, described earlier, is a reciprocal partnership involving school teachers and administrators, students, and USF math professors, who work and learn together to raise mathematical consciousness in the community.

         Reciprocity is also a required component of service-learning courses. Faculty must demonstrate that the service projects address a need identified by the community. Faculty members are encouraged to see community partners as “co-educators,” collaborating with them on project design, student assessment, and resource sharing. The Office of Service-Learning and Community Action (OSLCA) provides professional development to community partners via workshops and seminars. The OSLCA staff recognizes that effective service-learning depends on the provision of opportunities and resources to both faculty and community partners. When possible, OSLCA holds meetings in the community and utilizes community resources such as nonprofit catering, printing, and other industries.

         Many of the USF community engagement programs also draw directly from community members and community foundations for financial support, and then channel those financial resources back into the community in the form of services, programs, and expertise. This mutually supportive relationship is consistent with a major tenant of USF’s Mission, Vision, and Values Statement: “The University will draw from the cultural, intellectual and economic resources of the San Francisco Bay Area and its location on the Pacific Rim to enrich and strengthen its educational programs.”

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

            Several of the programs noted above, such as the Institute for Nonprofit Organization Management, the Center for the Pacific Rim, and the Fromm Institute for Lifelong Learning, all provide feedback to community partners through newsletters, brochures, and other published materials. Moreover, all of USF’s community engagement programs maintain Web sites that keep community partners informed of current programming, services, and other offerings that are in part the result of feedback from community partners. The Leo T. McCarthy Center for Public Service and the Common Good, for example, maintains an e-mail distribution list of community partners to keep them apprised of program developments and service-learning opportunities. Community members also serve on the service-learning committee, provide input to the Office of Service-Learning and Community Action on hiring, complete community engagement surveys, and host Advocates for Community Engagement student leaders. In addition, community partners attend USF service-learning workshops and seminars and provide feedback via surveys on those experiences.

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

         As noted earlier in this document, there are numerous recent examples of USF faculty scholarship associated with outreach and partnership activities. Jeffrey Brand, dean and professor of law, as well as several other USF law professors, have published articles on the multitude of social justice projects by the USF law school for the local and international communities. Law school faculty and students have also produced 31 volumes of legal texts for Cambodia (the first such volumes since the time of the Khmer Rouge), judicial training materials for Vietnam, and an overall plan for training judges throughout Vietnam. Carol Silverman, director of research for the Institute on Nonprofit Organizational Management, has produced numerous research reports in conjunction with nonprofit community-based organizations in California. John Lendvay, associate professor of environmental science, has produced action research studies and refereed journal articles on his research regarding environmental hazards for community members in the Bayview Hunters Point area of San Francisco. June Madsen Clausen, professor of psychology, along with her undergraduate research assistants, are generating research projects on the experiences of abused and neglected children who are removed from home and placed in community-based foster care settings. Linda Walsh, associate professor of nursing, has published refereed journal articles on her work with USF nursing students in providing prenatal and infant care to families in Guatemala. Kimberly Richman, assistant professor of sociology, has led workshops on her social justice work, and that of her students, with the inmates of San Quentin Prison. Heather Hudson, professor of business and management, has written extensively on how communication technologies can be extended throughout the developing countries of the world. James Fine, assistant professor of environmental science, and one of his graduate students, recently completed a research project, in collaboration with the Contra Costa County Health Services Department, involving an environmental assessment of the Bay Point Community in Contra Costa County, east of San Francisco. The project also included training sessions (in Spanish) for 20 Latino mothers regarding indicators of environmental hazards. The mothers comprised a “Latino Environmental Action Team” that is communicating the information provided by the USF researchers to the community to engage constructively and effectively in local planning.

         Conclusion

         A decade ago, Ernest Boyer described what he called the “scholarship of engagement,” as “scholarship that connects the rich resources of the university to our most pressing social, civic, and ethical problems.” We maintain that the University of San Francisco has made that connection for decades, and that the nexus has never been stronger than it is today. From the Tenderloin of San Francisco to Cape Town, South Africa; from Tijuana, Mexico, to Phnom Penh, Cambodia; from San Quentin Prison in the San Francisco Bay, to San Lucas Toliman in Guatemala, USF is fully engaged with local and international community partners to address pressing problems and promote social justice in the Jesuit tradition. The Vision, Mission, and Values Statement of the University of San Francisco speaks to those global issues and advances a blueprint for change. Its words reflect a legacy of educational excellence and social justice in San Francisco that has prevailed for 150 years and Jesuit values that have endured throughout the world for 465 years — a promise to use reason and faith, mind and heart, to seek a better world now and in the future.

About the Community Engagement Classification.

View successful applications from Campus Compact member institutions.

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