WSU ANNUAL REPORT - Weber State University Annual Report combined.pdf · ANNUAL REPORT July 1, 2013...
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WSU ANNUAL REPORT July 1, 2013 to June 30, 2014 CENTER FOR COMMUNITY ENGAGED LEARNING Prepared by Dr. Brenda Marsteller Kowalewski, Director Submitted to: VP for Student Affairs, Jan Winniford Associate Provost, Ryan Thomas Provost, Michael Vaughan June 12, 2014
Transcript of WSU ANNUAL REPORT - Weber State University Annual Report combined.pdf · ANNUAL REPORT July 1, 2013...
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WSU ANNUAL REPORT
July 1, 2013 to June 30, 2014
CENTER FOR COMMUNITY ENGAGED LEARNING
Prepared by Dr. Brenda Marsteller Kowalewski, Director
Submitted to: VP for Student Affairs, Jan Winniford
Associate Provost, Ryan Thomas Provost, Michael Vaughan
June 12, 2014
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Table of Contents 2013-14 Community Engagement At a Glance
Community Engagement at a Glance Over Time: 2006-2014 ____________________________________________________________________________________ Staff Accomplishments
1
Basic Student Information
10
Student Cohort Assessment Information
21
Basic Faculty/Staff Information
23
Basic Community Partner Information
28
Progress made on Goals
34
Appendices 56 Appendix A: Carnegie Task Force 57 Appendix B: CCEL Committee List 58 Appendix C: ADP Calendar 60 Appendix D: Engaged Learning Series Calendar 62 Appendix E: 5-Year Strategic Plan (2013-2018) 64
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List of Figures and Tables Figures
Figure 1. Total # of Students Engaged in the Community 11 Figure 2. Total #of Hours Contributed 11 Figure 3. Number of Students Engaged in the Community by Type of CEL 12 Figure 4. Student Participation in Other CCEL Programs 2013-14 17 Figure 5. Percent of Student Interaction with CCEL Staff 19 Figure 6. Percent of Agreement in Regard to Interactions with CCEL Staff 20 Figure 7. Percent Agreeing Can Find or Use CCEL Resources 20 Figure 8. Number of CEL Designated Classes Over Time 24 Figure 9. # of CEL Sections and Faculty (taught in any given year) 24 Figure 10. Faculty/Staff Participation in CCEL Professional Development Programs 25 Figure 11. Number of Faculty/Staff Recording Hours with Center Over Time 26 Figure 12. Community Partner Participation by Programs Over Time 29 Figure 13. Partner’s Awareness of University Changes as Result of Partnership 30 Figure 14. Interactions with the CCEL Influence Organization 31 Figure 15. Percent of Partners Who Had Influential Opportunities When Working with Volunteers
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Figure 16. Percent of Community Partners who Impacted Students 33 Tables
Table 1. Hall Endowment for Community Outreach Grants 2013-14 3 Table 2. GRANTS Secured 2013-14 8 Table 3. Community Engaged Leaders Program 2013-14 13 Table 4. Active AmeriCorps Members by Grant Year 14 Table 5. American Democracy Project – Events and Participation 2013-14 15 Table 6. Engaged Learning Series – Events and Participation 2013-14 16 Table 7. CRE Projects and Participation 2013-14 16 Table 8. Other Community Engagement Experiences 17 Table 9. Student Professional Development Events and Participation 18 Table 10. Demographic Characteristics of CCEL Students 18 Table 11. Demographic Characteristics of CCEL Cohorts 22 Table 12. Demographic Characteristics of CEL Faculty 26 Table 13. Community Partners Identify WSU/CCEL Partnership as Having Considerable Impact 32
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2013-14 Community Engagement At-A-Glance
Total Community Engagement 6,396 WSU Students Engaged in the Community 25.4% of WSU Student Population (25,155 total number of students) 176,922 Hours Contributed by WSU Students Annual estimated $ equivalent for community engagement = $4,007,283*
* Calculated at $22.65/hour (Utah in 2013). Annual estimated value of volunteer time as figured by Independent Sector: http://independentsector.org/volunteer_time?s=volunteer
Curricular Community Engaged Learning Hours 3,870 Students 68 CEL Courses Taught 2013-14 64,219 Hours 180 Sections of CEL courses taught 2013-14 16.6 hours per student on average 71 Faculty taught CEL course in 2013-14 (7.35% of 966 FT and PT faculty) 83 CEL Designated Courses Co-curricular Community Engaged Learning Hours 2,450 Students 83,712 Hours 34.2 hours per student on average AmeriCorps 76 WSU AmeriCorps members successfully completed the program (during the 2013-14 academic year) 28,991 Hours of Community Engagement completed by successfully exited members $96,918 in scholarship money awarded to successfully exited members
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Community Engagement Over Time: 2006-2014
STUDENT PARTICIPATION
2,4603,167
4,799 5,142
7,0777,733 7,905
6,396
0
2,000
4,000
6,000
8,000
10,000
2006-07* 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Total # of Students Engaged in Service
2,460
1,714
2,577 2,512
4,1754,469
4846
3,870
1,369
2,0812,551
2,639
3,0982954
2,450
28 74 106 80 68 166 105 760
1,000
2,000
3,000
4,000
5,000
6,000
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Number of Students Engaged in Community by Type of CEL
Curricular CEL
Co-Curricular CEL
AmeriCorps Exits
18
4453
69 7275
71
0
41
89112
115
64
98
0
22 3646
5132 30
12
627 23
0
20
40
60
80
100
120
140
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
# of Students in CCEL Programs Over Time
Excellence in CommunityEngagement
Community EngagementSymposium Presenters
Community EngagementSymposium Projects
Civitas Students
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STUDENT HOURS
Annual estimated value of volunteer time as figured by Independent Sector: http://www.independentsector.org/volunteer_time
53,514
82,32797,343 106,040
131,229147,606 147,921
176,922
0
50,000
100,000
150,000
200,000
2006-07* 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Total # of Service Hours Contributed
53,514
40,099 35,456 35,493
48,62149,161
70,505
64,219
15,822 14,797 21,636 18,248 18,70325,666
83,712
26,406
47,09051,789
64,360
79,742
51,750
28,991
0
20,000
40,000
60,000
80,000
100,000
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Hours by Type of CEL
Curricular CEL
Co-Curricular CEL
AmeriCorps
2,690,683
4,007,283
0
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
2006-07** 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Annual Estimated $ Equivalent for Service
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CEL FACULTY/STAFF AND COURSES
0
20
40
60
80
100
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
24
41
5361
81 83
Number of CEL Designated Classes Over Time
23 28
117105
168
197
227
180
4657 50 57
66 6681
71
0
50
100
150
200
250
1
# of CEL Sections* and Faculty (taught in any given year)
# CEL Sections
# Faculty
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
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Staff Accomplishments Large Events/Celebrations of Significance Publications Presentations Professional Service Grants Recognition Significant Initiatives Not Included Elsewhere Office Staffing
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LARGE EVENTS AND/OR CELEBRATIONS OF SIGNIFICANCE o Annual Community Partner Breakfast
Each year community partnerships are celebrated and renewed for the upcoming year at a community partner breakfast event. The event was held July 11, 2013 in the ballrooms at WSU. A total of 69 community partners representing 48 community organizations attended. This body represents all but one Purple Pride and all but one Wildcat level partners. President Wight and Jan Winniford represented WSU’s administration at the event. Participation: 69 Community Partners
o AmeriCorps Trainings/Enrollment - Grant Year 2013-2014
Five enrollment sessions were held to orient students to the AmeriCorps program – three enrollment sessions in September 2013 and two sessions in January 2014. Participation: 134 students attended; 75 students enrolled
o Annual Recognition Event The Center for Community Engaged Learning at Weber State University celebrates faculty, staff and students who have participated in the various community engagement opportunities throughout the year during our Annual Recognition Luncheon. This luncheon has grown over the past 7 years. Approximately 181 faculty, staff, and students attended this year’s event.
We honored the following during our Recognition Luncheon on April 2, 2014:
46 AmeriCorps members, some with multiple terms
28 students who have served with the Community Engaged Leaders Program
0 Civitas Graduates
4 Scholarship recipients
Lisa Trujillo John A. Lindquist Award recipient
UCC Honorees Rick Lilly Civically Engaged Staff Member Trevor Annis Civically Engaged Student and Newman Civic Fellow Brett Lund Committed Community Partner Carrie Francis Community Engaged Alumnus Stephanie Bossenberger Civically Engaged Scholar
Club Service Award Environmental Ambassadors
60 Excellence in Community Engagement Recipients
o Community Engagement Symposium The annual Community Engagement Symposium was held Wednesday, April 16, 2014 in the Shepherd Union Gallery and Fireplace Lounge. Rye Barcott, a former Marine and author who attended as our keynote speaker, addressed 135 participants in the Wildcat Theater.
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With more than 98 student participants expounding upon 30 posters they had prepared with their 10 faculty or staff mentors, this year's symposium represented various departments and disciplines such as Political Science, Geography, Women's Studies, Sociology, Communication and Foreign Language. These posters highlighted the service, democratic engagement and community research Weber State students have been engaged in. Many have worked with community partners in the Ogden area and others worked with international partners (Mozambique). The symposium included a book signing by Barcott and closed with a few words of encouragement from the author to the students about continuing their positive impact on their community. Participation: 157 participants total
o Hall Endowment for Community Outreach Grants A total of $65,782.51 was granted to support 18 community engagement projects. A total of 6 student projects, 2 staff projects, and 10 faculty projects were supported. Table 1. below summarizes the grants supported.
Table 1. Hall Endowment for Community Outreach Grants 2013-14
Fall 2013
Project Title Project Proposers Fac/Staff/Student
Community Partner Funded Amt
Measuring Sky Darkness Bryson, Jeremy Faculty Ogden Valley Starry Nights $632.61
HeadStart Nelson, Jesse Student Headstart $2,000.00
Teddy Bear Den Anderson, Laura Faculty ? Lisa Nichols $1,600.00
Flicks 4 Families Allred, Arianna Student Head Start $1,500.00
Brain Awareness Week Frost, Taylor Student Weber/Davis School District $2,000.00
Partners in COPD Wilson, Beth; Williams, Michelle Student
Intermountain University/ Partners in COPD $5,000.00
Adaptive Bowling League Lilly, Rick Student Weber/Ogden School Districts $4,982.00
Down Syndrome Family Education
Dawson, Shirley; Rasmussen, Clay Faculty ? Judy Hall $1,995.00
Dental Sealants Bossenberger, Stephanie Faculty
Ogden School District $480.00
Wildcat Community Garden Nielsen, India Student Weber Cares $1,700.00
Fall Total $21,889.61
Spring 2014
Project Title Project Proposers Fac/Staff/Student
Community Partner Funded Amt
Senior Center Memoir Writing Project Elsley, Judy Faculty
Washington Terrace Senior Center $400.00
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CAPES! Parental Education and Support
Leytham, Patrick; Williams, Natalie; Zagrodnik, James Faculty
$367.90
Summer Leadership Institute Alejandre, Eulogio Staff EAO $10,000.00
Open Stages: Head Start and WSU Goldbogen, Tamara Staff Head Start $7,150.00
The Outdoor Classroom at Ogden High School
Conlin, Geri; Morgan, Cass Faculty Ogden High School $10,000.00
Girl Scout Astronomy and Navigation Badge Palen, Stacy Faculty WSU Planetarium $4,900.00
Learning & Practicing as Family Life Educators
Payne, Pam; Hubler, Dan Faculty
YCC; Prevent Child Abuse Utah; CCS $7,200.00
Dance Science Fest Stern, Erik; Johnston, Adam Faculty
Ogden School District; Weber County; Uintah School District $3,875.00
Spring Total $43,892.90
o Lindquist Lecture
The recipient of the John A. Lindquist Award gives a presentation to faculty, staff, and students regarding his/her work with WSU students and the community within a year from receiving this honor. Valerie Herzog received the Lindquist award in April of 2013, and presented her work entitled “The Little Things” on October 9, 3013. Participation: Approximately 50 faculty, staff, students and family members.
o WSU Service Day of Remembrance*
We partnered with the Ogden Nature Center and the DaVinci Academy on September 25, 2013. We had 188 students attend from DaVinci Academy who contributed 470 hours of service, and 10 WSU students and 6 WSU Staff and Faculty who contributed 80 hours of service. The overall hours of service for the day totaled 550. Participation: 204 Volunteers; 550 hours served * Lower than normal participation as a result of increment weather. The event was forced to be stopped at noon due to unsafe conditions.
o WSU Makes a Difference in Ogden Day
WSU Makes a Difference in Ogden Day facilitated three service projects on May 8, 2014. The three projects involved painting Pioneer Stadium, cleaning up Ogden River Walkway, and painting fire hydrants along Washington Blvd. This was the first time the CCEL made a concerted effort to recruit WSU staff to the day of service using the Service Leave Policy as incentive to increase participation. A total of 54 WSU staff and administrators participated along with 14 WSU students.
Participation: 68 volunteers; 158.5 hours of service
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PUBLICATIONS 2014 Garside, Colleen and Brenda Marsteller Kowalewski. “Community Engaged Learning and
Supplemental Instruction: An Exploratory Study of Intersecting Pedagogies.” In New Perspectives in Service-Learning: Research to Advance the Field. Greenwich, Connecticut: Information Age Publishing. (forthcoming)
2013 Krone, Kathy and Steimel, Sarah. Cooperative Struggle: Re-framing Intercultural Conflict in the
Management of Sino-American Joint Ventures. Journal of International and Intercultural Communication (August 2013), 1-21. doi: 10.1080/17513057.2013.829577
Invited/Non Peer Reviewed Publications 2013 Kowalewski, Brenda Marsteller. “Would You Rather Have 3 One-Legged Stools or 1 Three-
Legged Stool?” Posted on NASPA’s Lead Initiative for Civic Learning and Democratic Engagement page: http://www.naspa.org/rpi/posts/would-you-rather-have-3-one-legged-stools-or-1-three-legged-stool. December 19, 2013.
2013 Steimel, Sarah (November 2013). Instructor's Corner #2: The Potential, Power, and Pitfalls of
Communication Service-Learning. Communication Currents, 8(6). http://www.natcom.org/CommCurrentsArticle.aspx?id=4549
2014 Krone, Kathy. & Steimel, Sarah. (January 2014). Struggling to Cooperate. Communication
Currents, 9(1). http://www.natcom.org/CommCurrentsArticle.aspx?id=4753
PRESENTATIONS International 2013 Kowalewski, Brenda Marsteller. “North Meets South in Partnership.” Press Conference with
Universidad Privada Juan Mejia Baca, November 9, 2013. Chiclayo, Peru. National 2013 Kowalewski, Brenda Marsteller. “Applying for the Carnegie Classification for Community
Engagement: Weber State University’s Carnegie Classification Example.” presented as part of national webinar on how to apply for the Carnegie Classification. Sponsored by the National Education Resource Center for Higher Education (NERCHE). July 2013.
2013 Murray, Leah. “Citizen Alum Monograph Meeting.” Kettering Foundation Research Exchange,
Dayton, Ohio. November 20 – 21, 2013. 2014 Murray, Leah. “State Colleges and Deliberative Democracy.” Kettering Foundation Research
Exchange, Dayton, Ohio. February 24-28, 2014. 2014 Murray, Leah. Pre-Conference Session: “Organizing Workshop on Citizen Alum.” American
Democracy Project and the Democracy Commitment National Meeting, Louisville, Kentucky. June 5 – 7, 2014.
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2014 Murray, Leah. Breakfast Session: “ADP Student Advisory Committee Meeting.” American Democracy Project and the Democracy Commitment National Meeting, Louisville, Kentucky. June 5 – 7, 2014.
2014 Murray, Leah. “Sustaining Civic Pathways through the Political Engagement Project.” American
Democracy Project and the Democracy Commitment National Meeting, Louisville, Kentucky. June 5 – 7, 2014.
2014 Murray, Leah. “Deliberation on State College Campuses.” American Democracy Project and the
Democracy Commitment National Meeting, Louisville, Kentucky. June 5 – 7, 2014. 2014 Murray, Leah. “Tweet Up: Watching the State of the Union Address.” American Democracy
Project and the Democracy Commitment National Meeting, Louisville, Kentucky. June 5 – 7, 2014.
2013 Steimel, Sarah (2013, November). Communicating Empowerment(s) With and To Clients in
Mediating Organizations. Paper presented at annual conference of the National Communication Association, Washington, DC.
[Received Top Paper Award in Organizational Communication Division] 2013 Steimel, Sarah (2013, November). Negotiating Knowledge(s) in Community-Based Partnerships.
Paper presented at the annual International Association for Research on Service Learning and Community Engagement (IARSLCE) Conference, Omaha, NE.
Regional 2014 Garza, A., Murray, L., Moon, M., Lopez, L., & Kowalewski, B. “How to institutionally support
community research as part of community engaged learning.” The 17th Annual Continuums of Service Conference, Honolulu, Hawaii, April 3, 2014.
2014 Moon, Mike and Trevor Annis. “Student Service Leadership Layers: Create a Natural
Pathway to High-Impact Opportunities.” Presented at Continuums of Service. Honolulu, HI. April 2, 2014.
2014 Murray, Leah. “Community Engaged Learning in an Online Environment: It Can Be Done Well.”
Continuums of Service Conference, Honolulu, Hawaii. April 2-4, 2014. Local 2013 Garza, A. Invited presenter at Ogden-Weber Community Action Partnership Board Meeting to
present outcomes of Head Start Making a Difference Practicum, October 15, 2013. 2013 Garza, A. Invited presenter by League of Women Voters to present on “Community Survey Findings
of Ogden United Promise Neighborhood”, Pleasant View Library, November 18, 2013. 2014 Garza, A. & Jackson, T. Invited to present at “El Grito de la Prosperidad” on Ogden United
Promise Neighborhood’s Project, March 3, 2014.
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2013 Kowalewski, Brenda Marsteller, “Civic Minded Professionals: Not Only Making a Living, But Making a Life.” Athena Luncheon Keynote Address. Sponsored by Ogden Chamber of Commerce – Women in Business, November 13, 2013.
2014 Kowalewski, Brenda Marsteller. “Giving Back.” Leadership workshop presented in the
Athena Leadership Workshop Series sponsored by Ogden Weber Chamber Women in Business Committee at Ogden-Weber Tech College, BDO, April 24, 2014.
2014 Kowalewski, Brenda Marsteller. “Integration of Student Affairs and Academic Affairs.”
Presented at the Student Affairs Academy. Ogden, UT, May 14, 2014. 2014 Moon, Mike. “From Intentions to Reciprocity: Guide to a Student’s International
Experience.” Presented at Moyes College of Education International Education Symposium. Ogden, UT. March 21, 2014.
2014 Moon, Mike. “Why Reflection Matters.” Presented at the Student Affairs Academy.
Ogden, UT. May 13, 2014. 2014 Moon, Mike. “Wagon Wheel of Ideas.” Presented at the Utah Campus Compact Leadership
Retreat. Springville, UT. May 16, 2014. 2013 Murray, Leah. “Conversation Café on Retention, Promotion and Tenure.” Engaged Faculty
Institute, August 2013. 2013 Murray, Leah. “Utilizing the New York Times in Education.” New Faculty Retreat, August 2013.
PROFESSIONAL SERVICE 2013 Garza, Azenett served on American Psychological Association’s Division 45 (Society for
the Psychological Study of culture, Ethnicity, and Race) Third Biennial Research Conference planning committee to take place in Eugene, Oregon, June 19-21, 2014. (national organization)
2013 Garza, Azenett served as Director of Psi Alpha Omega, Honor Society for American Psychological
Association’s Division 45 (Society for the Psychological Study of culture, Ethnicity, and Race), national organization.
2014 Kowalewski, Brenda Marsteller served on selection committee for the Thomas Ehrlich Award
through NERCHE (national organization) 2013 Kowalewski, Brenda Marsteller served as WSU representative in the NASPA Lead Institution
Initiative for Civic Learning and Democratic Engagement. 2014 Moon, Mike served on the National Association of Student Professional Administrators Planning
Committee (national organization) 2013 Murray, Leah. Served on American Democracy Project Advisory Committee
(national organization)
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2013 Murray, Leah. Served as Faculty Advisor to the American Democracy Project National Student Advisory Board (national organization)
2013 Murray, Leah. Served on the Utah Campus Compact Faculty Development Network. 2013 Murray, Leah. Served on the Utah Campus Compact Utah Intercollegiate Legislature Planning
Committee 2014 Murray, Leah. Served as chair of the Western Political Science Association Charles Redd Center
Award Committee 2014 Murray, Leah. Served as a Utah Council on Undergraduate Research Faculty Mentor 2014 Murray, Leah. Served as a National Council on Undergraduate Research Faculty Mentor
GRANTS The CCEL secured 4 grants during the 2013-14 academic year to support numerous programs listed in Table 2. below. Table 2. GRANTS Secured 2013-14
Title Granting Organization Amount
Volunteer Management Training Grant Utah Commission on Volunteers $8,000
Martin Luther King Jr. Grant Utah Commission on Volunteers $1,500
Ogden United Promise Neighborhood Community Needs Assessment
United Way of Northern Utah $12,413
Faculty Professional Development Stipend Utah Campus Compact $400
Total $22,313
RECOGNITION o CCEL Recognition
Outstanding Community Partner Award from Salvation Army, 2013 Higher Education Leader in Civic and Character Education Award from The Utah
Commission on Civic and Character Education – Fall 2013 Crystal Crest President’s Award - 2014 WSU is a lead institution for NASPA’s Civic Learning and Democratic Engagement
initiative for the second year. (The CCEL acts as the on campus liaison.) o Staff Recognition
Azenett Garza Collaboration Award – Continuing Education, May 2014
Brenda Marsteller Kowalewski
Athena Award Finalist – Ogden Chamber Women in Business, January 2014 Collaboration Award – Continuing Education, May 2014
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Mike Moon Nominee for the John A. Lindquist Award – 2014 Finalist for the Friend of Students Crystal Crest Award - 2014
Leah Murray
Nominee for Crystal Crest Rodney H. Brady Master Teacher Award – 2014 Nominee for the John A. Lindquist Award – 2014
SIGNIFICANT INITIATIVES NOT INCLUDED ELSEWHERE
Submitted Carnegie Re-application for the Classification for Community Engagement involving a 30 person task force (see Appendix A for Carnegie Task Force membership)
Officially opened CCEL-CRE at off-campus site and created faculty position to coordinate it
Implemented new hours tracking system – WeberSync
Applied for President’s Honor Roll
Facilitated 4 university-wide committees (see Appendix B for list of CCEL Committee membership);
o Awards Committee o CEL Curriculum Committee o Engaged Learning Series Committee o Hall Endowment Committee for Community Outreach o Scholarship Committee
CENTER STAFF 2013-14 Director, Brenda Marsteller Kowalewski Assistant Director, Mike Moon Office Specialist, Carla Jones Community Partner Coordinator, Scott Ball Faculty in Residence, Leah Murray Engaged Learning Series Coordinator, Sarah Steimel Community Research Coordinator, Azenett Garza Marketing and Program Coordinator, Alisha Brenchley Community Research Assistant, Emily Brignone Community Research Assistant, Nicci Spjut Community Research Assistant, Corbin Standley Community Research Assistant, Paola Tobar-Nunez CCEL Assessment Research Assistant, Aren Hansen CCEL Assessment Research Assistant, Leonel Torres Office Aid, Madison Baide Office Aid, Greg Noriega Office Aid, Katie Swainston Office Aid, Haille Van Patton
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Basic Student Information
Student Use and Participation
Demographic Characteristics
Satisfaction and Needs Assessment
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Student Use of CCEL Services and Participation in Programs
The number of students engaged in the community and the hours they have contributed have been recorded in the CCEL since 2006-07. Figures 1. and 2. below show the general upward trend of students participating in community engagement at WSU and the increasing number of hours they contribute to the community, although the last three years are very similar. The 2013-14 academic year shows a drop in participation, which may be due to less accurate tracking of student participation and hours through the new WeberSync tracking system that was not fully embraced by students, faculty or staff on campus during the year. Other explanations for the decline in participation include: there was a decline in the number of CEL sections taught and tracked; and the AmeriCorps program experienced a reduction in the number of student slots due to budget cuts.
The 6,396 students who were engaged in the community during the 2013-14 academic year were involved in CEL designated classes, the Community Engaged Leaders – Service Team, the AmeriCorps program, the American Democracy Project (ADP), the Engaged Learning Series – On Air, Community Research Extension (CRE) Projects, Excellence in Community Engagement, and other community service activities through clubs, organizations, athletics, and large university-wide days of service.
2,4603,167
4,799 5,142
7,0777,733 7,905
6,396
0
2,000
4,000
6,000
8,000
10,000
2006-07* 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Figure 1. Total # of Students Engaged in Community
53,514
82,32797,343 106,040
131,229147,606 147,921
176,922
0
50,000
100,000
150,000
200,000
2006-07* 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Figure 2. Total # of Hours Contributed
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As shown in Figure 3. above, most of the WSU students engaged in the community do so through CEL courses and the Community Engaged Leaders – Service Team program. Tables 1 – X below show the distribution of students involved in the Community Engaged Leaders – Service Team, AmeriCorps, American Democracy Project (ADP), the Engaged Learning Series – On Air, Community Research Extension (CRE) Projects, and other community service programs and reports the number of hours students participated in each. Community Engaged Leaders Program – Service Team With the renaming of the center to CCEL, the Volunteer Involvement Program (VIP) got a name change and a new structure. The name changed to Community Engaged Leaders – Service Team and the structure changed such that four director positions were created to oversee four community engagement areas: Youth Programming; General Service Programming; Poverty Programming; and Special Needs Programming. Sixteen community partner organizations participated in the Community Engaged Leaders program and were served by a total of 26 student leaders who facilitated a total of 325 events during the course of the year. Table 3. below shows the distribution of student participation in these programs.
3,870
1,861
76
1066
653
106 71
412
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
1
Figure 3. Number of Students Engaged in the Community by Type of CEL
CEL Courses
Community EngagedLeaders - Service Team
AmeriCorps
American DemocracyProgram (ADP)
Engaged Learning Series -On Air
Community ResearchExtension (CRE) Projects
Excellence in CommunityEngagement
Other Community Service
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Table 3. Community Engaged Leaders Program 2013-14
Service Team
# Student # Hours # Student # Hours # Events/
Program/Partnership Leaders Leader Volunteers Volunteers Projects
Alternative Spring Break 5 353 25 1250 8
Done-In-A-Day 1 403 105 630 30
Ogden Nature Center 1 135 68 238 8
Special Service Opportunities 1 167 737 1403 6
Catholic Community Services 1 154 117 351 9
Habitat for Humanity 1 120 35 210 2
Weber Cares 1 360 14 600 150
Your Community Connection 1 205 85 340 30
Best Buddies 1 170 35 630 9
Pioneer Adult Rehabilitation Center 1 110 12 36 4
Special Olympics Teams 2 360 152 608 38
Special Olympics Winter Games 2 250 210 840 1
Head Start 1 105 36 108 6
YMCA 1 105 84 252 8
Youth Impact 1 85 56 224 8
Boys & Girls Club 1 130 64 185 8
Director, General Service 1 95 Director, Youth 1 95 Director, Poverty 1 95 Director, Special Needs 1 95 Total 26 3,592 1,835 7,905 325
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AmeriCorps The 2013-14 academic year represents the 10th year Weber State University has facilitated the AmeriCorps Education Award program for students. The last row of Table 4. below describes the student participation for the 2013-14 year. It is important to note that in the last several years the number of AmeriCorps slots granted to WSU’s CCEL have been declining due to two major changes in the AmeriCorps program: 1) restrictions on students’ participation in general service type activities which stopped our Community Engaged Leaders from having the opportunity to count their volunteer work in this program for AmeriCorps; and 2) cut backs in funding at the National and State levels.
Table 4. Active AmeriCorps Members by Grant Year (as of 5/15/2014)
Exited Program Current Members
Grant Year CCEL
Trained CCEL
Enrolled
Active Prior
to July 2006
Exit w/ Full
Award
Scholarship $$
Hours completed
w/full award)
Exit w/ No
Award Active
Scholarship $$
Hours Committe
d
2004-05 N/A N/A 6 35* $45,928** 18,357*** 8 0 $0 0
2005-06 31 31 14 24 $32,089 11,885 21 0 $0 0
2006-07 93 41 N/A 28 $36,589 15,089 13 0 $0 0
2006-07 HS
Students 13 3 N/A 0 $0 0 3 0 $0 0
2007-08 134 87 N/A 74 $105,308 42,600 13 0 $0 0
2008-09 157 118 N/A 96 $141,438 53,589.17 22 0 $0 0
2008-09 Gear Up
12 9 N/A 5 $9,339 3329.61 4 0 $0 0
2008-09 Gear Up
HS Students
22 19 N/A 5 $5,000 1640.05 14 0 $0 0
2009-10 141 88 N/A 67 $96,921 36,497.36 16 0 $0 0
2009-10 Gear Up
43 33 N/A 13 $17,089 7,614.18 15 0 $0 0
2009-10 Gear Up
HS Students
1 1 N/A 0 $0 0 1 0 $0 0
2010-11 210 161 N/A 60 $83,842 26,665 0 30 $80,250 27,000
2010-11 Gear Up
26 27**** N/A 8 $10,599 3,278.25 0 0 $0 0
2011-12 150 91 N/A 166 $257,222 79,742 21 60 $87,973 10,168
2012-13 82 66 N/A 105 $178,450 51,750 13 52 $70,190 10,452
2013-14 134 75 N/A 76 $96,918 28991.1 7 27 $33,190 7111.71
Totals 1167 757 1474 657 $938,282 329278.1 158 27 $33,190 7111.71
American Democracy Project (ADP) The 2013-14 academic year marked the second year the American Democracy Program (ADP) has been formally supported out of the Center for Community Engaged Learning under the direction of Dr. Leah Murray, political science professor, in collaboration with Aaron Newman, director of Student Involvement and Leadership (SIL). The number of students participating in each ADP event was not formally recorded in the new WeberSync tracking system (and therefore is not reflected in the center’s overall totals) but estimates and headcounts were taken for each event. These data are reported in
15
Table 5. below. The most attended events included the New York Times speaker and Senator Mike Lee as part of the Engaged Learning Series – On Air and the 9/11 Remembrance Day film screening and the Constitution’s Birthday event as part of Constitution Week. See Appendix C for the ADP flyer describing these events.
Table 5. American Democracy Project - Events and participation 2013-14
Student Faculty/Staff Community
Date Title Type of Event Participation Participation Participation
9/11/13 9/11 Remembrance Day Film Screening 100 2 1
9/16/13 Voter Registration Booth Booth 48 2 1
9/17/13 Birthday Cake Cake table 100 5 0
9/19/13 New York Times Reporter Speaker 250 10 1
9/20/13 Senator Mike Lee Speaker 250 10 2
9/20/13 Issues Trial Debate 50 2 2
9/22/13 National Voter Registration Day Booth 25 0 1
10/29/13 Powered by Pizza Discussion 25 2 1
1/20/14 MLK Week Kick Off Speaker 50 1 1
2/12/14 State of the Union Watch Film Screening 35 2 0
2/25/14 Powered by Pizza Discussion 25 2 1
3/19/14 Deliberative Democracy Day Panel discussion 65 10 5
4/9/14 Civil Liberties Forum Panel discussion 40 5 5
6/7/14 ADP National Meeting Conference 3 2 0
Total
1066 55 21
Engaged Learning Series – On Air The 2013-14 academic year marks the first year the CCEL hosted the Engaged Learning Series, under the direction of Dr. Sarah Steimel, communications professor. This series is a university-wide series of events designed to get students, faculty, staff, and community engaged in discussion, debate, dialogue, learning and action around an issue of public concern. The CCEL agreed to house this series after the College of Arts and Humanities housed the first year called WaterWorks. In keeping with the theme, the CCEL developed a three year meta-theme called The Essentials: Water, Air and Food. The 2013-14 series entitled On Air consisted of 14 events involving film screenings, speakers, panels, volunteer experiences, music performances and art exhibits designed to get participants informed and actively engaging with the issue of air quality in Utah. Table 6. below shows participation in the On Air events over the course of the year by students, faculty, staff and community members. Because participation was not consistently tracked in the new WeberSync tracking system, these numbers reflect head counts at each event and have not been included in the overall community engagement numbers reported for the CCEL for fear of double counting community engaged students and not being able to discern community member participation from student participation. See Appendix D for the flyer describing each of these events.
16
Table 6. Engaged Learning Series - Events and participation
Date Title Type of Event* Participation
Wed 9/11 Discussion of HARBOR Project Lecture/Discussion 23
Mon 9/23 "Gasland" Film/Discussion 17
Thur 10/3 "Let's Clear the Air" (Lt. Gov Bell & Alan Matheson) Lecture 200
Mon 10/14 Sick Building Syndrome Panel Discussion 12
Wed 10/23 Dr. Brian Moench/Utah Physicians for a Healthy Environment Lecture/Discussion 97
Sat 10/26 Cherise Udell/Make a Difference Day Volunteer Event 57
Tue 11/5 Chip Ward Lecture 134
Wed 11/13 Campus Sustainability Panel Discussion 11
Tue 1/7 Air Quality Panel Panel Discussion 30
Tue 1/14 Art Exhibit (Jennifer Mueser Bunker/LeRoy Jennings) Art Tue 1/21 Airs/Music Music Performance 18
Wed 1/29 Air, A Natural History Lecture 10
Wed 2/12 "Idle Threat" Film/Discussion 34
Wed 3/26 Alternative Energy Lecture/Discussion 10
Total
653
Community Research Extension (CRE) Projects The Community Research Extension (CRE) of the CCEL is located in the bottom of the American Red Cross Building on the corner of 30th and Harrison Blvd. in Ogden. The CRE is housed in the north suite of WSU’s Community Education Center (part of Continuing Education). The 2013-14 academic year marks the first year of the CRE’s formal existence with physical space in this off-campus location. Dr. Azenett Garza, psychology professor, serves as the Community Research Coordinator and oversees the operations of this site. The main community research project facilitated out of the CCEL-CRE during the 2013-14 academic year is the Ogden United Promise Neighborhood project. Table 7. below summarizes students’ participation in this project. Paid student hours are federal work/study positions and/or hourly positions paid for through the 50/50 program at WSU.
Table 7. CRE Projects and participation 2013-14
Unpaid Unpaid Paid Paid
Project Title/ Student # Student Student # Student
Date Range Community Partner Participation Hours Participation Hours
6/1/13 - 5/31/14 OUPN 101 2937 5 1749.08 Excellence in Community Engagement and Other Community Experiences With the Center’s name change also came a name change of the Excellence in Service recognition to Excellence in Community Engagement. This name allows WSU to be more inclusive in honoring the diverse community engagement experiences of students that may be facilitated through service, democratic engagement and/or community research. The CCEL captures the hours of the students earning this recognition and reports those hours in the year that the student earns the recognition. Other community engagement hours are captured to help tell WSU’s community engagement story and are reported in Table 8. below.
17
Table 8. Other Community Engagement Experiences
# Students # Hours
Excellence in Community Engagement 71 29,988
Student-Athletes 143 640
Cheer and Dance Squad 40 4,338
Clubs and Organizations 158 2575
WSU Service Day of Remembrance 10 50
WSU Makes a Difference in Ogden 14 33
Total 436 37,624
Other CCEL Programs for Students Many of the 6,396 students are also engaged in CCEL programs such as the Community Engagement Symposium, WSU Day at the Capitol, Civitas and Hall Endowment for Community Outreach Grants (see Figure 4. below).
Professional Development Opportunities for Students The CCEL also offers students several professional development opportunities throughout the year. Students in the Community Engaged Leaders program participate in weekly trainings but also have the opportunity to attend several retreats throughout the year. The CCEL has also successfully supported students to attend national and regional conferences to present their work with the CCEL and learn from professionals in the field. Table 9. below summarizes students’ participation in these professional development opportunities during the 2013-14 academic year.
98
30
6
23
06
0
20
40
60
80
100
120
CommunityEngagementSymposiumPresenters
CommunityEngagementSymposium
Projects
WSU Day atthe Capitol
CivitasStudents
CivitasGraduates
HallEndowment -
StudentGrants
Figure 4. Student Participation in Other CCEL Programs 2013-14
18
Table 9. Student Professional Development Events and participation 2013-14
Student Faculty/Staff Community
Date Title Participants Participants Participants
8/22/2013 Fall Community Engaged Leader Refresher 24 1 0 10/17/13-10/19/13 Engaged Citizen Retreat 7 1 0
1/2/14-1/4/14 Spring Community Engaged Leaders Retreat 21 1 15
4/2/14-4/4/14 Continuums of Service Annual Conference 1 6 0
4/30/14-5/3/14 Fall Community Engaged Leader Retreat 27 3 18
5/5/2014-5/6/14 Executive retreat 1 1 0
5/14/14-5/16-14 Utah Leadership Academy 4 1 0
5/16/14-5/17/14 Utah Campus Compact Retreat 3 1 0
6/5/14-6/7/14 ADP National Conference 3 2 0
91 17 33
Demographics of Students Using the CCEL
Demographic data for a sample of 1,757 students who recorded hours with the CCEL during the 2013-14 academic year are summarized below in Table 10. below.
Table 10. Demographic Characteristics of CCEL Students
CCEL Students
WSU Population
Average Age: 24 24
Average GPA: 3.27 3.02
Gender:
Male 39% 47%
Female 61% 53%
Ethnicity:
Hispanic 7% 9%
White 68% 54%
Asian 1% 2%
African American 1% 1%
Native American 1% 1%
Other 17% 33%
19
These demographic data suggest that the CCEL tends to work with a higher number of women than men, which is disproportionate to the distribution of men and women at WSU. This is not surprising given that community engagement in general is gendered as a more “feminine” behavior. This gender distribution reflects the national norm wherein women are more likely to be engaged with the community than men. The GPA differential is intriguing and may suggest that students who are engaged in the community are more likely to have a higher GPA than those who are not engaged in the community. More research would need to be done before confidently making such a claim however. Some preliminary data from the Provost’s office is consistent with greater academic success for community-engaged students. The preliminary data shared from the Provost’s office suggest that students who are engaged in the community are 1.7 times more likely to be retained at Weber State University than students who are not engaged in the community.
Student Needs and Satisfaction
Student Survey An assessment survey was administered to Weber State University students during April 2014 through WSU’s CampusLabs. The survey was made available to students through WeberSync, the e-Bulletin, and it was emailed to students who recorded at least 1 hour with the CCEL in the past year. As an incentive, students were told that upon their completion of the survey, their name would be put in a drawing for an iPod Shuffle or a $50 gift card to the WSU bookstore. There were a total of 303 respondents, only 185 of which produced usable data. One hundred eighteen of these respondents reported having participated in a community engagement activity during the 2013-14 academic year (63.7% of the sample). Satisfaction Results Based on the responses in this sample it appears the CCEL staff interacts, even if rarely, with half of the community engaged survey respondents (see Figure 5.). In many regards, this lack of interaction is understandable given the online nature of our “matchmaking” tools. Students can search for and contact community organizations online without ever having to walk into the center. Additionally, the CCEL is striving to be less of a “middle-man” between faculty and students by empowering faculty to disseminate relevant community engagement information to the students.
512
33
50
Figure 5: Percent of Student Interaction with CCEL Staff
Often
Sometimes
Rarely
Never
20
Of those students who did interact with the CCEL staff (even rarely), most (61.2%) said that the CCEL was helpful when they needed questions or concerns addressed, and 74.6% agreed that the staff was friendly and approachable (see Figure 6. below).
Since most students are rarely or never interacting with the CCEL staff, it is important that student resources be made available to them. As reported in Figure 7. below, we find that less than half of the students responded that they knew where they could find resources on the CCEL website or in print materials that could support them in their community engagement. Only 27.2% of students said that they had utilized the CCEL’s calendar to find out about upcoming community events.
Compared to last year, there has been a dramatic decrease in students’ knowledge of CCEL resources available to help them get engaged in the community. I’m not sure what to attribute this to but the name change of the center may have had a negative effect on student’s knowledge of where to go on the website to find the resources they needed. Another noticeable change was the removal of the CCEL wall calendar on the side of the center’s glass wall. The absence of this calendar may account for some of the decrease in calendar use from last year to this year. The student newsletter was discontinued in the 2013-14 academic year as the online mobile app was expected to replace it.
61.2
74.6
50
60
70
80
90
100
Staff was helpful Staff was friendly andappoachable
Figure 6: Percent of Agreement in Regard to Interactions with the CCEL Staff
60.4 60.8
2925
86.2
67.4
41.546.7
39 39
27.2
0
10
20
30
40
50
60
70
80
90
100
Can find webresources
Can find CCELprint resources
CCEL calendar Studentnewsletter
Figure 7. Percent Agreeing can Find or Use CCEL Resources
2011-12
2012-13
2013-14
21
Student Cohort Information
Comparative Data
Community Engaged Leaders – Service Team
Excellence in Community Engagement
Student Employee Cohort
Student Learning Outcomes Assessment
Community Engaged Leaders – Service Team (Youth Programming Only)
Student Employee Cohort
22
Comparative Demographic Data Across Cohorts Comparison data for a few groups with whom we work are summarized in Table 11. below. Table 11. Demographic Characteristics of CCEL Cohorts
CCEL Overall
Community Engaged Leaders
Excellence in Community Engagement
Student Employees
WSU Population
Sample Size: 1,757 24 60 8 25,891
Average GPA: 3.27 3.35 3.77 3.52 3.02
Avg. # Total Credit Hrs. 56 77 104 61 39
Avg. # Hours in Community
72 503 560
Average Age: 24 22 27 26 24
Gender:
Male 39% 46% 17% 25% 47%
Female 61% 54% 83% 75% 53%
Ethnicity:
Hispanic 7% 25% 5% 25% 9%
White 68% 67% 75% 65% 54%
Asian 1% 3% 2%
African American 1% 1%
Native American 1% 1%
Other 17% 8% 17% 13% 33%
These data suggest we are working with a high achieving population of students as every group has a higher GPA than that of the general WSU population. We are also working with more female students than male and disproportionately so, compared to the gender distribution of students at WSU. Although our general group of CCEL students reflect a similar racial/ethnic makeup as the over WSU population, when compared to our smaller cohorts of students in the Community Engaged Leaders and Excellence in Student Employees, we have a higher representation of Hispanic students in these cohorts than the WSU student population in general. Our recruiting efforts of more diverse students were successful and will be continued. Student Learning Outcomes Assessment:
This assessment on the cohorts did not get completed in time for the annual report. Outcomes assessment data for CCEL students who took the student survey will be made available on the web once the data are fully analyzed.
23
Basic Faculty/Staff Information
Use of CCEL Services and Usage Patterns
Demographic Characteristics
Satisfaction and Needs Assessment
24
Use of CCEL Services and Usage Patterns The use of CCEL services by faculty and staff are recorded in three areas: the number of faculty/staff teaching CEL courses and the number of courses taught; faculty/staff participation in various CCEL programs; and the number of faculty/staff who recorded service hours with the CCEL and the number of hours recorded. CEL Faculty, Staff, and Courses The number of CEL courses has been tracked in the CCEL since courses were first designated as CEL in 2008. As shown below in Figure 8. there has been a steady increase in the number of courses officially designated as CEL courses over time, although we may have reached a plateau in the last two years. In 2013-14, there were a total of 83 courses at WSU designated as Community Engaged Learning (CEL) and 180 sections of CEL designated courses taught which is a significant decrease from last year (see Figure 9.). The number of CEL faculty also decreased this year to 71 CEL faculty. The decrease in the number of CEL sections and faculty may be related to attrition as a large cohort of faculty retired the year before and a very large cohort of 70 new faculty just experienced their first year at WSU in the 2013-14 academic year. CCEL is working with several of these new faculty members to develop CEL courses and which may result in an increase in CEL sections being taught next year.
*Official and unofficial sections (all that were tracked) Faculty/Staff Professional Development Programs The number of faculty/staff engaging in CCEL programs for faculty and staff was tracked again in 2013-14. Figure 10. below shows the level of participation of faculty/staff in the CEL Fellows Program, Faculty/Staff Development Workshops, Retreats and Conferences, and Hall Endowment for Community Outreach Grants. These programs are designed to work with a
0
10
20
30
40
50
60
70
80
90
24
41
5361
81 83
Figure 8. Number of CEL Designated Classes Over Time
23 28
117
105
168
197
227
180
4657
50 57 66 66
81
71
0
50
100
150
200
250
1 2 3 4 5 6 7 8
Figure 9. # of CEL Sections* and
Faculty (taught in any given year)
# CELSections
# Faculty
25
small number of faculty/staff involving multiple touch points in each program for deeper more meaningful experiences. Figure 10. below shows a decline in CEL Fellows from last year and the absence of faculty participation in workshops. The CEL workshops were co-hosted with Teaching Learning Forum and had no attendance from faculty/staff. Participation in statewide institutes and retreats are pretty constant over time, which is mostly a function of funding for a restricted number of slots. The increase in faculty/staff participation in Hall Endowment is noticeable. This is a trend we hope to continue to encourage next year.
Faculty/Staff Engaged in Service The number of staff and faculty engaging with the center to record community engagement hours is small but growing each year, as you can see in Figure 11. below. The increase can be explained by the prevalence of the WeberSync tracking system at CCEL sponsored events this past year. Although not all CCEL events were tracked through WeberSync, those that were captured faculty/staff participation for 86 staff and faculty members. As CCEL staff incorporate WeberSync tracking into all CCEL sponsored events, we expect to see the faculty/staff participation numbers continue to increase.
10
1712 12
5
20
49
11 126
11
0
129
12
0
10
20
30
40
50
60
CEL Fellows Workshops UCC EngagedInstitute - August
UCC Faculty Retreat- Moab
Hall Endowment
Figure 10. Faculty/Staff Participation in CCEL Professional Development Programs
2011-12 2012-13 2013-14
26
Demographic Characteristics Demographic characteristics of CEL faculty and staff are not recorded in the CCEL. However, because CEL faculty/staff are tracked in the center, WSU’s institutional assessment team is able to generate demographic characteristics of the CEL faculty/staff cohort. These characteristics are reported in Table 12. below. Table 12. Demographic Characteristics of CEL Faculty
Gender Rank N = 66 Male 39.4% Instructor 10.6%
Female 60.6% Adjunct 19.7% Assistant Prof 30.3% Age Associate Prof 22.7%
30-39 25.8% Full Prof 16.7% 40-49 27.3% 50-59 28.8% Tenure Status 60-69 16.6% Tenured 39.4% 70-79 1.5% Tenure Track 30.3%
Non Tenure Track 30.3% Race College
African American 3% A&H 31.8% Caucasian 83.3% Educ 21.2%
Hispanic/Latino 9.1% Science 0% Asian 1.5% Health 9.1%
Native Pacific-Islander 1.5% COAST 7.6% Unspecified 1.5% Business 3%
S&BS 22.7% Other 4.5%
30
51
86
0
10
20
30
40
50
60
70
80
90
100
2011-12 2012-13 2013-14
Figure 11. Number of Staff/Faculty Recording Hours with Center Over Time
27
Faculty with whom we are working tend to be female, white and between the ages of 40 and 60. CEL designated faculty seem to be on the tenure track (30.3%) or already tenured (39.4%). Almost a third of the faculty are assistant professors. Not surprisingly, the two colleges with whom we work the most are Arts and Humanities and Social and Behavioral Sciences. Satisfaction Satisfaction data are collected via the faculty/staff survey which is only administered every other year, therefore we have no satisfaction data to report this year.
28
Basic Community Partner Information
Use of CCEL Services and Usage Patterns
Tracking of Usage
Impact/Benefits of Partnerships
29
Use of CCEL Services and Usage Patterns
Figure 12. below shows the level of participation of partners in four community partner activities: formalizing the partnership with an MOU; community partner trainings; volunteer fairs; and speed networking. The number of formal community partnerships increased to 129 this year. Community partner participation in other activities either declined or stayed steady from the previous year. Partner participation in Volunteer Management Training declined but the number reported this year represents the number of organizations participating because only one person from each organization participated. The number of community partners at the fall volunteer fair was unusually low because event planning was not executed in enough time due to CCEL staff being out of the country and the Community Partner Coordinator not being hired until August. The community partner participation for the spring fair was much more in line with previous years and benefitted from early planning by the Community Partner Coordinator. This year was the first year in approximately three years that CCEL facilitated a Speed Networking event between faculty/staff and community partners. This event was very well attended by both faculty (16) and community organizations (21). All of these events are scheduled to take place again in the 2014-15 academic year.
Tracking of Usage
Community partnerships with the CCEL are formalized with an Memorandum of Understanding (MOU),
therefore, partnerships are easily counted each year as a new MOU is required to keep partnerships
active and current. Additionally, for the first time, community partner organizations are set up in the
WeberSync system with a “portal” for their organization. This portal is used to track the volunteers in
each community partner organization. Setting up partnerships with portals also makes it easier for the
CCEL to track and monitor partnerships. Community partners’ participation in CCEL programs designed
for community partners is tracked using sign-in sheets and simple head counts.
97
21
36 33
118
43
33 34
129
19 17
2821
0
20
40
60
80
100
120
140
CommunityPartnership
MOUs
VolunteerManagement
Training
VolunteerFair Fall
VolunteerFair Spring
SpeedNetworking
Firgure 12. Community Partner Participation by Program Over Time
2011-12
2012-13
2013-14
30
Impact/Benefits of Partnership
One of the goals of partnership is to help community partners become more aware of the university and
the resources it has to offer. The majority of our community partner organizations report that their
partnership with the university through the CCEL has indeed increased their awareness of the university.
Figure 13. Below shows the awareness of partners has increased over time.
Partner organizations were asked to evaluate the impact their partnership with WSU/CCEL has on their
organization. As shown in Figure 14. below, there are several positive impacts to community partner
organizations and some have grown over time. For example, half our community partner organizations
were able to enhance their existing services and were connected to other community groups through
their interactions with the CCEL. These two areas remain consistently high areas of impact over time.
59.57%
77.60% 80.68%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Yes
Figure 13. Partner's Awareness of University Changes as Result of Partnership
2013
2012
2011
31
Partners were also asked about benefits they get from their partnership with WSU/CCEL. As shown in
Table 13. below, there are many benefits to community partner organizations by partnering with the
university in general and the CCEL in particular. The percentage of partners responding that the
partnership had a considerable or great impact on their organization is reported in Table 13. below.
Community partners seemed to receive the most benefit from their partnership with the university in
three areas: identify new volunteers (71%); have more interaction with students (69%); learn who to call
for information and assistance (68%); and learn more about university programs and services (65%).
14.89%
8.51%
27.66%
4.26%
27.66%
6.38%
53.19%
6.38%
40.43%
10.60%
1.50%
37.90%
8%
25.80%
15%
53%
18%
49%
15.29%
7.06%
35.29%
5.88%
25.53%
11.65%
55.29%
15.29%
55.29%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%
There was no influence
Other influences (please specify)
New insights about the organization
Change in organizational direction
Increase in number of clients served
increase in number of new services
Enhancement of existing services
Increased leverage of resources
Connections w/other community groups
Figure 14. Interactions with the CCEL Influence Organization
2013 2012 2011
32
Table 13. Community Partners Identifying WSU/CCEL Partnership as Having Considerable Impact by Area
2011 2012 2013
Increase the value of your services 27.10% 56.94% 47.31%
Receive match grants 2.08% 4.17% 8.60%
Receive increased organizational resources 22.90% 47.22% 43.01%
Identify New Staff 18.75% 36.11% 27.96%
Project Completed 41.67% 63.89% 59.14%
Identify New Volunteers 39.58% 75.00% 70.97%
Receive access to university technology and expertise 14.59% 30.56% 35.48%
Generate new products, services, or materials 12.50% 20.83% 21.51%
Increase funding opportunities 12.50% 13.89% 20.43%
Increase the capacity of your organization 25.54% 47.76 52.27%
Access expertise from the academic institution 21.28% 34.33% 40.91%
Get new ideas to improve your organization's progress 19.15% 52.24% 52.27%
Learn more about university programs and services 34.04% 70.15% 65.91%
Learn who to call for information and assistance 36.17% 71.64% 68.18%
Become more involved with activities on campus 25.53% 46.27% 54.55%
Increase your knowledge of university 27.66% 62.69% 59.09%
Have more interaction with students 42.55% 73.13% 69.32%
Have more interaction with faculty 21.28% 41.79% 47.73%
Have more interaction with university administrators 21.29% 25.37% 36.36%
Make plans to take classes at the university 12.77% 13.43% 10.23%
The goal for healthy community partnerships is reciprocity so if the university has impact on the
community organizations, it is just as important that the community organizations have an impact on
the university. Unfortunately, few community partners report having had an opportunity to influence
the university or its faculty through their work with student volunteers (Figure 15.); however, more
partners had these opportunities than last year. Community partners do seem to have the ability to
influence student life however. As reported in Figure 16. (below), the majority of partners feel as
though they have some impact on students learning about their organizations and the non-profit sector
in general. The majority of community partners believe they are improving students’ understanding of
public issues, inspiring character development, and encouraging students to adopt careers in their type
of organization. So although our community partners are not reporting much influence on the
university as a whole, they certainly feels empowered to influence our students and their learning
opportunities and this has not really changed since last year.
33
34.9
12.8
25.4
4.8
39.3
15.5
35.7
4.8
0
5
10
15
20
25
30
35
40
45
Give faculty membersfeedback
Influence coursecontent or design
Raise awareness aboutyour benchmark issues
Influence universitypolicies
Figure 15. Percent of Partners who had these Opportunities when Working with Volunteers
2012
2013
80.6
61.1
53.756.7
50.8
83
59.1
51.1
64.8
48.9
0
10
20
30
40
50
60
70
80
90
Teach studentsabout the mission
of yourorganization
Teach studentsabout the non-
profit sector
Improve studentunderstanding of
critical publicissues
Inspire characterdevelopment
Encouragestudents to adopt
careers in yourtype of
organization
Figure 16. Percent of Community Partners who Impacted Students
2012
2013
34
Progress made on 2013-14 Goals
35
Goal I. Every WSU student experiences CEL and acquires at least 1 CEL outcome (CCEL offers a wide variety of opportunities from entry-level engagement experiences to intense high-impact engagement)
● Increase number of volunteers in the Community Engaged Leaders program o Year 1 – Restructure Community Engaged Leader Program to include an executive
committee. Record student participation and learning. Assess Youth Programming - Community Engaged Leaders based on individualized learning outcomes.
The restructure of the Community Engaged Leaders service team has been completed
and had a successful first year. The restructure includes four Directors each overseeing an area of programming: General Service Programming, Poverty Programming, Special Needs Programming and Youth Programming. The Youth Programming group was assessed using a new method at the beginning and end of the academic year.
● Increase number of students participating in large service day events
o Year 1 – Embed large days of service in ELS and ADP
Large days of service were listed on the ADP and Engaged Learning calendars and helped generate a solid participation rate of students for Make a Difference Day – October 2013 and for MLK Jr week
Embedded the Fall “Make a Difference Day” into the Engaged Learning Series. Service events that day were themed around air quality. The kick-off speaker for the event was Cherise Udell, the head of the grassroots organization Utah Moms for Clean Air.
Two larges days of service had low student participation in particular – timing of events seemed to be problematic for student participation. Marketing has been re-evaluated to cater towards staff engagement.
o WSU Service Day of Remembrance - 10 student volunteers. o WSU Makes a Difference in Ogden – 13 student volunteers.
● Develop Alternative Breaks Program – Offer International Trip to complement National Service
Trip during spring break o Year 1 – Establish partnerships to facilitate trip to Peru
Partnerships were made within the community of Olmos, Peru and with the University
of Juan Mejia Baca in Chiclayo, Peru. A trip is planned June 16-July 3 with 20 students, 5 alumni and 2 advisors.
● Increase number of CEL Designated Courses and number of faculty teaching CEL designated courses
o Year 1 - Implement a 3 year course evaluation cycle; Co-host all Fellows workshops with TLF; Create a syllabus source so all current syllabi are on record – helps create an inventory to assess where we could add more CEL designated classes across the university; Reach out to colleges about community research and democratic engagement to demonstrate the many ways courses can be designated; Create a form in Weber Sync
36
Overall, the number of CEL designated courses has stayed consistent with last year; the number of CEL sections taught declined over the 2013-14 academic year (see data in Faculty section of Annual Report)
CCEL Faculty in Residence, Leah Murray, implemented the 3 year course evaluation cycle with a number of courses re-designating, however, many of our faculty did not re-designate and need follow-up
All current syllabi have been compiled and will be housed in WeberSync once the Faculty in Residence is trained in WeberSync management, May 22, 2014.
Reaching out to colleges about designating community research and democratic engagement courses as CEL has not occurred but is scheduled to in the 2014-15 academic year.
CEL designation application has been created in WeberSync but not utilized yet.
● Develop CEL Designated Departments/Programs/Certificates o Year 1 – Research designated departments/programs/certificates models; develop
criteria and implementation plan
No progress on this goal was made during the 2014-15 academic year. This Year 1 goal is now becoming Year 2 goal.
CCEL has invited and registered 28 faculty to attend a statewide conference on engaged departments August 13-14 2014 and will be sorting out the details of what that designation would look like. Departments already committed include: Spanish, Psychology, Respiratory Therapy, Technical Writing, Phys Ed, Athletic Training, Geography and Communication.
● Increase student participation in ADP
o Year 1 – Take 6 students to ADP conference in June; Develop and publish ADP calendar of events before start of fall semester; disseminate calendar of events and NY Times swag to new faculty at new faculty retreat encouraging them to embed in their course syllabi; Create ADP portal in WeberSync and figure out ways to use it to communicate ADP events to campus (maybe even give students something to “join”; Work with local high schools to include them in ADP events; Assess NY Times generally and events using CEL rubric; Assess Deliberative Democracy Day using data collected during the event
The Provost’s office sponsored six students to the ADP meeting June 2013 and three
more students are attending the ADP meeting this year (June 2014). The number of supported students has been reduced from last year to this year due to cut funding and a longer, more expensive trip.
The ADP calendar was published before July 1st The ADP calendar of events and NYT swag were disseminated at the new faculty retreat,
this resulted in an increase of about 100 papers daily in use and WSU received a commendation from our NYT liaison about it.
An ADP portal has been created in WeberSync but was not used this year to track student participation. The Faculty in Residence received training in May 2014 and will use the tracking system in 2014-15.
High schools have not been included in ADP events because this year WSU students chose to focus on campus-specific topics in ADP events so there was no reason to work with high schools. In the future, high schools will be included where relevant
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The CCEL Faculty in Residence has assessed ADP events generally using the CEL rubric CCEL assessment research students compiled the data and coded it. Leah
Murray, (CCEL Faculty in Residence) is working on a paper for a journal with a few colleagues to publish this work.
Deliberative Democracy Day was assessed using data collected during the event CCEL assessment research students compiled the data and Leah Murray is
working on the analysis for this with colleagues
● Increase student participation in Civitas o Year 1 – Send Civitas information to all faculty and staff August 15th; Ask faculty and staff
to nominate students for the Civitas program; Invite any interested students into Canvas course; Require students to present work at WSU events; Create Civitas portal in WeberSync and figure out ways to use it to communicate with prospective students; Develop and implement Civitas awareness campaign for faculty and staff (spring 2014) and ask for student nominations to the program in spring semester; Track student participation in Civitas and proficiency on community engaged learning outcomes rubric for individual artifacts and portfolio overall
Despite asking faculty and staff to nominate students for Civitas, we did not get as many
students to participate in the Civitas program as last year. There were about seven students in the fall and two in the spring.
Given the low participation and no graduates this year from Civitas, we have decided to revamp Civitas promotion/recruitment by moving the Civitas course to the spring semester which means recruitment will happen in the fall semester. This new cycle will begin fall 2014-15.
One student presented her Civitas portfolio at the annual Community Engagement Symposium. Again, moving the Civitas course to the spring semester should help increase Civitas student participation in the Symposium by requiring Symposium presentations as part of course requirements.
Civitas portal has not been created in WeberSync. This will be done before fall 2014-15 semester.
Tracking of Civitas students and their artifacts has been a challenge. Only three students submitted artifacts this year. The Faculty in Residence is working to create a systematic tracking system, perhaps through WeberSync, that holds students more accountable and keeps them engaged in the Civitas program and with one another.
● Develop and facilitate Engaged Learning Series as awareness raising and civic action CEL experiences
o Year 1 – Develop calendar of events and distribute before start of the semester so faculty can weave into syllabi; Make campus aware that ELS now sits in CCEL; Establish & Improve ELS website and public flyers; Focus on campus attendance at ELS events (to establish baseline); Collect baseline ELS data (who attends? What do they think? Basic pretest/ posttest); Measure “moving the needle” on Air; Include diverse campus stakeholders in planning 2014-15 series on “Food”; Secure SFRC funding to support an ELS student assistant
Engaged Learning Series (ELS) Coordinator, Sarah Steimel, developed a calendar of events before the school year started and mailed it out to all faculty in August (before
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fall semester began). An updated website with ELS events was created and maintained so that new events were added as campus groups notified CCEL. Based on this update process, we intend to again print a paper calendar and mail it in August, but we also plan to print a paper calendar and mail it in December (for spring semester) during the 2014-2015 year. We will continue to maintain an up-to-date event website.
The 2013-2014 calendar did reflect a fair variety of events, including types of events (i.e.
speakers, panels, movie screenings, art exhibits, science demonstrations) and academic colleges/perspectives presented (e.g. Respiratory Therapy students introduced one speaker; the College of Science and College of Applied Science and Technology both had faculty speak; Communication students’ short films were screened at an event moderated by the dean of Arts & Humanities, etc.). Additional work is underway to continue and improve the range and diversity of events being featured in 2014-2015.
We have continued to make the campus aware of the ELS’s location in CCEL. All ELS
posters produced by our office had the CCEL logo on them, and CCEL was mentioned (as a sponsor or co-sponsor) in introductory remarks at all events. All College deans have been contacted on more than one occasion and invited to participate in ELS planning processes.
This early summer (April-May 2014), we have been working with our student Marketing
specialist to create branding for FoodMatters, but also to create clear branding for the Engaged Learning Series overall. She is working on developing banners/posters/etc. that we can print and use as advertising in the Union and other spaces before events and that can be displayed on stage (or in other locations) during events to help clarify the identity of the series and of CCEL’s role in it.
The ELS website has been established as part of the CCEL’s website. It currently features
an overview of this year’s topic, a calendar of events, and a media coverage page which features the articles and stories that have covered ELS events. The Website will be updated as the new overall branding and Food Matters branding are available. The Website will also need to add a “series history” page with overall information about the series and past topics.
This year, the Engaged Learning Series posters were designed at first by the CCEL
Marketing intern, and then on the request of a faculty member in the Art Department, were then designed by an Art Student. Unfortunately, that Art student was not very reliable and the faculty member mentoring him went on sabbatical, creating a situation where posters were often not finished in a timely manner. By the end of the year, another Art Department faculty member was doing the students’ work and designing many of the posters just to ensure that they were done. This was obviously an unsustainable model. As a result, for future years, we’ve chosen to bring the poster/flyer design back in house and have our marketing/promotions student design them under the guidance of one of the Art Department faculty. Thus, we are excited to see more consistent and even higher quality designs next year.
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This year, SFRC funding has been secured to fund an ELS student assistant (specifically in the role of Living Learning Community Peer Mentor). We look forward to continuing to develop the role of Community Engaged Leaders for the Engaged Learning Series.
ELS baseline attendance data have been collected. Attendance at ELS events varied
widely across the semester. One co-sponsored event (put together by the Environmental Issues Committee on indoor air quality) only had seven attendees. On the other hand, Lt. Gov. Greg Bell’s event had more than 200 attendees and was recorded for additional playback available through the Walker Institute Website. Despite this variability, we had many successful events. At least three events in the Fall semester (e.g. Lt. Gov. Bell, Dr. Brian Moench, Chip Ward in the Fall) had 100 or more attendees. We had other events where attendance numbers in the 40s or 50s were common (Film Screening “Idle Threat”; The Utah Air Quality Expert Panel Discussion, etc.) Based on this attendance data, I have a much stronger sense of the types of events that might be more likely to draw a significant audience and I have a better sense of how I might encourage participation in the future.
ELS “Moving the Needle” onAir – For this first year, we measured “Moving the Needle”
in three intentional ways. (1) During the Fall Semester, my Communication 3150 students provided
surveys at all of the Engaged Learning Series events that measured student attitudes, interest, and awareness about Air Quality issues (and asked students about those attitudes both pre- and post- the event they were attending). Obviously, not all attendees finished and returned their surveys. But, of the surveys that were returned, students reported statistically significant increases in their Interest in Air Quality Issues, their Knowledge of Air Quality Issues, and their perceived Importance of Air Quality Issues after the event (all at a p<.000 significance). When asked how likely they were to attend a second Engaged Learning Series event, students answered an average of 3.59 on a 5 point scale (where 5 is “Strongly Agree” and 4 was “Agree”). Perhaps most interesting, when asked “After today’s event, I am more likely to take some action to improve Air”, students answered an average of 3.92 on a 5 point scale (where 5 was “Strongly Agree” and 4 was “Agree”). Thus, there is evidence that student interest, awareness, and intent to action was generally moved by the series.
(2) – The second way we measured “Moving the Needle” was through soliciting faculty for stories of these issues playing out in student projects/work in the classroom. Several faculty incorporated Air-based projects in their courses. For example, Larry Clarkson’s Graphic Design students all designed Air Quality related educational/infographic posters that then hung in both Elizabeth Hall and the Union Bridge gallery for display to the student body. Colleen Packer Berg’s Communication Capstone students filmed short films related to Air Quality and those shorts were screened in the Union during another Engaged Learning Series event. Many faculty in Geography (including Alice Mulder and Dan Bedford) did Air related readings and projects in their courses in partial conjunction with the theme. A class of respiratory therapy students led by Paul Eberle came to one of the events and two of the students from the course who have been particularly active in research and applying Air issues in the community (through the development of a COPD support group at McKay Dee)
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shared their work with the audience and introduced a speaker). There are other examples as well. In future years, the ELS Coordinator intends to develop even better ways for tracking these projects and their impact on the campus and community.
(3) – We finally did move the needle in a direct way through our Make a Difference Day efforts. On that day, students planted trees, cleaned and prepared community gardens and participated in other direct service actions that would improve the local air quality. ELS Coordinator intends to make these service moments an even more intentional part of future series.
(4) While not perhaps a direct measure, it is also worth noting the large amount of press coverage the events in the Engaged Learning Series received this year. Because “Air” was obviously such an important issue for our community, many of the individual OnAir events were covered in local press either before or after the event, and the broader series itself was mentioned in University Communications press releases related to issues other than the series itself (e.g. Weber State’s Green Campus Award from the Princeton Review). Some examples of that press coverage can be found at http://www.weber.edu/ccel/press_coverage.html
Diverse campus voices have been included both in planning the 2014-2015 series and in
the brainstorming of the 2015-2018 series topics. For the 2014-2015 series, individuals were recruited using a network/snowball sample from 7 of the 8 academic colleges (omitting the library) to participate in identifying and framing the key issues for the 2014-2015 academic year. Additionally, individuals from student affairs offices that had the most obvious interest in issues of food (including Student Wellness, Student Psychological and Counseling Services, the individual running the Weber Cares Food Bank, etc.) were invited and were present. Moreover, those representing key partner/stakeholder groups (e.g. the director of the Oleen Walker Institute, the director of the Environmental Initiatives Committee) were invited. This diverse panel has been actively involved in shaping the 2014-2015 series.
For the future (2015-2018 cycle), we held a special brainstorming/focus group session in
April to begin looking forward. All 8 Academic Deans (including the library) were invited to participate and were asked to invite 2-3 representatives from their own colleges to attend. All Student Affairs Division heads were similarly invited and asked to bring 2-3 representatives from their areas. Additionally, folks with a known interest in these issues/this process were invited as well. At the event, 37 people were in attendance. All of the academic colleges were represented as were most of the student affairs divisions. The brain storming conversation was productive and the energy level was high. We intend to follow up in August with these folks and with faculty more broadly to include a great deal of voice (and investment) in the next three year cycle’s topic picks.
● Establish and develop a Living Learning Community
o Year 1 – Work with RA in Building 3 to create community engagement events for residents; Develop job description for LLC Peer Mentor; Record student engagement; Make potential students more aware of LLC and associated expectations for 2014-2015 school year; work with housing to create communication outlets to LLC students by May
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2014; identify appropriate LLC components and requirements for 2014-15 and develop implementation plan.
For 2013-2014, the Living Learning Community did not work out as we had hoped.
Housing was unable to provide us with details about the students assigned to the living learning community until the week classes began. When those students were contacted via email, it became clear that neither the students nor their RA were aware that they were members of the Living Learning Community. As a result, none of the students were willing to sign up for the suggested Living Learning Community academic class (in Botany) and in general the RA and the Peer Mentor (from CCEL) working with the students reported that the students were largely unwilling to participate in any Engaged Learning Series events.
The focus of the 2013-2014 year then was in learning how this could be done
differently/more effectively. Representatives from CCEL met with representatives from housing several times over the year to talk about desired outcomes, learning objectives, procedural issues and areas of interest. Those conversations made it more clear what housing, for example, was or was not able to do to help students realize they were in an LLC.
In April, Housing provided us with a much more organized and thorough procedure for
training the RA that will be living in the Living Learning Community and the Peer Mentor that will be working with him/her. These documents contained job descriptions, desired outcomes and other very clear expectations. Additionally, Allison Hayes communicated to us that she would be able to provide the names of the RA(s) living on the LLC floor in early summer so that we could coordinate to be sure that the RA understands the goals and plans of the Living Learning Community. Allison also believes that students can be contacted earlier about their assignment to the LLC. All of this additional information will likely make the process smoother.
Finally, based on the lessons learned this year, the intention is for the Living Learning
Community next year to focus on planning 2-3 of their own Community Engagement activities each semester. While we will encourage them to pick at least some activities already being offered by the CCEL (and hopefully the FoodMatters series), we strongly feel that we must first establish a spirit of community engagement in campus housing, and that can be done best by asking the students to organize around the issues that matter to them.
● Develop Community Research Extension o Year 1 – Set up new space in basement of American Red Cross Building and use as
student, faculty, staff, and community partner work space to support community research; use OUPN grant to create 50/50 community researcher positions for 4 students; secure funds from SFRC to fund a CCEL Research Assistant 2014-15; make practicum and internship experiences available for students wanting community research experience; work with faculty involved in OUPN and develop community research opportunities for their students; Establish WeberSync tracking system at CCEL-CRE (install card swipe mechanism on site and set up CCEL-CRE portal in WeberSync)
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The new space in the basement of American Red Cross Building has been set up so that
student, faculty, staff, and community partners may use the space in support of community research. Space includes 12 work stations for students, faculty/staff, and community partners working on community research projects. Additionally, the space includes a conference room, office for Community Research Coordinator, Azenett Garza, a kitchen and small storage closet. Open house occurred October 3, 2014.
A total of 6 students were hired in either work/study or 50/50 positions to contribute to
the CCEL-CRE as community research or CCEL assessment assistants. Community researchers included: Paola Tobar Nuñez, Niccolle Spjut, Emily Brignone, and Corbin Standley. CCEL assessment researchers included: Aaron Hansen and Leonel Torres. A seventh work/study student served as the CCEL-CRE office aid – Gregorio Noriega.
A total of 7 students in the Academic Year of 2013-2014 completed either Practicum,
Directed Readings or Projects and Research that were related to the OUPN Project: Annika Karlsen, Page Woodward, Trevor Hogg, Bryson Bessire, Corbin Standley,
Crystal Garcia, & Niccolle Spjut.
Three students volunteered on a specific aspect of the OUPN project and were housed in the CCEL-CRE: Bryson Wandling, Amy Pomeroy, and Alex Holt.
More and more students are approaching the CCEL-CRE Coordinator for research experiences. More strategic opportunities need to be developed and a plan for managing all of these students needs to be developed.
WeberSync has not been established at CCEL-CRE yet. This will be important to do ASAP
as it would be one way to track our Community Research Student Volunteers’ hours.
● Develop Philanthropy program o Year 1 – Review the Mayerson Project model, develop criteria, pilot with small group of
classes
The Mayerson Project was briefly reviewed and a faculty handbook developed from that project shared with two faculty members who were asked to pilot philanthropy projects in their courses. These two faculty members, Sam Zevelof and Azenett Garza, were already engaging their students in philanthropic work and were asked to participate in the pilot to test out two different models which could inform the development of a campus-wide philanthropy program.
Fall 2013 - Azenett Garza required her psychology students to research local organizations with research-based interventions already in place to address self-esteem building for specific populations. Students worked in teams of 3-4 and identified four potential community organizations they thought were deserving of additional funding. Each student group presented their research and case for each community organization. After deliberation, students chose to support the Give Me a Chance organization in Ogden to help teach computer skills to women in the community. Students raised $185 dollars and the Provost’s office contributed $415 to the project to provide a $600 donation to the organization.
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Spring 2014 – Sam Zevelof required his zoology students to help research international organizations addressing preservation of ringtail mammals. The international organizations identified by students and Sam then became “partners” for the Save the Ringtails organization that Sam and his students created. Students participated in fundraising activities. Funding goes into the Save the Ringtails organization, which is housed in the Zoology Department at WSU and will be dispersed to the international partnering organizations working to preserve ringtail mammals.
CCEL director is currently working with the Provost to use these experiences to inform the development of criteria and timeline for a philanthropy program at WSU.
● Increase number of students participating in work-study positions in community organizations On the strategic plan to start in Year 3 – 2015-16
● Develop Undergraduate CEL Certificate program (potentially part of Civitas)? On the strategic plan to start in Year 3 – 2015-16
● Develop Master’s level program for Community Research? On the strategic plan to start in Year 2 – 2014-15
Develop Democratic Engagement Leaders Program and Community Research Leaders Program On the strategic plan to start in Year 2 – 2014-15
Goal II. Community partnerships are mutual and reciprocal
● Ensure open lines of communication and information sharing with community partners o Year 1 – Disseminate new CCEL brochure to partners communicating name change and
intentional articulation of the three pillars; Make partners aware that the ELS exists & is housed in CCEL; Administer community partner survey; Be responsive to community partner requests, needs, and concerns
All partners have received the new Community Partner How-to-Guide through a brief
packet outlining major changes for the upcoming year including WeberSync. All new partners receive Welcome Packet which includes a copy of the Community
Partner How-to-Guide, Welcome Letter, and contact information for Community Partner Coordinator.
Office hours implemented at Community Research Extension for drop-in meetings. Community Partner Check-In Form created to ensure continuity between partnership
meetings. Newsletter is distributed monthly highlighting the progress of trainings and any
upcoming events.
● Systematically assess community impact o Year 1 – Focus on OUPN community needs assessment; learn ETO system for collecting
community data; assist United Way in data needs for Promise Neighborhood Implementation grant
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CCEL-CRE has been assisting OUPN with the needs assessment. Brief reports on various
topics from both the Community survey and the focus group data have continued to be written over the course of the year. Data has been collected for the School Climate and is currently being analyzed. We are still waiting for the data from the School Board. We have not learned ETO yet. A training opportunity for Nicci was missed and it has not been prioritized. We will determine other ways for obtaining training in ETO this summer.
● Implement and assess tiered partnership model
o Year 1 – Implement Tiered Partnership model; hire full-time more stable staff member to facilitate partnerships
Full-time professional staff member, Scott Ball, was hired in the Community Partner
Coordinator position August 2013. Scott is responsible for building and maintaining partnerships through the tiered partnership model.
Community Partner Assessment updated and will be administered to partners in June-
July. Specific focus tied to tiered partnership model and WeberSync For upcoming year, increases in partnership include:
3 – Purple Pride Partners 6 – Wildcat Partners 29 New Cub Level Partners throughout year Only one organization decreasing partnership level
● Enhance community partner training
o Year 1–Provide training to community partners with regard to our new service hour tracking system.
All Purple Pride partners were provided card swipes and tutorials on their functions. Purple Pride and Wildcat partners invited to an individualized training session on
WeberSync immediately following Fall Volunteer Fair. Walkthroughs and hand-out materials developed and circulated to Community Partners
who have had difficulty navigating new system. Materials uploaded to website. WeberSync and partnership overview incorporated toVolunteer Management Training
as final session topic.
● Incorporate more community partners on CCEL committees and in student trainings o Year 1 – include community partners on the Carnegie Task Force so they are fully
contributing to the reapplication process; invite community partners to Community Engaged Leader Training at the beginning and in the middle of the year; involve community partners on all CCEL committees
Community partners were intentionally and strategically placed onto each of the CCEL
committees. Partners were invited and all attended the Community Engaged Leaders Fall and Spring Training Retreats. This provided enhanced planning and led to increased buy-in.
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● Explore innovative ways to bring campus and community together to develop partnerships o Year 1 - Speed networking; Bring in community partners for “Air” Events (partner for
Make a Difference Day, piggy-back on College Town Initiative whenever appropriate., etc.)
Speed Networking Event Large Success – 22 Community Partners in Attendance – 16
Faculty Members Office Hours at Community Research Extension allowed for increased “face-time” with
Community Partners Collaborations with LLC and Youth Impact for Healthy “Punt, Pass, Kick, Activity” ELS to include Community Partners in “Food” programming CCEL & Community Research Extension included in United Way “Business After-Hours”
Event ADP hosted the first Talk of the Town which included Ogden City Council, Ogden City
Mayor and UDOT and UTA deliberating with students and administrators The ELS did participate in Make a Difference Day Projects which worked on issues of Air
out in the community. Additionally, representatives of many of the Air advocacy groups working in the local/Wasatch area came to campus (e.g. Utah Physicians for a Healthy Environment; Utah Moms for Clean Air). Additional work will be done in the future to connect the series more fully to the community.
● Develop tools to better identify community partner needs and better dissemination tools to match those needs to faculty/staff/student assets
o Year 1 – Develop MOU/Project Contract template for Community Research Projects that clearly outlines expectations, product, and timeline tailored to each specific project; Create a partnership list from current CEL syllabi; Community Partner Coordinator and Faculty in Residence work together to explore possible ways to best connect partners to faculty/staff
Tools for Community Research Partnerships Specifically
The MOU/Project Contract specific to community research projects has not been accomplished but something that needs to be prioritized this summer so that the template can be in place this Fall begins.
A partnership list has not been created. This year, however, the Community Partner Coordinator, the Faculty in Residence, and the Community Partner Coordinator did collaborate and communicate in expressing community research needs, in broadcasting research needs of the community to faculty, and finding ways to partner community partners with faculty/staff. But, creating a specific process that should be followed would be helpful.
Tools for Partnerships in General
Community Partner Coordinator and Faculty in Residence collaborate through shared document which lists project requests and have developed systematic method for connecting Community Partners and Faculty.
As part of the new partner process, a sit-down meeting is scheduled to discuss benefits of partnership and assess needs.
All MOUs and Community Partner Applications ask for specific volunteer and project needs. Available online.
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Community Partner Directory searchable with iFrame on office website for Faculty Members.
The Faculty in Residence has not created a partnership list from current syllabi but is planning to do so in WeberSync before fall 2014.
● Provide tools and resources to partners making their experiences with the university more
beneficial and meaningful o Year 1 – WeberSync for tracking volunteers
All organizations with an active MOU have been created on WeberSync and provided
administrator access to make their own revisions/updates as the organization deems necessary.
WeberSync trainings have been modeled to highlight benefits for community partners such as tracking of volunteers and creation of events.
Volunteer Management Training provided at no cost to members increasing their level of partnership.
All organizations have received the newest version of the Community Partner How-to-Guide.
● Enhance community research support to partner organizations
o Year 1 – assist Ogden United with research needs for Promise Neighborhood implementation grant process
The Federally funded Promise Neighborhood Implementation Grant call for applications
has been postponed. We expected the deadline for the application to be July 2014. We are now expecting this to be postponed for a full year or more. Over the course of the year, CCEL-CRE Research Assistants have been conducting literature reviews on areas in which opportunities for collaboration and interventions are ripe. In addition, research assistants continue to analyze data necessary for implementation grant process, whenever that opportunity comes available.
● Train faculty/staff on best ways to facilitate mutual and reciprocal community partnerships
o Year 1 – Incorporate community partner training into CEL Fellows training; Evaluate what community partner needs are with regard to faculty (use data from community partner survey)
Community partner training was woven into the Fellows program by having community
partners act as a panel presenting to faculty what they do and do not like when partnering with faculty. Personalities in the room did not mess and faculty were offended by partner comments. The Faculty in Residence and Community Partner Coordinator have met to discuss what can be done to attempt a more productive training next year. The idea is to have teams of faculty and community partners who have created and maintained successful partnerships present to the faculty Fellows fall 2014.
The 2014 community partner survey is administered in summer 2014. Data from this survey will be utilized to inform the content of the CEL Fellows community partner training session.
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Goal III. Enhance the capacity of campus to incorporate community engagement into whatever they are doing
● Establish solid definition of CEL and three pillars and integrate them into all CCEL programs o Year 1 – Employ awareness campaign to campus about CCEL name change and
articulate three pillars in the campaign; Develop CCEL brochure reflecting three pillars; Update CCEL videos with name change and three pillars; CCEL management team clearly articulate definitions of community engaged learning, service, democratic engagement, and community research; publish these in course catalog and on CCEL website; disseminate to campus at large via advertising materials; Plan workshops with TLF to explain pillars to faculty; Communicate to Civitas students the definitions of three pillars so they can include experiences representing all three in their portfolios
2013-14 was the first year with the CCEL name. An awareness campaign took place over
the course of the year which included: o Development of new CCEL brochures distributed to faculty teaching CEL courses
and community partners o Name change flyer distributed across campus to all faculty and staff o Revamp of the website to reflect new name and three pillars – service,
democratic engagement, and community research o Revisions to course catalog to include new name, refined mission and
definitions of community engagement in general and the three pillars specifically
o New bookmarks and program descriptions with new name and pillars were distributed to students
o New signage and new name physically on the center o Presentations at Deans retreat, and 4 college opening meetings in August 2014 o Two hour presentation at New Faculty Retreat in August 2014, which included
70 faculty participants o Civitas students were taught the three pillars this year in their course
● Collaborate with campus entities and help them see how CEL and the three pillars complement
their efforts/mission o Year 1 – Collaborate with Walker Institute on ELS and ADP in particular; collaborate with
OUR to support students pursuing Community Research experiences
ADP collaborated with the Walker Institute and brought Senator Mike Lee to campus for Constitution Week
CCEL also collaborated with the Walker Institute on the Engaged Learning Series, specifically in bringing Lieutenant Governor Greg Bell & Senior Environmental Advisor Alan Matheson to campus in Fall 2013. This event was very well attended (approx. 200 people) and received a fair amount of press coverage (including the Salt Lake Tribune, the Standard Examiner, and KUTV/CBS Affiliate in Salt Lake) both before and after the event. Carol McNamara (head of the Walker Institute) has continued to be involved in ELS brainstorming and planning for the 2014-2015 year.
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● Create interdisciplinary campus-wide CEL opportunities through Engaged Learning Series bringing multiple areas of campus together around a single topic each year
o Year 1 – Create a wide variety of events around the issue of Air that cuts across numerous disciplines and each college at WSU; track participation in these events; Create “Food Matters” committee that includes all areas of campus – academic and non-academic – to begin developing and planning next ELS; Establish & Improve ELS website and public flyers
All of these goals are addressed under the Goal I above
● Provide faculty and staff training opportunities - CEL Fellows Program, co-sponsored faculty development through TLF, etc.
o Year 1 – Collaborate with TLF to host workshops on presenting/ publishing in this field; assess faculty need for CEL SI program and modify program to meet faculty needs
One workshop on Community Engagement and RPT was hosted by TLF but no faculty
showed up to participate. This is planned to occur again next fall semester when faculty will be in the process of putting RPT documents together.
Faculty in Residence has not assessed faculty need for the CEL SI program. Only one faculty member utilized the program this year. Funding constraints will put this program on hold for 2014-15. Assessment of need for the program will occur during this hiatus and will inform a decision to continue the program or not.
● Help evaluate the need to revise Rank and Tenure documents to include CEL in scholarship,
teaching and service o Year 1 – Use Carnegie re-classification as leverage to get the colleges examining their
tenure documents
A sub-committee to the Carnegie Task Force was created called Faculty Roles and Rewards sub-committee. A faculty member from each of the seven academic colleges (omitting the Library) served on this committee, including the following:
o Arts & Humanities – Catherine Zublin o Dumke College of Health Professions – Stephanie Bossenberger o Moyes College of Education – Valerie Herzog o Goddard School of Business and Economics – Cliff Nowell (fall 2013); Seokwoo
Song (spring 2014) o College of Applied Science and Technology – Rich Fry o College of Social and Behavioral Sciences – Eric Amsel o College of Science – Rick Ford
All tenure documents were revisited during this process. College of Social and Behavioral Sciences was used as the example for others to follow. COAST successfully changed their criteria during the 2013-14 year to include community engaged learning in teaching, scholarship and service.
This sub-committee developed a document that has been shared with the faculty senate executive committee which has agreed to task APAFT with revisiting promotion policy during the 2014-15 academic year to be sure it is consistent with college tenure and
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post-tenure documents that now include community engagement in teaching, scholarship and service.
Currently 4 of WSU’s college tenure documents explicitly reward community engaged learning in teaching and/or scholarship – Social and Behavioral Sciences; Arts and Humanities; Education; and COAST.
This was a very successful process and will continue in upcoming year as this sub-committee will continue.
● Administer Hall Endowment for Community Outreach Grants to support CEL more broadly
across campus o Year 1 – Discuss purpose of Hall Grants and determine if expanded CCEL mission can be
supported by awarding Hall Grants in all areas rather than just service
Hall committee met and discussed the scope of Hall Endowment funds. After several discussions, the committee will continue to support proposed programs under the same criteria it always has which includes mostly direct service experiences but considers community research and democratic engagement work on a case by case basis.
The committee would like international work removed from the language of the call for proposals and would like to explicitly require applicants to speak directly to the number of WSU students involved in the proposed project.
● Increase collaboration and events CCEL hosts at Davis Campus
o Year 1 – Host an event at Davis and evaluate collaboration. Develop method to involve 3 Davis campus student leaders onto the Community Engaged Leaders team
This year we hosted one of our Make-A-Difference Day projects in Davis County at
Antelope Island State Park. While all of the volunteers chose to meet at the Ogden Campus and we didn’t have any volunteers from the Davis Campus show up to the site, we feel that this outreach is important and the relationship worthwhile. We have established a structural change to allow ongoing communication with the Davis County in that the Davis Campus relinquished their three service board positions to the Community Engaged Leaders program. This will allow us to have an ongoing relationship with and programming in the Davis County. Based on our CCEL partner model, we will be able to provide outreach to our partners holistically and consistently from WSU.
● Increase awareness of Service-Leave Policy PPM 3-66 to increase number of staff participating in
CCEL university-wide events. o Year 1 – Advertise Service-Leave Policy with each of the three large days of service
meeting the Service Leave Policy criteria; collect data on number of staff participating
WSU Makes a Difference in Ogden, May 8, 2014, was the first large day of service intentionally and strategically designed to target WSU staff participation through the Service-Leave Policy.
Flyers were circulated to all staff across campus alerting them to both the service day and the Service-Leave Policy.
Participation and hours were tracked through the WeberSync system. See “Large Events” section of annual report for more details on participation numbers.
50
Goal IV. Achieve National Recognition of WSU and CCEL ● Complete and submit Carnegie Classification for Community Engagement Re-application
o Year 1 – Develop Carnegie Task Force to complete application
A 30 member task force was created to assist in the Carnegie reclassification process. Two sub-committees to the task force were also created: Faculty Roles and Rewards
sub-committee; and Community Partnerships sub-committee. Outcomes of the Carnegie Reapplication Process Include:
o Community Engagement Website – www.weber.edu/communityengagement o Standard Carnegie Language
Through wonderfully diverse programs, Weber State University enriches lives in the community. In 2008, WSU was awarded the prestigious Carnegie Classification for Community Engagement, acknowledging the university’s long-time commitment to the greater Ogden community, the region, the state, the world.
o 125 Partnerships Report – which is being incorporated into the College Town Initiative
o Revitalization of Outreach Database – www.weber.edu/outreach o Community Engagement & Rank/Tenure – movement on rewarding faculty for
community engaged work in teaching, scholarship and service o Hopefully a successful reapplication for the classification
● Complete and submit application for President’s Honor Roll for Community Service (all years)
o Years 1 – 5 – compile CEL examples and track community engagement annually to submit to President’s Honor Roll
Application successfully submitted April 2, 2014 Submitted projects in the General Service section of the application this year. Waiting to learn outcome.
● WSU CCEL representative serves national and/or international organizations
o Year 1 – WSU CCEL maintains status as NASPA Lead Institution for Civic Learning and Democratic Engagement; WSU sits on the ADP Steering Committee; WSU leads out on national ADP Student Advisory Council
WSU CCEL Faculty in Residence sits on the ADP steering committee WSU CCEL Faculty in Residence provides the faculty advisor for the national ADP
Student Advisory Council CCEL Director serves as campus representative for NASPA Lead Institution for Civic
Learning and Democratic Engagement See “Professional Service” sub-section of Staff Accomplishments section
● Nominate WSU students/faculty/staff/alumni and community partners for Awards – national
and otherwise (all years) o Year 1 – Compile a list of awards for which we can nominate students, staff, faculty,
community partners, and alumni; nominate for at least 2 awards
51
A partial list of potential awards has been compiled. This needs to continue during the 2014-15 academic year.
Nominations for only one national award occurred this year – the Civic Newman Fellow Award from Campus Compact. Trevor Annis was successfully named Weber State’s Civic Newman Fellow.
● CCEL staff give conference presentations and publish CEL work (all years)
o Year 1 – Each CCEL professional staff and faculty member develops/outlines their research agenda for the next three years; CCEL staff/faculty presents at one professional conference
See “Publications and Presentations” sub-sections of Staff Accomplishments
● Increase number of conference presentations and publications of CEL work by WSU faculty and staff
o Year 1 – Inventory faculty/staff CEL scholarship presented or published since 2008 (our last Carnegie application); encourage faculty/staff to attend and present at ADP, COS, and IARSLCE conferences by providing $250 in travel expenses to each faculty/staff member who presents
As part of the Carnegie reapplication process, an inventory of faculty/staff CEL
scholarship was conducted revealing some increases in faculty scholarship in the same colleges that were doing this in 2008 when WSU first received the Carnegie classification. See Carnegie Classification Application for details.
Faculty in CCEL positions presented at ADP, COS and IARSLCE during the 2013-14 academic year.
Mindy Russell-Stamp and Maria Parilla de Kokal were financially supported with $250 travel stipends to present at IARSLCE fall 2013
K Stevenson and Tamara Goldbogen were supported with $150 travel stipends to present at Continuums of Service (COS)
The goal is to support as many faculty as we can with approximately $1,000 in travel stipends to encourage them to present their community engaged work. This amount needs to be increased and will be if a donor is identified to do so.
● Promote Citizen Alum work given that WSU is one of 25 institutions participating nationally
o Year 1 – Collect oral histories of community engaged WSU alumni; Use Metropolitan State’s oral history questions as guide; train Civitas students to collect these histories; record stories on video
The Alumni Listening Project is woven into the Civitas program (a community engaged learning scholars program). Teams of students in the Civitas course were supposed to be assigned a WSU alum to interview for the listening project. This year, the TA for Civitas conducted the interviews. Audio, video and written files are collected for interviewed alumni who will then be posted on our virtual "Wall of Fame."
o 3 interviews were completed 2013-14 and recorded on video o The virtual “Wall of Fame” will be created in 2014-15
52
Alumni page on the Center for Community Engaged Learning website includes information about how alumni can get involved with current community engaged learning efforts - http://weber.edu/ccel/doers.html
Reserved space for alumni on international community engaged learning trips sponsored by the center – 2 WSU Alumni are traveling to Peru with 20 WSU students June 16 – July 3, 2014.
Goal V. Secure funding and resources to enhance community engagement
● Fully participate in Capital Campaign o Year 1 – Develop donor centric language around funding priorities for CCEL: naming of
center, donor for philanthropy program, additional donor for international CEL; Provide requested text or materials to University Advancement in order to promote CCEL in the campaign; Meet with potential donors; Attend kick off and subsequent campaign events; make presentations to groups who have potential donors as members
Donor centric language has been developed around naming the CCEL. Funding priorities have been continually developed throughout the year as potential
funders have been identified. The funding threshold reported in the list below is not firm other than the center naming. The list of funding priorities includes:
o CCEL naming - $3 million o Academy for Democratic Engagement - $1 million o Community Research Extension - $1 million o Community Engaged Leaders Program - $1.5 million
Or each leg could be individually named for $500,000 each: Community Engaged Leaders – Service Team Community Engaged Leaders – Democratic Engagement Team Community Engaged Leaders – Community Research Team Community Engaged Leaders – Learning Series Team
o Engaged Learning Series - $500,000 o Philanthropy Program - $250,000
Additional funding for existing scholarship accounts is always part of funding priorities. Participated in Love UT, Give UT Provided University Advancement materials and student stories to have CCEL highlighted
and included in the Student Affairs Capital Campaign materials. CCEL director presented to Ogden Chamber Women in Business and Noon Exchange Club CCEL director met with WSU President and University Advancement Development
Officers to provide overview of CCEL’s more clearly articulated mission with three pillars of service, democratic engagement and community research. The intent is to help development officers better represent CCEL when talking with donors.
● Develop WeberSync as resource to enhance CEL
o Year 1 – Secure OrgSync software and set up as WeberSync; Develop and implement awareness campaign for targeted audiences on campus who will use WeberSync to get connected to and track community engagement experiences; Work with OrgSync to develop the necessary features in the program to track all that we do in the CCEL; set up card swipe mechanisms in all Purple Pride Partner Organizations; Use card swipe mechanism at all CCEL hosted events to track participation and hours of engagement;
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Develop portals for CCEL programs and CEL courses and train staff and faculty how to use the portals to effectively communicate with students and track their community engagement; Run WeberSync reports on student participation in community engagement
OrgSync software was not secured through Purchasing Office until August 1, 2014. This
gave CCEL staff a very short timeline to get the system up and functional by the start of the fall semester. The CCEL staff did have a barebones tracking system available through what we call WeberSync by the start of September but it did not have all the functionality necessary to fully support CEL designated courses. CCEL Office Specialist and director worked with OrgSync throughout the year to develop necessary reports for faculty to make this system usable for CEL faculty and for running administrative reports for CCEL’s purpose of tracking community engagement at WSU.
An awareness campaign for WeberSync was created and targeted CEL faculty, staff, students and community partners most.
o Faculty trainings were facilitated by Carla Jones, Office Specialist, during the fall 2013 semester
o WeberSync information and frequently asked questions sheet was sent to all faculty teaching a CEL designated course
o Information for navigating the new system was posted on WeberSync and the CCEL website
o Get Connected signs were made and posted around campus announcing the new tracking system and encouraging students to log on and create profiles in the system
o Community partners received group and one-on-one training for the new system and guidance on how to manage their portals in the system
Cardswipe machines were set up at all Purple Pride community partner sites. Data show these machines have been very successful at capturing students’ volunteer hours on site. Plans to install machines in Wildcat level partnership organizations are underway.
WeberSync was only used by some CEL designated courses, the Community Engaged Leaders – Service Team, and the Engaged Learning Series throughout the 2013-14 academic year. All other CCEL programs were not tracked in the system regularly. There is now a commitment on the part of the CCEL staff to do so in 2014-15.
May 22, 2014 - CCEL staff received training on changes being made to WeberSync for 2014-15. All CCEL staff have committed to creating necessary portals in the system to track community engagement in their respective programs.
● Explore grants to support various CCEL initiatives
o Year 1 – Apply for MLK Grant through U Serve; Assist United Way in writing Promise Neighborhood Implementation Grant
We were successful in obtaining a $1,500 grant from the Utah Commission on Service
and Volunteerism for the WSU Remembers MLK Week of Service.
The call for the Ogden United Promise Neighborhood implementation grant was postponed by the federal government; therefore, we were unable to help United Way apply for this grant. United Way did however continue to pass along more funds to continue to support our students and staff in the OUPN community research project.
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The CCEL-CRE also assisted the Ogden Police Department in writing for the Byrne Grant.
The CCEL-CRE is listed as the research partner on the grant which, if granted is a 3 year commitment.
In addition, Nicci Spjut, CCEL-CRE research assistant, is beginning to research different
types of grants that can help support the CRE.
● Establish co-sponsors to support Engaged Learning Series o Year 1 – Establish co-sponsors [on and off campus] for “Food” topic (2014-2015)
CCEL is still primarily working with the Environmental Issues Committee as a primary co-sponsor partner for the 2014-2015 series. We are currently talking with the Richard Richards Institute for Ethics about another possible sponsorship. Some of the individual colleges and departments may also be sponsors of events relevant to their area(s) of study.
We additionally are planning to partner with the LDS student center (the LDS Institute) for at least one event to increase investment from those students.
We are also working with a few community partners as potential co-sponsors of events next year (specifically as food drive co-sponsors).
● Engage Alumni with the CCEL – utilize Alumni to support CCEL programs with time, expertise and/or finances
On the strategic plan to start in Year 2 – 2014-15 Goal VI. Recognize and reward outstanding CEL among students, staff, faculty, alumni, and community partners
● Continue to host an annual recognition event (all years) o Years 1-5
See Annual Recognition entry in “Large Events” section of Annual Report.
● Continue to nominate staff and faculty for the Lindquist Award and facilitate Lindquist Lecture
annually (all years) o Years 1 – 5
CCEL director asked former Lindquist recipients to nominate candidates for this award
this year. This resulted in the largest pool of candidates WSU has ever had for the award. CCEL director also asked to sit on the committee this year. Lisa Trujillo was selected as 2014 Lindquist recipient.
Lindquist Lecture was given by Valerie Herzog in fall 2013. See “Large Events” section of annual report for details.
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● Continue to facilitate Utah Campus Compact Awards selection process for WSU (all years)
o Years 1 – 5
CCEL awarded all categories of Campus Compact Awards again this year See Annual Recognition section of Annual Report to see list of recipients
● Continue to facilitate scholarships for outstanding community engaged students (all years)
o Years 1 – 5
CCEL awarded 4 student scholarships from 91 applicants. Noted in Annual Recognition section of Annual Report
● Increase participation of WSU students, staff, faculty, alumni, and community partners at the
annual CEL Symposium o Year 1 – Secure national keynote speaker; invite CEL classes that have presenters in
them; invite community partner organizations highlighted in the symposium; invite Ogden City Council members; require Civitas students to participate; record student participation and satisfaction with the experience
Rye Barcott served as national speaker (see “Large Events” section of annual report for
details. Community Partners invited to view Community Engagement Symposium, two Purple
Pride Partners in attendance – Youth Impact, Your Community Connection. Ogden City Council members were invited. Bill Cook was the only representative from
the City Council office to participate. One Civitas student participated. All CEL faculty and classes were invited to bring their students to the symposium WeberSync was successfully used to record student participation at this event.
Satisfaction was not assessed.
● Provide training opportunities for CEL faculty to learn how to put together RPT files that incorporate CEL in teaching, scholarship and service
o Year 1 – talk with new faculty at new faculty retreat about where CEL fits in the RPT process here at WSU
One workshop on Community Engagement and RPT was hosted by TLF but no faculty
showed up to participate. This is planned to occur again next fall semester when faculty will be in the process of putting RPT documents together.
● Recruit CEL full professors to serve on RPT committees (all years)
o Year 1 – Identify a list of CEL full professors and engage them in conversation about the need for their presence on RPT committees; develop a strategy for getting these folks nominated to serve on RPT committees
This goal was a bit premature. The work of the Faculty Roles and Reward sub-
committee to the Carnegie Task Force has now set up the possibility of having a
56
dialogue with deans about the review process given new tenure guidelines which opens the door for conversations about review committee membership.
This will remain a goal for the 2014-15 academic year.
● Showcase outstanding CEL alumni through the Citizen Alum Oral Histories project (all years) o Year 1 – Develop list of potential WSU Alum to interview in Oral Histories project; Train
students in Civitas class to conduct the interviews; Produce three polished video interviews and post on Citizen Alum webpage on CCEL website
As already noted above, three interviews were conducted by Civitas TA, Stuart Call.
None of these interviews have been edited for inclusion on the “Wall of Fame” yet.
● Develop an AmeriCorps matching funds program On the strategic plan to start in Year 2 – 2014-15
See Appendix E for 5-Year Strategic Plan and Goals
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Appendix A Carnegie Task Force
Carnegie Task Force Eric Amsel, College of Social and Behavioral Sciences Adrienne Andrews, Assistant to the President for Diversity Trevor Annis, Student, VP for Service Stephanie Bossenberger, College of Health Professions Jeremy Botelho, Cottages of Hope Ashlee Cawley, Student, American Democracy Project Bill Cook, Ogden City Council Jill Ericson, Student Success Center Rick Ford, College of Science Rich Fry, College of Applied Science and Technology Azenett Garza, CCEL Community Research Coordinator Amy Hendricks, University Communications Leslie Herold, United Way of Northern Utah Valerie Herzog, College of Education Teresa Hunsaker, USU Extension Adam Johnston, College of Science Lynn Kelly, Habitat for Humanity Luis Lopez, Community Education Center Brenda Marsteller Kowalewski (Chair) Mike Moon, CCEL, Assistant Director Leah Murray, CCEL Faculty in Residence Gail Niklason, Assessment and Accreditation Cliff Nowell, School of Business Jessica Oyler, SA Assessment Julie Rich, College of Social and Behavioral Sciences Jenny Scothern, GOAL Foundation Niccolle Spjut, Student, Community Research Ruth Stubbs, Education Access and Outreach Denise Thielfoldt, University Advancement Marcie Valdez, Catholic Community Services Catherine Zublin, College of Arts and Humanities
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Appendix B CCEL Committees
CEL Curriculum Shelly Costley , Dental Hygiene Ted Cowan, Computer Science Becky Jo Gesteland, English Adam Johnston, Physics Brenda Kowalewski, CCEL Joanne Lawrence, Dance Mike Moon, CCEL Leah Murray (Chair) Greg Parkhurst, Accounting Melinda Russell-Stamp, Psychology Debie Sheriden, ESL Lisa Trujillo, Respiratory Therapy Hall Endowment for Community Outreach Dianna Abel, Psychological Services Susan Alexander, College of Health Professions Isabel Asensio, College of Arts and Humanities Azenett Garza, RSPG representative Heather Gray, Student Jeannie Hall, Community Member Alexis Holbert, Student Rainie Ingram, College of Applied Science and Technology Brenda Marsteller Kowalewski, Chair Jack Mayhew, College of Education Mike Moon, Center for Community Engaged Learning Leah Murray, College of Social and Behavioral Sciences & CCEL Sarah Steimel, College of Arts and Humanities & CCEL Barb Wachocki, College of Science Awards Committee Carey Anson Scott Ball (chair) Maresha Bosgieter Azenett Garza Jake Haslam Brenda Kowalewski Mike Moon Amber Robson Chelsea Roest
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Scholarship Committee Trevor Annis Denise Bingham Brenda Kowalewski Carrie Maxson Mark Maxson Mike Moon (Chair) Lee Odekirk Kyrie Oliver Steven Strobel Denise Thielfoldt Mark Wright Food Matters Planning Committee Sarah Steimel, (Chair)
Center for Community Engaged Learning
Cent
er fo
r Com
mun
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Enga
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Constitution Week Trivia
9/11 Remembrance Day
A M E R I C A NDEMOCRACYP R O J E C T
WHAT IS THE GOAL OF ADP?The American Democracy Project is focused on higher education’s role in preparing the next generation of informed and engaged citizens. The goal of the American Democracy Project is to produce graduates who are committed to being active, involved citizens in their communities.
The 250 participating colleges and universities, as members of the American Association of State Colleges and Universities, have been described as “Stewards of Place.” As today’s undergraduates complete their studies and return to their communities, universities must prepare the next generation of citizens to become tomorrow’s “Stewards of Place.”
Since its inception, ADP has hosted 10 national and 15 regional meetings, a national assessment project, and hundreds of campus initiatives including voter education and registration, curriculum revision projects, campus audits, special days of action and reflection (MLK Day of Service, Constitution Day), speaker series and many recognition and award programs.
State Of The U
nion Watch
January 2014
Join the comm
unity in watching President
Obam
a deliver the State of the Union Address—
A
tradition that began with G
eorge Washington
in 1790. And don’t forget to tw
eet your thoughts on this year’s legislative agenda and national priorities @
#WSU
AD
P.
Deliberative D
emocracy D
ay
Thursday, March 19, 2014
Shepherd Union Ballroom
B, 10:30 am
Weber State U
niversity students, faculty, and staff com
e together to discuss a controversial issue in group and panel discussions.
Civil Liberties Forum
Wednesday, A
pril 9, 2014
Wildcat Theater, 10:30 am
The Civil Liberties Forum creates a space on
campus w
here students can address the more
controversial civil liberties issues.
Recurring Events
Chalk Wall
Shepherd Union A
trium
Have students com
e and exchange ideas on a dry erase board.
Tweet U
p W
SU cam
pus will engage in Tw
itter conversations throughout the year hosted by A
merican
Dem
ocracy Project.
Powered by Pizza
Tuesday, October 29, 2013
Tuesday, February 25, 2013 Shepherd U
nion,12:00 pm - 1:00 pm
Com
e join a conversation of the important issues
of the day. Bring your New
York Times.
Student Opportunities
WSU
Service Day of Rem
embrance
Wednesday, Septem
ber 25, 2013
WSU
Lindquist Plaza, 8:30 am
Signature Events
9/11 Remem
brance Day
September 11, 2013
SU A
trium, 10:30 am
- 2:30 pm
Constitution Week
September 16 - 20, 2013
Various activities throughout the week
comm
emorating the adoption of the Constitution
of the United States. Including:
Sept. 16 - Voter Registration Booth Shepherd U
nion Atrium
, 9:00 am -12:00 pm
Sept. 17 - Birthday Cake & H
and out Constitutions Shepherd U
nion Atrium
, 11:00 am - 12:00 pm
Sept. 18 - Complim
ents of the Constitution Shepherd U
nion, 10:30 am
Video presentation of student know
ledge of the Constitution
Sept. 20 - Discussion w
ith Senator Mike Lee
Wildcat Theater, 1:00 pm
Co-Sponsored by the O
lene Walker Institute
New
York Times Reporter
Thursday, September 19, 2013
Wildcat Theater, 10:30 am
Brian Stelter will be presenting Social M
edia’s Im
pact on Governm
ents: Today, Tomorrow
, and H
ow It Could H
ave Impacted H
istory, Including O
ur Ow
n Revolution. Brian Stelter is a media
reporter for the New
York Times and the form
er editor of the new
s-related blog TVNew
ser.com
. Stelter is featured prominently in the 2011
documentary Page O
ne: Inside the New
York Tim
es.Co-Sponsored by the Offi
ce of the Provost and the A
merican D
emocracy Project.
Issue Trial
Wednesday, N
ovember 20, 2013
Shepherd Union Ballroom
A,11:30 am
Join us for a spirited debate of a controversial issue.
National Voter Registration D
ayW
ednesday, September 25, 2013
Register to vote to be politically engaged.
Make A
Diff
erence Day
Saturday, October 26, 2013
Volunteers meet at the D
ee at 8:30 am
9:00 am - 3:00 pm
MLK W
eek
January 20-24, 2014
WSU
Remem
bers MLK W
eek kicks off with the
MLK breakfast and Freedom
March at the M
arshall W
hite Center. Connect with the com
munity during
service projects each day throughout the week.
Express Yourself
Spring 2014
Students create a piece of photojournalism
based on a given topic. The winning entry w
ill be featured on the N
ew York Tim
es education w
ebsite. Details forthcom
ing.
Make A
Diff
erence Day In O
gden
Thursday, May 8, 2014
WSU
students, faculty and staff participate in the projects of O
gden Make A
Difference D
ay. Projects vary from
year to year. Stay tuned for project details each year in M
ay.
Faculty Opportunities
“Forging Civic Pathways for Students
Between O
ur Institutions”
2014 AD
P National M
eeting Thursday, June 5 to Saturday, June 7, 2014
Marriott Louisville D
owntow
n, Louisville, Kentucky
Please join us in Louisville, Kentucky for the A
merican D
emocracy Project’s (A
DP) 12th
annual national meeting and The D
emocracy
Comm
itment’s (TD
C) 4th annual national meeting
at the Marriott Louisville D
owntow
n.
AM
ERICA
N D
EMO
CRAC
Y PROJEC
T
Aaron N
ewm
an A
DP co-chair, D
irector of Student Involvem
ent and Leadership
Ashlee Caw
ley A
DP D
irector ashcaw
@gm
ail.com
Tessa Diam
ondLeadership Vice President tessaivydiam
ond@gm
ail.com
Matt G
loverA
DP M
arketing Director
matthew
glover21@gm
ail.com
Leah A. M
urray A
DP co-chair, Associate Professor of
Political Science and Philosophy and Faculty in Residence in the Center for Com
munity Engaged Learning
ON AIR ENGAGED LEARNING SERIES
What is the ELS?
The Engaged Learning Series is a yearly series based on a
topic around which the WSU campus will focus its
engagement and service. ELS includes a series of events,
exhibitions, speakers, community service events, etc.
surrounding the selected theme.
Why “On Air”?
As one of life’s Essential elements, Air plays a key role in
everything we as people (and plants and animals) do –
especially here in Northern Utah. Air quality affects our health
and the health of our planet. Air creates opportunities for
sport and play (as we ski, hike, run, bike, balloon, sky dive and
participate in many other outdoor activities). Air provides jobs
(in the Air Force, aviation, and aerospace industries, among
others). Air allows us to stay informed (with television, radio
and internet all traveling over airwaves and wireless networks
to reach us virtually anywhere). In these and in many other
ways, Air matters.
As a result, the Weber State University Engaged Learning
Series has chosen “OnAir” as our 2013-2014 campus theme.
Essentially, Weber State will focus on the many ways that we
can think about, participate in, and improve “Air,” locally and
globally, over the course of the year.
Center for Community Engaged Learning
ON AIRENGAGED LEARNING SERIES
Cent
er fo
r Com
mun
ity
Enga
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r Co
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weber.edu/ccel/els.html
September
HA
RBOR Exhibit In U
nion Bridge Gallery
September 3-30, 2013
Discussion of H
ARBO
R project with D
r. John Sohl &
Students W
ednesday, September 11, 2013 Fireplace Lounge, 12:30pm
Mt. O
gden Hike w
ith Campus Rec
“Get out in the A
ir” Saturday, Septem
ber 21, 2013 M
ount Ogden, 7:15 am
- 4:15 pm
Film Screening &
Discussion: “G
asland” M
onday, September 23, 2013
Wildcat Theater, 12:30 pm
Co-Sponsored w
ith the Environmental
Issues Comm
ittee
October
Lt. Gov G
reg Bell & Senior Environm
ental A
dvisor Alan M
atheson – “Let’s Clear the Air”
Thursday, October 3, 2013
Student Union Ballroom
C, 12:00 pm
Co-sponsored with the W
alker Institute of Politics & Public
Service D
iscussion Panel on Indoor Air Q
uality W
ednesday October 16, 2013
Wildcat Theater, 12:30 pm
Co-Sponsored w
ith the Environmental
Issues Comm
ittee
Dr. Brian M
oench - Utah Physician for a
Healthy Environm
ent W
ednesday, October 23, 2013
Wildcat Theater 12:30 pm
Dr. Brian M
oench will discuss the health im
pacts of air M
ake a Difference D
ay
Saturday, October 26, 2013
Speech by Cherise Udell- founder U
tah Mom
s for Clean Air &
A
ir-themed volunteer projects in the O
gden Comm
unity
Novem
berChip W
ard -Air Pollution &
Com
munity A
ctivism
Tuesday Novem
ber 5, 2013 W
ildcat Theater, 12:00 pm
Co-Sponsored with the Environm
ental Issues Com
mittee
Discussion Panel on Cam
pus Sustainability W
ednesday, Novem
ber 13, 2013 W
ildcat Theater, 12:30 pm
Learn with W
SU Facilities M
anagement about the past and
future campus sustainability efforts related to A
ir.
January“Basin and Range - A
ir” Exhibit January 3-31, 2014 Shepherd U
nion Gallery
Basin and Range is an annual exhibit focusing on local geog-raphy and issues. This year the focus is the W
SU cam
pus-wide
topic: Air. Co-Sponsored w
ith “Universe City Lives!”
Basin & Range A
rt Exhibit - Opening Reception
Friday, January 3, 2014 Shepherd U
nion Gallery, 6:00 pm
- 8:00 pm
Co-Sponsored with “U
niverse City Lives!” Basin &
Range - Air/Q
uality (Environment)
Tuesday, January 7, 2014 Shepherd U
nion Gallery, 7:00 pm
Co-Sponsored w
ith “Universe City Lives!”
Basin & Range - A
ir/Flight (Birds) Tuesday, January 14, 2014 Shepherd U
nion Gallery, 7:00 pm
Jennifer M
ueser Bunker, bird photographer, Bear River Bird Refuge advocate Co-Sponsored w
ith “Universe City Lives!”
Basin & Range - A
irs/Music (D
ownload to Bach)
Tuesday, January 21, 2014 Shepherd U
nion Gallery, 7:00 pm
M
usical performance by D
orian Mirth &
Friends Co-Sponsored w
ith “Universe City Lives!”
Utah A
ir Quality Panel
Wednesday, January 22, 2014
Wildcat Theater, 12:30 pm
Co-Sponsored w
ith the Environmental Issues Com
mittee
Basin & Range - A
ir: A N
atural History
(Planetary Science) Tuesday, January 28, 2014 Shepherd U
nion Gallery, 7:00 pm
John A
rmstrong, W
SU Physics
Co-Sponsored with “U
niverse City Lives!”
FebruaryFilm
Screening: The “Idle Threat” W
ednesday, February 12, 2014 W
ildcat Theater, 12:30 pm
The film is about activism
regarding air pollution in NYC.
Co-Sponsored with the Environm
ental Issues Comm
ittee
March
Alternative Energy w
ith Dr. Kirk H
agen- “W
ind Power - W
ithout the Hot A
ir” W
ednesday March 26, 2014
Wildcat Theater, 12:30 pm
ON AIR
ENGAGED LEARNING SERIES
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Appendix E 5-Year Strategic Plan
CCEL Goals for 2013-2018 Goal I. Every WSU student experiences CEL and acquires at least 1 CEL outcome (CCEL offers a wide variety of opportunities from entry-level engagement experiences to intense high-impact engagement)
● Increase number of volunteers in the Community Engaged Leaders program o Year 1 – Restructure Community Engaged Leader Program to include an
executive committee. Record student participation and learning. Assess Youth Programming - Community Engaged Leaders based on individualized learning outcomes.
o Year 2 – Intentionally partner with specific clubs and orgs on campus who are service oriented to increase student volunteers in community engaged leaders program. Record student participation and learning. Assess Poverty Programming - Community Engaged Leaders based on individualized learning outcomes.
o Year 3 – Partner with honor societies Phi Kappa Phi, Alpha Kappa Delta, Golden Key, Psi Chi, pre-Med students and other department honor societies to engage them with specific Community Engaged Leader programs. Record student participation and learning. Assess Special Needs Programming -Community Engaged Leaders based on individualized learning outcomes.
o Year 4 – Identify 3-4 sections of FYE classes with whom to partner wherein all students in those sections participate as volunteers in the community engaged leaders programs. Record student participation and learning. Assess General Programming Community Engaged Leaders based on individualized learning outcomes.
o Year 5 – Identify 3-4 CEL designated classes with whom to partner wherein all students in those sections participate as volunteers in the community engaged leaders programs. Record student participation and learning. Assess Community Engaged Leaders based on individualized learning outcomes.
● Increase number of students participating in large service day events o Year 1 – Embed large days of service in ELS and ADP o Year 2 – Embed large days of service in LLC o Year 3 – Identify a Community Research component to add to a large day of
service o Year 4 – Embed large days of service in a few CEL courses o Year 5 – Embed large days of service in Work-study and 50/50 programs
● Develop Alternative Breaks Program – Offer International Trip to complement National Service Trip during spring break
o Year 1 – Establish partnerships to facilitate trip to Peru
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o Year 2 – Facilitate trip to Peru, assess it and refine Peru partnerships; and explore options for alternate international site. Develop an advisor manual
o Year 3 – Scout an alternate international site and refine Peru partnerships o Year 4 – Facilitate trip to Peru and set up trip to alternate site o Year 5 – Facilitate trip to alternate international site, assess it and refine
partnerships for next trip. Expand domestic alternative break options
● Increase number of CEL Designated Courses and number of faculty teaching CEL designated courses
o Year 1 - Implement a 3 year course evaluation cycle; Co-host all Fellows workshops with TLF; Create a syllabus source so all current syllabi are on record – helps create an inventory to assess where we could add more CEL designated classes across the university; Reach out to colleges about community research and democratic engagement to demonstrate the many ways courses can be designated; Create a form in Weber Sync
o Year 2 - Increase number of CEL designated courses among general education courses and have them use the rubric; Develop and implement a CEL Faculty-wide campaign to educate CEL faculty about the community engaged learning outcomes and rubric; Conduct an inventory to count how many CEL courses currently use the rubric and record which community engaged learning outcomes they are teaching; Identify departments not yet offering at least one CEL designated course in them and work with them to get at least one course designated (the goal is 66% of academic depts. have at least one CEL designated course by 2020)
o Year 3 - Work with courses meeting the diversity requirement to become CEL designated courses and have them use the rubric; Track the number of CEL courses, which community engaged learning outcomes they are teaching, and their use of the rubric; Reach out to School of Business and College of Science specifically to encourage more CEL designation on courses (these two colleges have the fewest courses)
o Year 4 - Work with departments to establish CEL options in capstone courses and have them use the rubric; Track the number of CEL courses, which community engaged learning outcomes they are teaching, and their use of the rubric; Assess student learning in CEL designated classes using the rubric
o Year 5 - Assist departments in establishing CEL internship opportunities in local non-profits and encourage them to use the rubric; Track the number of CEL courses, which community engaged learning outcomes they are teaching, and their use of the rubric.
● Develop CEL Designated Departments/Programs/Certificates o Year 1 – Research designated departments/programs/certificates models;
develop criteria and implementation plan o Year 2 – Implement the plan, put out a call for applications and evaluate
submissions against criteria; Create a form in Weber Sync o Year 3 – record participation in program o Year 4 – Facilitate the program again and assess effectiveness; use feedback
to alter designation program as needed; record participation in program
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o Year 5 – Implement the revised program; record participation in program and evaluate against baseline data collected for previous two years
● Increase student participation in ADP o Year 1 – Take 6 students to ADP conference in June; Develop and publish
ADP calendar of events before start of fall semester; disseminate calendar of events and NY Times swag to new faculty at new faculty retreat encouraging them to embed in their course syllabi; Create ADP portal in WeberSync and figure out ways to use it to communicate ADP events to campus (maybe even give students something to “join”; Work with local high schools to include them in ADP events; Assess NY Times generally and events using CEL rubric; Assess Deliberative Democracy Day using data collected during the event
o Year 2 – Develop a cohort of ADP faculty and begin exploring how they might embed ADP events in their courses; help faculty designate those courses as CEL; use CEL rubric to assess Constitution Week
o Year 3 – Track the ADP faculty cohort who are now teaching CEL courses with an ADP component; support them with CCEL resources; track their students’ participation and community engaged learning outcomes; Use CEL rubric to assess Civil Liberties Forum
o Year 4 – Assess the effectiveness of the ADP faculty cohort in increasing student participation and learning and if successful, invite more faculty to the ADP faculty cohort, secure funds to send ADP faculty cohort with students to ADP conference
o Year 5 –Send ADP faculty cohort with students to ADP conference; track and record student participation in and learning from ADP events and compare to previous records
● Increase student participation in Civitas o Year 1 – Send Civitas information to all faculty and staff August 15th; Ask
faculty and staff to nominate students for the Civitas program; Invite any
interested students into Canvas course; Require students to present work at
WSU events; Create Civitas portal in WeberSync and figure out ways to use it
to communicate with prospective students; Develop and implement Civitas
awareness campaign for faculty and staff (spring 2014) and ask for student
nominations to the program in spring semester; Track student participation
in Civitas and proficiency on community engaged learning outcomes rubric
for individual artifacts and portfolio overall
o Year 2 – Invite faculty/staff nominated students to Civitas July 2014;
Proactively pursue opportunities to present in Emerging Leaders Program,
Community Engaged Leaders Program, Community Engaged LLC, Alethia
Club, Honors Program, and any other relevant programs to recruit potential
Civitas students; Continue to hone the use of WeberSync to recruit students
to Civitas; Track student participation in Civitas and proficiency on
community engaged learning outcomes rubric
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o Year 3 – Explore opportunities to have Civitas students present in CEL
designated courses to recruit new students to Civitas; Track student
participation in Civitas and proficiency on community engaged learning
outcomes rubric. Require LLC students to enroll in Civitas.
o Year 4 – Explore ways to embed Civitas into academic
departments/programs/colleges; Track student participation in Civitas and
proficiency on community engaged learning outcomes rubric
o Year 5 – Implement plan for embedding Civitas into academic
departments/programs/colleges; Track student participation in Civitas and
proficiency on community engaged learning outcomes rubric
● Develop and facilitate Engaged Learning Series as awareness raising and civic action CEL experiences
o Year 1 – Develop calendar of events and distribute before start of the semester so faculty can weave into syllabi; Make campus aware that ELS now sits in CCEL; Establish & Improve ELS website and public flyers; Focus on campus attendance at ELS events (to establish baseline); Collect baseline ELS data (who attends? What do they think? Basic pretest/ posttest); Measure “moving the needle” on Air; Include diverse campus stakeholders in planning 2014-15 series on “Food”; Secure SFRC funding to support an ELS student assistant
o Year 2 – Be even more intentional about connecting series to syllabi; Develop Facebook/Twitter integrations; Continue public advertising; Develop job description for ELS student assistant; Continue collecting ELS data (attendance, impact, etc.) and add assess LLC impact on student learning/ civic engagement rubric; Measure “moving the needle” on Food; Also, limited measure of three year success on Essentials topic. Present preliminary results from 2013-2014 series on campus to help people see how series can “make a difference;” Create ELS planning council for new three year series (2015-16; 2016-17; 2017-18) to include faculty/staff/student representation from campus and community; Create ELS implementation group to more specifically plan/implement 2015-2016 topic (include faculty/staff/student representation from campus);
o Year 3 – Continue focus on attendance. Beyond getting ELS events on class syllabi, try to get campus clubs to integrate ELS events into their schedules; Present results from 2014-2015 series (and from three year Essentials series) on campus to help people see how series can “make a difference”; Continue collecting ELS data (attendance, impact, LLC etc.) and add assessment of student event audiences on Civic Engagement Rubric; Measure “moving the needle” on 2015-2016 topic; Collect three year pretest data (for series topic for 2015-16; 2016-17; 2017-18); Create ELS implementation group to more specifically plan/implement 2016-2017 topic; Create state-recognition (WSU day at Capitol, networking/ presentations at Utah Campus Compact, etc.)
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o Year 4 – Focus on ELS attendance. Include on class syllabi/club activities. Draw greater community participation and track it; Measure “moving the needle” on 2016-2017 topic; Create ELS implementation group to more specifically plan/implement 2017-2018 topic.
o Year 5 – Focus on ELS attendance; Continue collecting ELS data (attendance, impact, etc.); Measure “moving the needle” on 2017-2018 topic; Collect three year posttest data (for series topic for 2015-16; 2016-17; 2017-18); Create ELS planning council for new three year series (2019-20; 2020-2021; 2021-2022); Create ELS implementation group to more specifically plan/implement 2019-2020 topic.
● Establish and develop a Living Learning Community o Year 1 – Work with RA in Building 3 to create community engagement events
for residents; Develop job description for LLC Peer Mentor; Record student engagement; Make potential students more aware of LLC and associated expectations for 2014-2015 school year; work with housing to create communication outlets to LLC students by May 2014; identify appropriate LLC components and requirements for 2014-15 and develop implementation plan.
o Year 2 – Implement LLC and record student participation and learning outcome data; revise LLC program and implementation based on feedback; grow LLC awareness and participation.
o Year 3 – Implement revised LLC program and record student participation and learning outcome data; compare data to previous years; grow LLC awareness and participation.
o Year 4 – Have LLC become a model of what successful LLC’s can be on this campus.
o Year 5 – Have LLC become a model of what successful LLC’s can be in this state.
● Develop Community Research Extension o Year 1 – Set up new space in basement of American Red Cross Building and
use as student, faculty, staff, and community partner work space to support community research; use OUPN grant to create 50/50 community researcher positions for 4 students; secure funds from SFRC to fund a CCEL Research Assistant 2014-15; make practicum and internship experiences available for students wanting community research experience; work with faculty involved in OUPN and develop community research opportunities for their students; Establish WeberSync tracking system at CCEL-CRE (install card swipe mechanism on site and set up CCEL-CRE portal in WeberSync)
o Year 2 – Help Ogden United submit the OUPN Implementation Grant; secure additional funds to maintain 4 student researchers on 50/50 fund; match more faculty and their courses up with new needs in the OUPN project; continue to provide practicum and internship experiences for students; Develop job description of CCEL Research Assistant position and employ this student
o Year 3 – Secure funds to hire 6 research students on 50/50 funds; hire OUPN Data Manager with funds from implementation grant (if granted)
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o Year 4 – o Year 5 –
● Develop Philanthropy program o Year 1 – Review the Mayerson Project model, develop criteria, pilot with
small group of classes o Year 2 – Develop a larger scale implementation plan; Begin looking for funds
to support the program long-term and evaluate the effectiveness of the program in teaching students civic values and skills
o Year 3 – Use data to write proposals to secure funding; continue to collect data on effectiveness; implement larger scale plan if funds are available to do so
o Year 4 – Revise program based on feedback; secure additional funds; implement on larger scale
o Year 5 – running full scale Philanthropy program with stable funding ● Increase number of students participating in work-study positions in community
organizations o Year 3 – Inventory number of community-based work-study positions o Year 4 – Design and implement community partner training on work-study
program and how to apply for funding to create positions o Year 5 – Systematically track student participation and learning in
community-based workstudy positions ● Develop Undergraduate CEL Certificate program (potentially part of Civitas)?
o Year 3 – Research undergraduate CEL certificate programs and models; design a CEL certificate program and implementation plan
o Year 4 – Take necessary steps to set up implementation plan (i.e. curricular design and approval through faculty senate)
o Year 5 – Fully implement, accept first cohort of students and collect baseline data on student learning outcomes
● Develop Master’s level program for Community Research? o Year 2 – Community Research Coordinator familiarize self with literature
and curriculum o Year 3 – Research models and programs already in existence; identify
necessary steps it would take to build and implement such a program; gain support of WSU administration
o Year 4 – Take steps to build program, identify appropriate campus and community partnerships, design curriculum and/or courses, seek faculty senate approval, Board of Regents approval, etc.
o Year 5 – Accept first cohort of students
Develop Democratic Engagement Leaders Program and Community Research Leaders Program
o Year 2 – Find funding to support one of these two programs; use Community Engaged Leaders Program as a model and begin to design what these other two programs could look like as leadership development programs within these other two pillars of the CCEL
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o Year 3 – Design one of the two programs (which ever one has funding) and begin recruiting students
o Year 4 – Implement the program; Design the other program, begin recruiting students to it, and secure funding
o Year 5 – Implement the program Goal II. Community partnerships are mutual and reciprocal
● Ensure open lines of communication and information sharing with community partners
o Year 1 – Disseminate new CCEL brochure to partners communicating name change and intentional articulation of the three pillars; Make partners aware that the ELS exists & is housed in CCEL; Administer community partner survey; Be responsive to community partner requests, needs, and concerns
o Year 2 – Develop and administer community partner survey aimed at defining “co-educator” & assess usage of Center services; create community partner/faculty project feedback form; create supports to maximize WeberSync usage – website, tutorials
o Year 3 – Ensure WeberSync usage by all community partners through individual walkthroughs & installation of hardware, establish WeberSync meeting & site walk-through as “orientation” for new partners; re-evaluate website & calendar use; Update New Partner Orientation
o Year 4 – Community Partner Advisory Board Created – Committee created comprised of partners from all three tiers who agree to meet quarterly and assist in creating co-educator language and definitions from assessment; use analysis of Center services to determine best method to deliver information to partners; discuss co-educator definition as policy with stakeholders and role within tier partnership
o Year 5 – Community Partner Advisory Board and CCEL Staff Co-present Community Partner Breakfast as Community Partnership Showcase – highlighting positive and negative partnerships while rolling out new initiatives; implement co-educator criteria into tiered partnership
● Systematically assess community impact o Year 1 – Focus on OUPN community needs assessment; learn ETO system for
collecting community data; assist United Way in data needs for Promise Neighborhood Implementation grant
o Year 2 – Collect community data through ETO system for as many community organizations as are using ETO
o Year 3 – Assess community impact in OUPN using ETO data; Develop instruments and training program for faculty and students to assess community impact for their CEL projects
o Year 4 – Expand data collection efforts in more community organizations and assess impact; Implement faculty/student training program for measuring community impact and disseminate community impact data instruments; develop repository for community impact data per project
o Year 5 – Faculty and students collect community impact data for their CEL projects using techniques learned in training and instruments provided
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● Implement and assess tiered partnership model o Year 1 – Implement Tiered Partnership model; hire full-time more stable
staff member to facilitate partnerships o Year 2 – Develop new MOU and registration procedures with new tracking
system. o Year 3 – Assess effectiveness of tiered partnership model with off and on-
campus perspectives; revise based on feedback o Year 4 – Revisit the tiered partnership requirements and benefits and
revamp based on community partner feedback and needs. o Year 5 – Utilizing assessment data and feedback from community partners &
faculty members, tiered partnership structure is created to incorporate co-educator criteria for partnerships: Basic, Intermediate and Full
● Enhance community partner training o Year 1–Provide training to community partners with regard to our new
service hour tracking system. o Year 2 –Include worksheets and examples into training; Assess effectiveness
of community partner training o Year 3 – Include advanced classes for volunteer coordinators who have been
through the basic training o Year 4 – incorporate mini trainings; evaluate satisfaction; revise training
based on evaluation o Year 5 – implement revised training
● Incorporate more community partners on CCEL committees and in student trainings o Year 1 – include community partners on the Carnegie Task Force so they are
fully contributing to the reapplication process; invite community partners to Community Engaged Leader Training at the beginning and in the middle of the year; involve community partners on all CCEL committees
o Year 2 – Create an Advisory Board for the CCEL and involve community partners as members of the board; Include partners very proactively in focus groups for three year series title/topics (2015-16; 2016-17; 2017-18).
o Year 3 – Include community partners in the planning and facilitation of the Engaged Learning Series
o Year 4 – o Year 5 –
● Explore innovative ways to bring campus and community together to develop partnerships
o Year 1 - Speed networking; Bring in community partners for “Air” Events (partner for Make a Difference Day, piggy-back on College Town Initiative whenever appropriate., etc.);
o Year 2 – Use our community space in the American Red Cross building to create “open hour” time for community partner collaboration.
o Year 3 – Develop an in-depth (three year) partnership with community partners who might fit the Engaged Learning Series larger three year topic. (If there are any). Otherwise, look at developing richer partnerships around each one-year topic.
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o Year 4 – Rethink the Volunteer Fair to include best practices around event management.
o Year 5 – Community Partner “Brown Bag” Series – Open invite to community partners and faculty to attend brown bag discussions on topics specific to Ogden and their areas of focus. Current events focused – increasing social capital
● Develop tools to better identify community partner needs and better dissemination tools to match those needs to faculty/staff/student assets
o Year 1 – Develop MOU/Project Contract template for Community Research Projects that clearly outlines expectations, product, and timeline tailored to each specific project; Create a partnership list from current CEL syllabi; Community Partner Coordinator and Faculty in Residence work together to explore possible ways to best connect partners to faculty/staff
o Year 2 – Develop questionnaire tools to help target actual partner needs. o Year 3 – Develop systematic method for delivering partner needs to faculty
as well as staff. o Year 4 – Use WeberSync to bridge gaps between questionnaire tools and
faculty project requests. Create searchable syllabus and course listing to expedite partnership between community partners and faculty
o Year 5 – Combine questionnaires based by subject or area of focus and then send to department heads lists of available projects with community partners. Repeat the process for community partners based by courses and their content
● Provide tools and resources to partners making their experiences with the university more beneficial and meaningful
o Year 1 – WeberSync for tracking volunteers; o Year 2 – Financial support through Hall Grants and Philanthropy program o Year 3 – Significant increase in AmeriCorps volunteers to partner with our
Purple Pride partners. Each Purple Pride organization has an AmeriCorps member
o Year 4 – Online Volunteer Training modules evaluated by partners to see if they need something more or different;
o Year 5 – Create Online modules; Implement revised and/or new modules ● Enhance community research support to partner organizations
o Year 1 – assist Ogden United with research needs for Promise Neighborhood implementation grant process;
o Year 2 – continue to provide community research support for OUPN and identify faculty/students to support additional community organizations needing community research; hire student hourly CCEL Assessment Research Assistant
o Year 3 – Hire OUPN data manager to free up people power in CCEL-CRE to expand community research opportunities to more partners
o Year 4 – o Year 5 –
● Train faculty/staff on best ways to facilitate mutual and reciprocal community partnerships
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o Year 1 – Incorporate community partner training into CEL Fellows training; Evaluate what community partner needs are with regard to faculty (use data from community partner survey)
o Year 2 – Create space for faculty/staff to work with their community partners as co-educators
o Year 3 – o Year 4 – o Year 5 –
Goal III. Enhance the capacity of campus to incorporate community engagement into whatever they are doing
● Establish solid definition of CEL and three pillars and integrate them into all CCEL programs
o Year 1 – Employ awareness campaign to campus about CCEL name change and articulate three pillars in the campaign; Develop CCEL brochure reflecting three pillars; Update CCEL videos with name change and three pillars; CCEL management team clearly articulate definitions of community engaged learning, service, democratic engagement, and community research; publish these in course catalog and on CCEL website; disseminate to campus at large via advertising materials; Plan workshops with TLF to explain pillars to faculty; Communicate to Civitas students the definitions of three pillars so they can include experiences representing all three in their portfolios;
o Year 2 – Redesign CEL Fellows program to be sure all three pillars are equally represented and supported through this training opportunity; Actually indicate on 2014-2015 flyers for “Food” series how all three pillars are incorporated;
o Year 3 – Work to encourage the designation of CEL courses that will represent all three pillars; Use three pillars in assessment of 2012-2015 Essentials Engaged Learning Series to determine which pillars are most integrated into ELS and which need to be more present. By end of year 3, all language on campus should reflect community engaged learning language (meaning - service-learning, community-based learning, etc. should be removed from all printed materials across campus).
o Year 4 – Enact plans based on last year assessment to strengthen any pillars not fully emphasized in ELS.
o Year 5 – Have ELS be model program for incorporating all three of CCEL’s pillars.
● Collaborate with campus entities and help them see how CEL and the three pillars complement their efforts/mission
o Year 1 – Collaborate with Walker Institute on ELS and ADP in particular; collaborate with OUR to support students pursuing Community Research experiences
o Year 2 – Provide support to sustainability group - Discuss goals of sustainability group and identify any areas of overlap or processes CCEL has already developed that could support sustainability efforts; Provide support
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to Sorenson Art Education Program; collaborate with EAO to support student placement in schools and recording their hours in CCEL;
o Year 3 – Gather baseline data regarding the number of community research publications in Ergo and the number of community research proposals supported by OUR; Collaborate with OUR to identify new ways to support undergraduate community research through OUR; Collaborate with all other community engagement entities at WSU to support them in their volunteer needs and have their students record hours through CCEL
o Year 4 – Establish some collaboration with Walker Institute around recruiting for DC internships (part of CCEL’s expansion of facilitating Democratic Engagement)
o Year 5 – ● Create interdisciplinary campus-wide CEL opportunities through Engaged Learning
Series bringing multiple areas of campus together around a single topic each year o Year 1 – Create a wide variety of events around the issue of Air that cuts
across numerous disciplines and each college at WSU; track participation in these events; Create “Food Matters” committee that includes all areas of campus – academic and non-academic – to begin developing and planning next ELS; Establish & Improve ELS website and public flyers;
o Year 2 – Create an interdisciplinary project around the issue of food that involves more than 1 department and 2 or more classes of students working to “move the needle” on a food related issue and assess effectiveness of the project; Continue to provide a wide variety of events throughout the year on issues related to food that appeal to all areas of campus; Create an ELS committee to determine the next three year arc and themes
o Year 3 – o Year 4 – o Year 5 –
● Provide faculty and staff training opportunities - CEL Fellows Program, co-sponsored faculty development through TLF, etc.
o Year 1 – Collaborate with TLF to host workshops on presenting/ publishing in this field; assess faculty need for CEL SI program and modify program to meet faculty needs
o Year 2 – Assess faculty needs for community research support/training; develop trainings or support based on assessment feedback
o Year 3 –Implement community research training for faculty and modified CEL SI program training (if determined to be necessary)
o Year 4 – Explore mentorship program for faculty to become community engaged scholars
o Year 5 – ● Help evaluate the need to revise Rank and Tenure documents to include CEL in
scholarship, teaching and service o Year 1 – Use Carnegie re-classification as leverage to get the colleges
examining their tenure documents o Year 2 – Use the Carnegie sub-committee to write some new language for the
promotion document and submit it to faculty senate for consideration
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o Year 3 – train faculty who serve on college rank and tenure committees on the new criteria as they relate to community engaged work
o Year 4 – o Year 5 –
● Administer Hall Endowment for Community Outreach Grants to support CEL more broadly across campus
o Year 1 – Discuss purpose of Hall Grants and determine if expanded CCEL mission can be supported by awarding Hall Grants in all areas rather than just service
o Year 2 – Increase the number of faculty, staff and students applying for Hall Grants; Train Civitas, Community Engaged Leaders, and other CCEL students to apply for funding
o Year 3 – Develop and implement a campaign for making faculty and staff aware of Hall Endowment for community outreach
o Year 4 – o Year 5 –
● Increase collaboration and events CCEL hosts at Davis Campus o Year 1 – Host an event at Davis and evaluate collaboration. Develop method
to involve 3 Davis campus student leaders onto the Community Engaged Leaders team
o Year 2 – Establish an event each semester that could be hosted at Davis each year and implement based on results of evaluation from previous year. Implement method to involve Davis Community Engaged Leaders
o Year 3 – Explore CCEL presence at Davis on a more regular basis (e.g. once per month?). Assess Davis Community Engaged Leaders model
o Year 4 – Establish regular presence, hire a work-study, hourly, or part-time employee to staff this regular presence.
o Year 5 – Evaluate benefits and challenges of CCEL presence at Davis campus ● Increase awareness of Service-Leave Policy PPM 3-66 to increase number of staff
participating in CCEL university-wide events. o Year 1 – Advertise Service-Leave Policy with each of the three large days of
service meeting the Service Leave Policy criteria; collect data on number of staff participating
o Year 2 – Create and implement an awareness campaign about the Service-Leave policy and collect data on staff participation
o Year 3 – Make necessary changes in advertising/awareness campaign strategy and continue to track participation
Goal IV. Achieve National Recognition of WSU and CCEL
● Complete and submit Carnegie Classification for Community Engagement Re-application
o Year 1 – Develop Carnegie Task Force to complete application o Year 2 – Use what we have learned in the process of applying for Carnegie to
continue to advance community engaged work at WSU and present it at conferences
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o ● Complete and submit application for President’s Honor Roll for Community Service
(all years) o Years 1 – 5 – compile CEL examples and track community engagement
annually to submit to President’s Honor Roll ● WSU CCEL representative serves national and/or international organizations
o Year 1 – WSU CCEL maintains status as NASPA Lead Institution for Civic Learning and Democratic Engagement; WSU sits on the ADP Steering Committee; WSU leads out on national ADP Student Advisory Council
o Year 2 – Explore adding CCEL representative to a national committee in area of community research
o Year 3 – Explore adding a CCEL representative to a national committee in an area consistent with our next ELS theme
o Year 4 – maintain service in national organizations o Year 5 – maintain service in national organizations
● Nominate WSU students/faculty/staff/alumni and community partners for Awards – national and otherwise (all years)
o Year 1 – Compile a list of awards for which we can nominate students, staff, faculty, community partners, and alumni; nominate for at least 2 awards
o Years 2-5 – Make one nomination for each award identified as appropriate from compiled list previous year.
● CCEL staff give conference presentations and publish CEL work (all years) o Year 1 – Each CCEL professional staff and faculty member develops/outlines
their research agenda for the next three years; CCEL staff/faculty presents at one professional conference
o Year 2 -5 – CCEL staff/faculty present at one professional conference per year
● Increase number of conference presentations and publications of CEL work by WSU faculty and staff
o Year 1 – Inventory faculty/staff CEL scholarship presented or published since 2008 (our last Carnegie application); encourage faculty/staff to attend and present at ADP, COS, and IARSLCE conferences by providing $250 in travel expenses to each faculty/staff member who presents
o Year 2 - Develop training for faculty/staff to assess impact or evaluating impact of CEL on students/community; develop program implementation plan; identify presentation and publication outlets for CEL scholarship
o Year 3 – Implement training for faculty/staff to assess impact or evaluating impact of CEL on students/community; disseminate presentation and publication outlets
o Year 4 - Develop and implement faculty/staff incentive program to encourage presentation and publication of CEL scholarship.
o Year 5 – Increase number of faculty/staff participating in both training and incentive programs; investigate the possibility of creating a national journal for community research
● Promote Citizen Alum work given that WSU is one of 25 institutions participating nationally
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o Year 1 – Collect oral histories of community engaged WSU alumni; Use Metropolitan State’s oral history questions as guide; train Civitas students to collect these histories; record stories on video
o Year 2 – Edit and post oral histories on CCEL website (and maybe other outlets); continue to collect more oral histories with a new Civitas cohort
o Year 3 – Present oral history project at national Citizen Alum gathering; Work with Development and Alumni Relations to establish formalized mechanism for WSU alumni to participate in Citizen Alum Oral History project
o Year 4 – Implement formalized mechanism; assess learning outcomes for students involved in project
o Year 5 – Present Citizen Alum Oral Histories project at appropriate conference
Goal V. Secure funding and resources to enhance community engagement
● Fully participate in Capital Campaign o Year 1 – Develop donor centric language around funding priorities for CCEL:
naming of center, donor for philanthropy program, additional donor for international CEL; Provide requested text or materials to University Advancement in order to promote CCEL in the campaign; Meet with potential donors; Attend kick off and subsequent campaign events; make presentations to groups who have potential donors as members
o Year 2 – Write proposals to foundations around three main CCEL priorities; Work with alumni to identify potential donors and continue to meet with them; Host an open house type event inviting potential donors
o Year 3 – o Year 4 – o Year 5 –
● Develop WeberSync as resource to enhance CEL o Year 1 – Secure OrgSync software and set up as WeberSync; Develop and
implement awareness campaign for targeted audiences on campus who will use WeberSync to get connected to and track community engagement experiences; Work with OrgSync to develop the necessary features in the program to track all that we do in the CCEL; set up card swipe mechanisms in all Purple Pride Partner Organizations; Use card swipe mechanism at all CCEL hosted events to track participation and hours of engagement; Develop portals for CCEL programs and CEL courses and train staff and faculty how to use the portals to effectively communicate with students and track their community engagement; Run WeberSync reports on student participation in community engagement
o Year 2 – Disseminate WeberSync materials/instructions before the Fall semester begins; Continue to offer trainings for WeberSync users; Provide support to other campus entities wanting to utilize WeberSync in their efforts to track student engagement; Continue to explore new features in WeberSync that will enhance CCEL’s mission and goals; Run detailed reports
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that documents students’ participation in multiple CCEL programs without double counting
o Year 3 – Provide training to all new CEL faculty who have not utilized WeberSync in the past; Continue to hone the system to track more detailed and refined information regarding community engaged learning at WSU; Use data to assess relationship between CEL and grades, retention, and persistence to graduation
o Year 4 – o Year 5 –
● Explore grants to support various CCEL initiatives o Year 1 – Apply for MLK Grant through U Serve; Assist United Way in writing
Promise Neighborhood Implementation Grant o Year 2 – Apply for Jenzabar Foundation and Youthlinc grants to support the
Peru trip budget. o Year 3 – Write white paper for OSP and identify grant sources; apply for at
least one grant o Year 4 – Apply for at least one grant o Year 5 – Apply for at least one grant
● Establish co-sponsors to support Engaged Learning Series o Year 1 – Establish co-sponsors [on and off campus] for “Food” topic (2014-
2015) o Year 2 – Establish co-sponsors [on and off campus] for 2016-2017; Look for
additional funding on campus to support ELS initiatives (e.g. housing for LLC?)
o Year 3 – Establish co-sponsors [on and off campus] for 2017-2018; Look for additional funding on and off campus to support ELS initiatives
o Year 4 – Establish co-sponsors [on and off campus] for 2018-2019; Apply for at least one grant to support ELS/LLC based on three years of data (since 2013)
o Year 5 – Establish co-sponsors [on and off campus] for 2019-2020; Administer grant or apply for at least one more grant (based on four years of data)
● Engage Alumni with the CCEL – utilize Alumni to support CCEL programs with time, expertise and/or finances
o Year 2 – Assess alumni for life-long participation in civic engagement and interest in continuing to participate in current WSU CCEL efforts.
o Year 3 – Develop CCEL awareness campaign for alumni – utilize the Citizen Alum Oral Histories to help in this regard
o Year 4 – Create a big push to get Alumni working with current CCEL students on CEL projects
o Year 5 – Assess lifelong civic engagement in Community Engaged Leader alumni population.
Goal VI. Recognize and reward outstanding CEL among students, staff, faculty, alumni, and community partners
● Continue to host an annual recognition event (all years)
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o Years 1-5 ● Continue to nominate staff and faculty for the Lindquist Award and facilitate
Lindquist Lecture annually (all years) o Years 1 - 5
● Continue to facilitate Utah Campus Compact Awards selection process for WSU (all years)
o Years 1 – 5 ● Continue to facilitate scholarships for outstanding community engaged students (all
years) o Years 1 - 5
● Increase participation of WSU students, staff, faculty, alumni, and community partners at the annual CEL Symposium
o Year 1 – Secure national keynote speaker; invite CEL classes that have presenters in them; invite community partner organizations highlighted in the symposium; invite Ogden City Council members; require Civitas students to participate; record student participation and satisfaction with the experience
o Year 2 – Involve a faculty/staff abstract evaluation committee (in hopes these faculty/staff members encourage more students to participate)
o Year 3 – Invite and involve alumni to attend and potentially speak o Year 4 – Involve clubs and orgs as participants o Year 5 – Require LLC students to participate
● Provide training opportunities for CEL faculty to learn how to put together RPT files that incorporate CEL in teaching, scholarship and service
o Year 1 – talk with new faculty at new faculty retreat about where CEL fits in the RPT process here at WSU
o Year 2 – train full professors serving on RPT committees so they understand the importance and value of CEL scholarship, teaching and service
o Year 3 – Provide training opportunities for all the new faculty who were hired 2013-14 and are undergoing their 3rd year review
● Recruit CEL full professors to serve on RPT committees (all years) o Year 1 – Identify a list of CEL full professors and engage them in conversation
about the need for their presence on RPT committees; develop a strategy for getting these folks nominated to serve on RPT committees
o Year 2 – CEL full professors serve on RPT committees; train these professors to be advocates for community engagement in teaching, scholarship, and service; CCEL track number of professors serving and role they played on committees with regard to advocacy for community engagement; work to get CEL full professors nominated again for the following year
o Year 3 – CEL full professors serve on RPT committees and help to train other RPT committee members about community engagement in teaching, scholarship, and service
● Showcase outstanding CEL alumni through the Citizen Alum Oral Histories project (all years)
o Year 1 – Develop list of potential WSU Alum to interview in Oral Histories project; Train students in Civitas class to conduct the interviews; Produce
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three polished video interviews and post on Citizen Alum webpage on CCEL website
o Year 2 – Civitas students conduct interviews and produce at least four polished video interviews to be posted on Citizen Alum webpage on CCEL website
o Year 3 – Explore the possibility of additional CCEL students participating in the Citizen Alum Oral Histories project; Civitas students conduct interviews and produce at least four polished video interviews to be posted on Citizen Alum webpage on CCEL website
o Year 4 – o Year 5 –
● Develop an AmeriCorps matching funds program o Year 2 – Develop and implement program to award students fulfilling
AmeriCorps requirements and additional CCEL requirements resulting in WSU matching the AmeriCorps scholarship; Track number of students in program, hours of participation, and their participation in CCEL hosted experiences; Highlight these students at the annual CCEL recognition event
o Year 3- Continue to track students in program, their participation in terms of types of experiences and hours; Assess students in program as a cohort for grades, retention, persistence to graduation; Encourage these students to participate in annual community engaged learning symposium
o Year 4 – Continue to track students in program and assess satisfaction with program; Continue to recognize and encourage these students to participate in symposium and Day at the Capitol
o Year 5 – Continue to track students in program and assess community engaged learning outcomes on rubric.
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