Reconceptualizing Faculty Development in Service-Learning/Community Engagement (original) (raw)
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Cultivating Community-Engaged Faculty: The Institution's Role in Individual Journeys
Campus-community partnerships are increasingly recognized as important parts of curricula and have become central to the missions of many colleges. Yet while the notion of service is becoming more prominent at the institutional level, the number of faculty who are actually teaching community-engaged courses is alarmingly low. This paper addresses the problem of inadequate faculty participation in campus-community partnerships through the case study analysis of the pathways that brought six faculty members from different backgrounds and disciplines into the world of the engaged classroom. From the stories of individual faculty members, a model of involvement emerged that illustrates a common process by which faculty came to participate. The analysis revealed the important role that institutional practices, culture, and structure played in the faculty members' decision to teach community-engaged courses. The paper concludes with a discussion of these important institutional factors.
This research involved the conduct of a conceptual review of 28 refereed journal articles and a survey of campus centers for community engagement staff to identify salient features and trends of existing faculty development programming designed to advance service-learning and community engagement in higher education. Results of this investigation are presented and discussed. The article begins with an overview of theoretical frameworks and competency-based approaches for faculty development. The narrative concludes with additional questions and suggestions for future research and practice.
Investigating Faculty Learning in the Context of Community-Engaged Scholarship
Michigan Journal of Community Service Learning, 2012
This study investigates faculty learning resulting from a faculty development program implemented at North Carolina State University to build capacity for community-engaged scholarship (CES). Previous work done under the auspices of Community Campus Partnerships for Health is extended by modifying an extant scale used to assess CES competencies and adding a retrospective pre-test to account for response-shift bias. This study also builds upon earlier work on assessment of student learning through the use of reflection by examining reflection products written by faculty at three points during the 12-month program. Quantitative analysis of responses to the CES competencies scale indicated a significant response-shift bias (participants overestimated their knowledge about CES at the start of the program). Qualitative investigation of participants' reflection products suggests they learned new language for CES, achieved new discoveries about their community-engaged work, and often redefined their scholarly identities through the lens of engaged scholarship. Implications of this study include the value-added by examining faculty learning through reflection products as well as self-report scales, the need to build faculty capacity for learning through reflection, and the proposal of new strategies for documenting faculty learning from faculty development programs.
We Are All Teachers: Modeling Democratic Engagement in Faculty Development
Michigan Journal of Community Service-Learning, 2017
As servicelearning and community engagement (SLCE) have become increasingly legitimized in higher education as scholarly pedagogical practice, resources to support faculty in learning about and undertaking this engaged work have grown. As Zlotkowski (2015) points out in his framing essay for the SLCE future Directions Project (fDP), the movement now has “program and course models, disciplinary presentations and publications, research findings, definitions of scholarship, and principles of good practice,” all of which continue to be developed and refined (p. 83). Centers for community engagement, service, servicelearning, communitybased learning, and teaching and learning more generally provide support and resources for SLCE at many institutions, specifically in the form of faculty development. Helping increase faculty members’ ability to understand and implement best practices around communityengaged learning and scholarship is the central focus of much of this faculty development. ...
Community-Engaged Faculty: A Must for Preparing Impactful Ed.D. Graduates
Metropolitan Universities, 2016
Since its inception nine years ago, CPED members have re-envisioned and implemented a new purpose for the professional practice doctorate in education, or Ed.D. This new purpose is grounded in the goal of preparing doctoral students to serve as scholarly practitioners, those who engage community as stakeholders in the process of improving problems of practice. Forming practitioners to be leaders in their communities under the CPED framework requires faculty who look beyond traditional roles by embEd.D.ing themselves in communities to work alongside practitioners working to transform their communities. Unfortunately, at many institutions, community-engagement is considered counter-normative to the traditional interpretation of research, teaching, and service, though it need not be. This paper will discuss the implications of CPED's community-engagement principle for Ed.D. programs, institutional policies, and academic environments in which community-engaged faculty do their work ...
Engaged Scholar Journal, 2021
The purpose of this study was to explore faculty members' perceptions of their roles as boundary spanners, the expectations they have for professional competencies related to boundary spanning, and how these faculty members were prepared to perform successfully in their boundary spanning roles. In the context of higher education community engagement, boundary spanning refers to the work that is critical in overcoming the divide between the institution and the community (Weerts & Sandmann, 2010). This study revealed boundary spanning faculty members' perceptions of their roles, competencies for effective community-engaged teaching and scholarship, and ways in which institutions may cultivate and support boundary spanning among current and future scholars and educators.
Extending Faculty Development through a Sustainable Community of Practice
2020 ASEE Virtual Annual Conference Content Access Proceedings, 2020
is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master's degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and performance in students from lower SES backgrounds. Prior to her role as project manager, Sarah worked as the SEI Coordinator for a local high school and has also developed an inclusion program for Migrant and Immigrant students that utilized co-teaching and active learning as keystones of the program. She began her educational career as a high school teacher, teaching courses in English, math, and science.