One with the Community
Building the Engaged Campus
Using Campus Compact’s Indicators of Engagement to
Document Engagement
Presenter
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Dr. Rosalyn Jones
Campus Compact Engaged Scholar
Associate Professor
Georgia Perimeter College
Agenda
Project Overview
 Key Lessons Learned
 Promising Practices
 Other Campus Compact Resources
 Questions
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About Campus Compact
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Campus Compact is a national coalition of more than 900
college and university presidents—representing some 5
million students—who are committed to fulfilling the civic
purposes of higher education.
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To support this mission, Campus Compact promotes service
initiatives that develop students’ citizenship skills, helps
campuses forge effective community partnerships, and
provides resources and practical guidance for faculty seeking
to integrate civic engagement into their teaching and
research.
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Campus Compact comprises a national office based in
Providence, RI, and 30 state offices in CA, CO, CT, FL, HI,
IA, IL, IN, KS, LA, MA, ME, MI, MN, MO, MT, NC, NH, NY,
OH, OK, OR, PA, RI, TX, UT, VT, WA, WI, and WV.
The Indicators of Engagement Project (IOEP)
Grant; Carnegie Corporation of New York, June 2002
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To document and disseminate best practices of
civic and community engagement
To help campuses achieve broader
institutionalization of civic and community
engagement
To develop a series of models for civic and
community engagement strategies for different
types of institutions that have different needs.
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Year 1: Community colleges
Year 2: Minority-serving institutions
Year 3: Comprehensive universities
Major Project Activities
For each type of institution:
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Survey for the best practices of engagement
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Conduct interviews and focus group meetings
to learn more about civic and community
engagement
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Visit colleges to identify, document and
disseminate best practices of civic and
community engagement
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Create online databases and printed materials
highlighting successful engagement strategies
IOEP Process
1. Online Survey
Schools with promising
practice selected for…
Exemplary practices?
2. Telephone Interviews
Uniqueness, implementation, acceptance
3. Selection of Schools
Practice and diversity of type
Diverse schools with exemplary
practice selected for…
4. Site Visits
Interviews with Faculty, Administrators,
Students, and Community Partners
The Indicators of Engagement
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Mission and purpose
Administrative and
academic leadership
External resource
allocations
Disciplines,
departments, and
interdisciplinary work
Faculty roles and
rewards
Internal budget and
resource allocation
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Community voice
Support structures and
resources
Faculty development
Coordination of
community-based
activities
Teaching and Learning
Forums for fostering
public dialogue
Student Voice
Themes
The thirteen indicators cluster into the following 5
themes:
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Institutional Culture
Curriculum & Pedagogy
Faculty Culture
Mechanisms & Resources
Community-Campus Exchange
Themes & Indicators
Institutional Culture
 Mission and purpose
 Administrative and academic
leadership
Curriculum & Pedagogy
 Teaching and Learning
 Disciplines, departments, and
interdisciplinary work
Faculty Culture
 Faculty roles and rewards
 Faculty development
Mechanisms & Resources
 Internal budget and resource
allocation
 Support structures and
resources
 Coordination of communitybased activities
Community-Campus Exchange
 External resource allocations
 Community voice
 Forums for fostering public
dialogue
 Student Voice
Building the Engaged Campus
Community Campus
Exchange
Mechanisms &
Resources
Faculty Culture
Curriculum & Pedagogy
Institutional Culture
Mission and Purpose
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1. Describe the mission
in your own words.
2.How is the mission
publicized?
3. Does the mission
reflect civic
engagement?
4.How can you use
your mission statement
to support community
efforts?
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Documentation
Mission Statement
Promotional Materials
Institution website
Annual Report
Publications by leaders
Media files
Administrative and Academic
Leadership
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In what ways do
leaders promote civic
engagement internally
and externally?
Is there a strategic plan
to address this issue?
How is engagement
institutionalized?
What methods of
assessment are used?
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Documentation
Publications and
speeches by leaders
Membership in
Campus Compact
Paper trail of
community
development efforts
Institutional strategic
plan
Disciplines,departments and
Interdisciplinary Work
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How is commitment to
civic engagement
reflected in and across
disciplines?
Think about
departments where
engagement is
strong/weak.
Are there opportunities
to promote
engagement?
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Documentation
Departmental
promotional
material/homepage
Annual reports
Faculty presentations
or publications
Samples of student
projects
Teaching and Learning
What roles do faculty
and administrators play
in supporting multiple
approaches that reflect
engagement?
 How are community
sources of knowledge
valued, incorporated
and acknowledged?
Provide specific
examples.
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Departmental
promotional material/
web page
Faculty presentations
and publications
Examples of syllabi
Formal agreements
with partners
Accreditation self study
reports
Faculty Development
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What kinds of faculty
development activities
does the college
provide? What is the
response of faculty?
How are faculty
prepared for the
process of identifying
community partners?
What support does the
college provide?
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Reports of faculty
development units
Announcements of
faculty development
activities
Evaluations of faculty
development activities
Lists of faculty
attending
Other available faculty
resources
Faculty Roles and Rewards
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Do college policies
support and reward
faculty for civic
engagement?
How aware are faculty
of these policies?
What are recruitment
policies?
How do policies relate
to overall mission?
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Promotion and tenure
guidelines
Recruitment materials
for new faculty
Reports on communitybased scholarship,
presentations/research
Numbers of individuals
tenured/promoted
based on civic work
Support Structures & Resources
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Is there a central office
that supports civic
engagement? What
resources support it?
What mechanisms
exist to organize,
document and describe
engagement activities?
Is commitment
sustainable?
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Center mission
statement
Faculty handbook
Student handbook
Academic schedules
Catalog
Campus publications
Web based resources
Internal Resource Allocation
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What are policies
regarding the allocation
of funds?
Who is responsible for
allocating these funds?
How are priorities
established?
Are resources available
to faculty, community
partners to offset
expenses?
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Annual report
Budget statements
Budget guidelines
Campus publications
Inventories of
community
partnerships activities
Web based resources
Community Voice
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How does college
facilitate
communication
between the institution
and its community
partners?
Are partners on
relevant college
committees?
Do partners participate
in course design?
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Annual report
Schedules
Catalogs
Agreements/contracts
for community
organizations
Advisory boards
Committee
membership
descriptions
External Resource Allocation
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Does college fund
community
organizations?
Are resources available
for community
building?
Who is responsible for
these resources?
How are priorities
established?
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Annual report
Budget summary
statement
Budget guidelines
Reports to the
community
Inventories of
community-based
activities
Coordination of Community Based
Activities
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How is civic
engagement and
teaching and learning
integrated?
Do you have a
centralized office?
What roles do student
affairs and academic
affairs play?
Are there community
service or volunteer
activities?
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Campus calendar of
events
Academic catalog
Campus publications
Activities of community
advisory boards
Web based resources
Forums for Fostering Public Dialogue
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How does college bring
together stakeholders?
What office is
responsible for
facilitating dialogue?
How do students and
faculty know where to
go on campus to get
involved?
How do community
agencies know who to
contact?
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Annual reports
Academic catalog
Campus publications
Media files
Advisory board
activities
Committee descriptions
Web based resources
Student Voice
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How are students
made aware of
college’s commitment
to civic engagement?
Do students participate
in course design?
Are students
represented on college
committees relevant to
civic engagement?
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Activities report
Student orientation
schedules
Academic catalog
Campus publications
Media files
Student organization
documents
Committee descriptions
Key Lessons Learned
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Assets Trump Deficits.
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Using the indicators to conduct an institutional
audit of civic engagement, campuses discovered
both assets and deficits. Successful campuses
moved on their assets.
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Successful colleges and universities recognized 23 strong assets, stimulated intellectual capital and
individual passion around those assets, connected
strategically with key campus leaders, community
partners, and funders, and moved intentionally
from innovation to institutionalization.
Next steps for the IOEP
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Publication of the monograph on engagement
at MSIs; One with the Community: Indicators
of Engagement at Minority-Serving Institutions
Using the Indicators to document engagement
for accreditation
Publication of a special issue of Metropolitan
Universities
Additional information is available online at
www.compact.org/indicators/
Project Findings: HBCUs
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Students at HBCU's are typically introduced to
the heritage and mission of service early on in
their academic careers.
HBCU's play an important role in preparing the
next generation of community leaders. Many
nonprofit and government leaders who partner
with HBCUs are alumni of the college with
which they partner.
Presidential Leadership is crucial to creating a
culture of service and engagement at HBCUs.
Project Findings: HBCUs
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A tradition of viewing service as "giving back”
has led many HBCus to institute a community
service graduation requirement. Such a
requirement highlights service-learning and
facilitates the coordination of communitybased activities on campus.
The presence of dynamic and effective
service-learning coordinators plays a critical
role in sustaining community-based work at
HBCUs.
Campus Compact Resources
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Publications
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One with the Community: The Indicators of Engagement
at Minority-Serving Institutions.
The Promise of Partnerships: Tapping into the College as
a Community Asset. Designed specifically for communitybased organizations, The Promise of Partnerships offers
straightforward guidance on how to tap into the
resources and expertise of local colleges and
universities.
Colleges with a Conscience (with the Princeton Review)
provides detailed information geared toward prospective
college students searching for facts about life that go
beyond raw admissions statistics.
Available at www.compact.org/publications
Campus Compact Web Resources
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Campus Compact’s service-learning pyramid
http://www.compact.org/faculty/specialreport.html
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The Indicators of Engagement Survey
http://www.compact.org/indicators/MSI-survey.html
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The Indicators of Engagement
http://www.compact.org/indicators/indicators-MSI.html
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The President’s Declaration on the Civic Responsibility of
Higher Education Campus Assessment of Civic
Responsibility
http://www.compact.org/presidential/declarationassessment.html
Documenting Engagement
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Campus Compact collection of resources on assessment
http://www.compact.org/resource/documenting.html
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This document includes information on: Notating Service on
the Transcript, Common Criteria for Designating a Course
as a Service-Learning course, Colleges and Universities
that Note Service on Formal Transcripts, Web Resources on
Service-Learning in Faculty Review, Tenure & Promotion,
Print Resources on Service-Learning in Faculty Review,
Tenure & Promotion.
Campus Compact’s Advanced Toolkit
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Establishing Benchmarks for the Engaged Campus: The
University of Maryland Report (Results of the University of
Maryland’s Engaged Campus Team)
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"Implementing Service Learning in Higher Education", by
Robert G. Bringle and Julie A. Hatcher (40K pdf)
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"Analyzing Institutional Commitment to Service: A Model of
Key Organizational Factors", by Barbara Holland (48K pdf)
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All available online at
http://www.compact.org/advancedtoolkit/assessing.html
Advanced Toolkit continued
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Exploring the Challenge of Documenting and Measuring
Civic Engagement Endeavors of Colleges and Universities:
Purposes, Issues, Ideas. By Barbara A. Holland, Former
Director of the HUD Office of University Partnerships;
Director of the Service-Learning Clearinghouse.
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Framing the Measures: A Technical Background Paper on
Institutional Classification Systems, Data Sets, and
Miscellaneous Assessments in Higher Education.
Prepared by Jessica Shedd and Jane Wellman, The
Institute for Higher Education Policy, Washington, D.C.
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Both available online at
http://www.compact.org/advancedtoolkit/measuring.html
Contact Information
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Additional information at
www.compact.org/indicators/