Bonner Campus Wide Collaboration 7-25-14
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Presentation to encourage Campus Wide Collaboration through Civic Engagement
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Bonner Campus Wide Collaboration 7-25-14
- 1. Campus-Wide Collaboration Building the Culture of Engagement
- 2. What We’ll Cover • Revisiting Governance • Collaborating across campus • Faculty engagement • Students as Colleagues
- 4. Consider your… • Access to resources • Visibility and location • Access to students • Access and status with faculty • Institutional respect • The potential for building a culture of service
- 5. Some Governance Considerations Strengths Concerns Other Student Affairs Fit with broader departmental mission; student-led programs; larger scale; access to areas like Residence Life Fails to become integrated at institution’s core (faculty); lack of curricular change; co-curricular devaluation Many campuses have started from this vantage point
- 6. Some Governance Considerations Strengths Concerns Other Academic Affairs Build in access to and engagement of faculty; with care, may be able to build in research and scholarship Service can be episodic if only tied to courses; must put attention on student leadership; may miss opportunity for campus developmental model Having program under Academic Affairs does not guarantee curricular change
- 7. Some Governance Considerations Strengths Concerns Other Integrated Center May leverage resources & change; curricular and co-curricular integration; high potential for campus-wide institutionalization Coordination and decision- making involves more time & people; top down vs. bottom up drivers Many established campuses seem to be moving here, but change is still hard
- 8. Regardless you want… • Staffing • Budget • Authority • Institutionalization
- 11. Opportunities to Collaborate Leverage Bonner to build campus-wide culture Academic Departments Chaplain/ Religious Life Public Relations/IT Department Student Life/ Affairs Career Services Multicultural Affairs Study Abroad Admissions
- 12. Opportunities to Collaborate Student Life/Affairs student development shared training integrated calendar student groups / service events learning communities
- 14. Opportunities to Collaborate Career Services career advising & training fairs & employment career exploration internships
- 15. Opportunities to Collaborate Multicultural Affairs diversity training recruitment community relations special projects
- 16. Opportunities to Collaborate International Affairs study abroad service trips internships training & courses
- 17. Opportunities to Collaborate Public Relations/IT Department media news & events website branding
- 18. Opportunities to Collaborate Chaplain/Religious Life service groups vocational discernment advising workshops
- 19. Opportunities to Collaborate Academic Departments CBR & research courses (designator) High-Impact Practices (HIPs) departmental strategies minor/major
- 20. • Individual • Teams (Carnegie or High-Impact) • Advisory Boards • Formalized Key Strategies for Collaboration
- 21. • Access to and support of senior leadership • Financial support (i.e., work study, stipends) for students to engage in service • Visibility in online and written communications (from recruiting to alumni news) • Faculty engagement and curricular links • Lived mission, strategic plans, and budget that reflects community engagement priorities Key Factors for Institutional Support
- 22. • Strategically build your team—starting with students • Creatively consider new programs—from more Federal Work Study placements to partnering with national organizations • Integrate, integrate, integrate • Communicate frequently, positively, and strategically with supervisors—manage up • Build a core constituency on and off campus Recommendations for Building Support
- 25. • Connects with the mission of higher education and institution • Can enable engagement of faculty and more students in addressing the needs and wants of community • Scholarship, research, and capacity-building projects • Learning outcomes and measures Why It's Important & Integrative
- 26. A Framework and Continuum Transactional------->Transformational------->Institutional Alignment •Short-term investment •Important and possibly necessary •May not lead to long-term relationships •Ongoing and repeated •Involve more relationship building & program development •Involve several faculty members and senior leaders •Can help foster changes to institutional policies and culture.
- 27. • Access resources (from Bonner, Campus Compact, etc.) to offer a few transactional supports • Invest in some key transformational strategies • Faculty Development • Students as Colleagues • Get connected to institutional alignment strategies Recommendations
- 28. • Resource Library • Assist faculty with site connections and transportation • Share publication opportunities • Take to Bonner Conferences; share professional development • Involve in doing inventories, like Bonner Self-Assessment Tool • Help faculty members plan reflection and present to classes • Faculty recognition and awards • Write letters of reference for tenure portfolios (www.ccph.org) Transactional
- 29. • Faculty Development Workshops and Seminars (Bonner can connect you with people/models) • Faculty Fellowships (formal role) • Student Faculty Pairing/Teaching Assistants (Students as Colleagues) • Course/Program development support grants (Mini-Grants for Service-Learning, CBR, etc.) • Faculty Advisory Boards • Departmental Strategies Transformational
- 30. • Strategic Planning • Student Learning Outcomes/Assessment • Course designators • QEPs/Accreditation • Tenure & Promotion Standards • Join Bonner High-Impact Initiative (team of faculty, partners, students, and administrators) Institutional Alignment
- 31. • Link Bonner Program with academic study from the get-go through: • Cornerstone Activities • Sequence of courses and high- impact practices Final Key Recommendation
- 32. Example: Link with Cornerstones Exploration • FirstYear Trip • linked with FirstYear seminar Experience • SecondYear Exchange • linked with Service- Learning Course or Learning Community Example • ThirdYear International Trip or Leadership Role • linked with Undergraduate Research experience Expertise • Capstone service placement • linked with Capstone course
- 33. Example: Academic Pathway Exploration • Lead in course • FirstYear seminar • Learning community Experience • Government/ policy courses • Poverty courses • Service-learning (potentially tied to placement) • Learning community Example • CBR coursework (methodology) • Advanced service-learning coursework • Undergraduate research • Public Policy Issue Brief assignments Expertise • Capstone course / Senior Seminar • Undergraduate research • Honors’ thesis project—tied to Bonner work
- 34. Utilize model • Public Policy • Poverty • International perspective and issues • Issue-based knowledge • Place-based knowledge • Diversity
- 36. Theory •Classroom, Project Design, On Campus
- 37. What We’ll Cover 1. How students work with faculty - Students’ roles 2. What training students need to reach colleagues level? - How students are selected - How training is implemented 3. Model or structure (diagram) - How does it build capacity? 4. Benefits to faculty/students 5. Overcome challenge of unequal power between students and faculty? - Students taken serious?
- 38. Student - Faculty Fellowship Model Example: Allegheny College Roles: - ACES Fellow- Students designed - Gateway Project - Values, Ethics and Social Action Major
- 39. Students Work on Course Design Example: Siena College - Instructor uses a guide to course design (online) to teach students how to turn goals to assessment to activities - Students are paired with faculty - Students are taught how to develop faculty rapport, and facilitation skills - Students learn to design effective workshops outside the classroom
- 40. Student Leadership & Service-Learning Team Example: Berea College Coalition of projects model !!!! ! Student! Director! Program! Coordinators ! Team Members! ! Volunteers
- 41. Addressing Power Dynamics - Understand and respect student voice - Continue to clarify role of student - Students learn as they go - Students tap into faculty for expertise in discipline/field