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SERVICE, ENGAGEMENT, AND ACCREDITATION

SERVICE, ENGAGEMENT, AND ACCREDITATION. Measuring Outcomes Indiana Campus Compact Indianapolis, IN November 10, 2005. DEVELOPMENT OF GOALS/OUTCOMES. Mission statement(s): vision, values, goals Goals and objective for general education NSSE/benchmarking Defined in course requirement(s)

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SERVICE, ENGAGEMENT, AND ACCREDITATION

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  1. SERVICE, ENGAGEMENT, AND ACCREDITATION Measuring Outcomes Indiana Campus Compact Indianapolis, IN November 10, 2005

  2. DEVELOPMENT OF GOALS/OUTCOMES • Mission statement(s): vision, values, goals • Goals and objective for general education • NSSE/benchmarking • Defined in course requirement(s) • Strategic planning goals • Freshman year experience • Goals/outcomes to fit specific types of students • Institutional definition/promotion/distinctiveness

  3. PROCESS • Mission revision • General education review • Lilly funding stimulus • Clearer definition of purposes of existing partnerships • Just start, then shape and define • SL or CE office leadership • Triggered by self-study/AQIP processes

  4. PROCESS • Incubators (faculty/departments) • Created through partnership projects

  5. EVIDENCE • Transcript/course numbering • Student work/journals/course products • Student identification of learning outcomes/growth/change • Basic bean counting (how many did . . .) • Integrate into capstone experiences • Community survey • Creative data mining

  6. EVIDENCE • Testimonials (agency, students, faculty) • Sampling? • Portfolios (structure, discipline) • National tools (NSSE) • Kellogg Study framework (7 part test) • Include student organizations and clubs

  7. CHALLENGES • Soft money • Lack of valid instruments for measuring • Measuring competencies • Fit of service learning for working adults • Conundrum of “definitions”/tracking • Cost of accessing some useful information • Incentivization that gets results • Role of faculty rewards/recognition • Highly decentralized nature of varieties of engagement on campus

  8. CHALLENGES • Politicization of many social justice issues/voting • Faculty buy-in/sharing responsibility--adjuncts, too. • Distinguishing actions of individuals from university position • Appropriateness of “triad” to what institutions want for student • Maintaining relationships over the long haul. • Moving beyond listing to critical reflection • Fit to minority students/communities • Who defines outcomes in a partnership?

  9. CHALLENGES • Differential value of projects to the college/community • Urban/rural differences • Relationship of service learning to needs that are driving the economy

  10. SUGGESTIONS • Conferences: Florida State Institute on College Student Values; Educators for Community Engagement: . . . . • See this as shifting cultures, not just tinkering with what exists • Use the scholarship of engagement/service: e.g. Michigan Journal of Community and Service Learning • Social justice vs social responsibility • Be satisfied with temporary answers as you search for longer term solutions

  11. COMMENTS • Unique position of Indiana • Shifting campus culture is hard although not impossible. • Unique window of opportunity: who shapes the academy and for what ends? • Central role of faculty, but new openness to issues of learning and pedagogy. • Asking questions is a good thing and not a bad place to be.

  12. INDIANA CAMPUS COMPACT Jackie McCracken Executive Director jacmccra@iupui.edu www.indianacampuscompact.org

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