University of South Florida
An Engaged University
A survey to obtain information to support
USF’s participation in the pilot project conducted by
the Carnegie Foundation related to Community Engagement
July 2006
COLLEGE ENGAGEMENT SURVEY
USF was selected to participate in a documentation pilot project to qualify for
recognition by Carnegie as an “engaged” university. This recognition will be very
valuable to USF, its faculty and students. Each campus, college, and selected
departments/offices are invited to provide documentation for this project.
The purpose of our effort is to assemble the requisite information concerning
USF’s engagement in community-based instruction, outreach, and applied
research projects.
Thank you for agreeing to help with this very important project.
Directions
Please complete this survey for your COLLEGE. Responses should represent
your COLLEGE only, not the entire university.
E-mail the completed survey to this address before August 1, 2006. Please
send to: engage@acad.usf.edu
Please send any hard copy exhibits to:
Planning & Analysis
Office of Decision Support
NEC 117
Campus Level Engagement Survey, ODS, ver 2
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COLLEGE: School of Architecture and Community Design
Survey respondents: (Please list the names of those persons who prepared
this survey response.)
Theodore Trent Green, Associate Professor
__________________________________________________
Part I - Identity and Culture
Please respond to each item. Use relevant quotes and descriptions to document
your responses these items. Please include web links to related documents.
A. COLLEGE Identity and Culture
1. Does the COLLEGE indicate that community engagement is a priority in
its mission statement (or vision)?
__√_ Yes
___ No
Quote the mission (vision) – include links if appropriate
“The School seeks to … study myriad forms of community and human
habitat. The School also aims to increase the general understanding of
environmental design … through public events and exhibitions … “
Link: www.arch.usf.edu
2. Does the COLLEGE formally recognize community engagement
accomplishments through awards and celebrations?
__√_ Yes
___ No
Describe and include links if appropriate
The School recognizes community engagement accomplishments in
two ways.
1. SACD All-School Fall Charrette: an annual student design
charrette (competition) that engages a community entity and
focuses on a particular design issue identified by the community.
The resulting student projects are awarded a monetary prize.
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Past projects have included a church damaged by last year’s
hurricanes, a shelter for the handicapped, a park on the
Hillsborough River, re-use of an existing building as a
neighborhood clinic, and prototype bus shelters to be installed
around the city.
2. The SACD also offers a scholarship annually for students who
have demonstrated accomplishments in urban/community design
coursework. This scholarship was established by the Clear
Springs Land Company in Bartow, FL.
3. Does the COLLEGE have a system for assessing community perceptions
about the effectiveness of the COLLEGE’s engagement with community?
_√__Yes
___ No
Describe the system and include links if appropriate
The SACD uses an informal feed-back loop that allows community
entities to offer comments on work produced by the students and the
School. This system includes direct calls, mailed comments, and
posted comments on the School’s WEB site.
Does the COLLEGE use the assessment data?
__√_ Yes ___ No
Describe how the data is used
Information received from individuals and community entities is
used to assess the beneficial nature of the work produced and to
identify areas that can be improved upon for subsequent communitybased projects.
4. Is community engagement emphasized in the marketing materials
(website, brochures, etc.) of the COLLEGE?
__√_ Yes
___ No
Describe the materials
Community engagement is emphasized in the SACD in two ways.
1. The School’s name, School of Architecture and Community
Design indicates the School’s philosophical and pedagogical
focus. We are the only school of architecture in the United States
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with “community” as part of its name. In addition to this, students
who complete an independent terminal Master’s project or some
other independent project are encouraged to pursue it as a “real
world” community-based effort. These projects are usually
shared with local community and government entities.
2. The School’s WEB site also indicates the School’s emphasis on
community engagement. It shows examples of student work that
is usually completed with community participation, or is
otherwise based on a relevant community issue.
B. Institutional Commitment
1. Does the COLLEGE executive leadership (Dean, Associate & Assistant
Deans, and Department Chairs) communicate explicitly to promote
community engagement as a priority?
__√_ Yes
___No
Describe, quote
Community engagement and community service activities are used
as assessment criteria for annual faculty reviews by the Dean and
Associate Dean. Community engagement and service are also
factored into annual faculty assignments. They are also used by
faculty members in peer reviews and as a major criterion for tenure
and promotion.
2. Does the COLLEGE have a coordinating infrastructure (center, office,
etc.) to support and advance community engagement?
_√__ Yes
___ No
Describe with purposes, staffing
The Florida Center for Community Design and Research is the
SACD’s primary entity for coordinating community engagement and
community-based research. The Center operates as a Type 2
research center with a broader state-wide mission. Staffing at the
Center ranges from 20 to 25 core and OPS personnel. In addition to
this, the School established the position of Coordinator of
Community Design Projects for one of its faculty members. This
position is two years old and affords the School an official liaison
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with all community-based academic, research and service-based
initiatives.
3. Are there internal budgetary allocations dedicated to supporting
COLLEGE engagement with community?
__√_ Yes
___ No
Describe (% or $ amount)
The SACD provides an annual budget allocation in excess of
$55,000.00 to support Florida Center activities. The School also
provides the equivalent of 1 faculty FTE for community-based
research. In addition to this, the School makes provides varying
levels of monetary support for other faculty and students involved in
similar activities, as well as $22,000.00 annually for a public lecture
series.
Is there external funding dedicated to supporting COLLEGE engagement
with community?
__√_ Yes
___ No
Describe specific funding
The School receives external funding for community-based efforts
from three sources: the public sector (i.e. local and state government
agencies), the private sector (i.e. private companies), and the nonprofit sector (i.e. local agencies and institutions). External funding
from all sources varies depending on the specific nature of the
project. External funding for the Florida Center exceeded $1.2 million
during the last calendar year and over $200,000.00 for other School
community-based efforts.
Is there COLLEGE level fundraising directed to community engagement?
__√_ Yes
___ No
Describe fundraising activities
Faculty members have raised in excess of $100,000.00 for academic
projects that were community-based. These funds have been
generated through increased awareness of the School’s capabilities
and through individual personal contacts with agencies,
corporations and private benefactors.
4. Are there systematic COLLEGE -wide assessment or recording
mechanisms to evaluate and/or track engagement in community?
_√__ Yes
___ No
Describe
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The School uses a number of different internal assessment and
recording mechanisms. These mechanisms include: faculty
compliance with tenure and promotion criteria relative to communitybased research and service; annual reviews and peer reviews with
performance criteria related to community-based research and
service; and design juries for student work that involves direct
participation by members of the community.
Are course-level data used for improving courses at your COLLEGE?
_√__ Yes
___ No
Describe
The School uses responses from student course evaluations for
improving courses specifically related to community engagement.
Courses such as design studios and other lecture courses are
usually structured around relevant community design and
development issues, and often places students in direct contact with
various members of the community. Responses from these courses
also provide a mechanism for gauging the effectiveness of
community-based and service learning student encounters.
Does the COLLEGE use the data from any of the tracking mechanisms?
_√__ Yes
___ No
Describe
The School uses information from various tracking mechanisms to
better understand the effectiveness of all community engagement
activities, to improve current courses and identify the need for
additional courses with a community engagement component, as
part of individual faculty assessments, and as a way of enhancing
student educational experiences.
5. Is community engagement defined and planned for in the strategic plans of
the COLLEGE?
_√__ Yes
___ No
Describe and quote
The most recent SACD Strategic Plan (2001) states the following in
Strategic Goal IV:
Continue growth of the School as a regionally and nationally
prominent site for community engagement and community design.
Address design and planning issues and problems facing
communities in Florida, the Caribbean basin and the Gulf Coast ….
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Develop career discovery workshops for high school and college
students.
Add community service learning components to key courses.
Offer courses, workshops, exhibits and lectures in off-campus
locations.
Another component of the strategic plan that defines a community
engagement element is the establishment of a professional
certificate in community design and development. Among others,
this program is intended to attract local professionals who are
directly involved in community redevelopment initiatives at the
grassroots level.
6. Does the COLLEGE provide professional development support for faculty
and/or staff who engage with community?
_√__ Yes
___ No
Describe
Current faculty members are afforded continuing education,
professional development, travel, teaching grants and other
opportunities as these activities relate to personal enrichment.
Although these activities are generally “discipline-based”, they
provide faculty the ability to expand community engagement
activities.
7. Does community have a “voice” or role in COLLEGE planning for
community engagement?
__√_ Yes
___ No
Describe
Various members of the community are involved on the SACD
advisory committee. This committee provides insights in all aspects
of the SACD, including the types of community based initiatives that
the School should initiate or pursue. This committee is comprised of
individuals in various businesses, elected officials, alumni, and
regular citizens.
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Part II - Outreach and Partnerships
Outreach and Partnerships describe two different but related approaches to
community engagement. The first focuses on collaborative interactions with
community and related scholarship for the mutually beneficial exchange,
exploration, and application of knowledge, information, and resources (research,
capacity building , economic development, etc.) The latter focuses on the
application and provision of institutional resources for community use with
benefits to both COLLEGE and community.
1. Indicate which programs are developed for community:
____ learning centers
Examples
____ tutoring
“
____ non-credit courses
“
____ evaluation support
“
____ training programs
“
____ professional development centers
“
_√__ other
“
Design-Build Course
The School has a number of programs that provide mutual benefits for
both the School and the community. The School has developed a DesignBuild course that is specifically geared for this purpose. Students and a
faculty member are currently involved with the construction of a park
structure in the community. In this course, students benefit by gaining
practical construction experience and the community benefits by realizing
a new neighborhood facility.
Student Exhibitions
The School coordinates an annual exhibit of student work either on
campus or in the community. The exhibition allows community members
an opportunity to see design-based efforts that addresses community
issues.
Public Lecture Series
The School sponsors a public lecture series on an annual basis, with
prominent or accomplished design professionals from around the United
States and other countries. These lectures are open to members of the
University community, as well as the larger local community.
2. Which institutional resources are shared with community?
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____ co-curricular student service
__√__ cultural offerings
____ athletic offerings
____ library services
____ technology
__√__ faculty consultation
Examples
“
“
“
“
“
Cultural Offerings
The SACD has committed resources and will be hosting a symposium on
Latin American architecture during upcoming Fall semester. This
symposium, which will be open to the general public, will bring a number of
design professionals from Central and South America, and the Caribbean
to Tampa to offer cultural perspectives on architecture and urbanism in
their respective countries.
Faculty Consultation
Faculty members are regularly involved in providing professional opinions
and advise on various issues affecting the local community. Faculty
members are also involved on local community boards and committees.
The School encourages and supports faculty involvement in various types
of community activities in both a service and professional capacity.
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3. Using the grid below, describe representative COLLEGE partnerships that were in place during the most recent
academic year. (maximum 5 partnerships)
Partnershi
p
Name
Oviedo
Town
Center
Communi Institution
Purpose
Length of
# 0f
ty
al
Partnership Faculty
Partner
Partner
Citizens City of
Service5 months
1
Oviedo,
learning
FL
class
focused
on design
ideas for a
new town
center
Adamo
Private
Design
4 months
1
Corridor
Corporat
studio
Redevelop ion
focused
ment
on
Project
redevelop
ment
scenarios
for a
“brownfiel
d” site
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# 0f
Students
Grant
Funding
Institution
Impact
Community Impact
35
$
16,000.0
0
15
$
30,000.0
0
Valuable “realworld” learning
experience for
students;
increased
community
exposure for the
School
Valuable “realworld” learning
experience for
students;
increased
community
exposure for the
School
Ability to visualize
design alternatives
for proposed new
town center;
charrette
experience allowed
for individual input
in decision making
Identification of
scenarios for
sustainable
redevelopment
practices and urban
design
enhancements
10
City of
Tampa
Infill
House
Prototype
Developm
ent
East
Tampa
Stormwat
er Ponds
Revitalizat
ion
Various
local
nonprofit
agencies
involved
in
building
affordabl
e
housing
East
Tamp
Commun
ity
Revitaliz
ation
Partners
hip
City of
Tampa
Design of
singlefamily
house
prototype
s for
affordable
housing
infill
program
City of
Tampa
Redesign 10 months
of existing
stormwate
r ponds as
neighborh
ood open
space
amenities
Campus Level Engagement Survey, ODS, ver 2
8 months
1
2
$
65,000.0
0
Direct
interaction with
local community
development
corporations
(CDC’s)
Realization of
model house
designs to be used
for infill
development and
community
revitalization
1
3
$
50,000.0
0
Direct
interaction with
local community
organization
Addition of new
open space
features that will
add value to the
neighborhood and
enhance its image
11
4. Does the COLLEGE work to promote the mutuality and
reciprocity of the partnerships?
__√_ Yes
___ No
Describe
In all community based projects, the School seeks a mutually beneficial
partnership with a local community entity. Citizen input is sought
throughout the duration of a project in an effort to foster community
“ownership” of the effort. For academic exercises, members of the general
public are asked to participate in design juries and assessments of student
projects.
b. Are there mechanisms to systematically provide feedback and assessment
to community partners?
_√__ Yes
___ No
Describe
Design juries and reviews of student work offer frequent opportunities for
the general public to participate in assessing student that focuses on
community issues. This mechanism is also used as a way of generating
scholarship opportunities for students.
Part III - Curricular Engagement
Curricular Engagement describes the teaching, learning and scholarship which
engages faculty, students, and community in mutually beneficial and respectful
collaboration. Their interactions address community identified needs, deepen
students’ civic and academic learning, enhance community well-being, and
enrich the scholarship of the institution.
1. a. Does the COLLEGE have a definition and a process for identifying
service learning (community-based learning) courses?
__√_ Yes
___ No
Describe requirements
Service learning courses in the SACD are those that are structured
around a particular (physical) design-related problem or issue facing
the local community. The process of generating design solutions
often requires direct interaction between students and community
members.
The process for identifying service learning courses involves faculty
instructional objectives, as well as requests by the local community
to partner with them in researching or the exploration of ideas that
will produced desirable conditions in the community.
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b. How many formal for credit courses (Service Learning, Community
Based Learning, etc.) were offered in the most recent academic year?
_____6________________________
What percentage of total courses?
________________________
____≈ 40 %
c. How many departments are represented by those courses?
______1__________
What percentage of total departments? _≈ 40 %
__________________________
d. How many faculty taught Service Learning or Community Based
Learning courses in the most recent academic year? ___4______________
What percentage of total faculty? _50%_________
e. How many students participated in Service Learning or Community
Based Learning courses in the most recent academic year? ≈ 60
___________
What percent of total number of students? _≈ 25 %______________
2. a. Are there COLLEGE or departmental (disciplinary) learning outcomes for
students’ curricular engagement?
_√__ Yes
___ No
Examples
Students must demonstrate the ability to apply critical thinking,
problem solving and creativity in addressing “real world”
circumstances. Their work must exhibit a familiarity community
conditions and sensitivity to the community that would be affected by
their proposals.
b. Are those outcomes systematically assessed?
_√__ Yes
___ No
Describe
These outcomes are assessed as a component of student
performance and class grading criteria, as well as part of the criteria
used for School accreditation.
3. a. Is community engagement integrated into the following curricular
activities?
__√___ Student Research
Describe with examples
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Community engagement is integrated into student research on an
individual basis. A majority of students enrolled in the Schools Master’s
Project (thesis) course identify a relevant design related issue in the local
community, or one in their home town. This approach in addressing a “real
world” problem puts students in direct contact with neighborhood
organizations, business and property owners, and government agencies.
Another course that integrates community engagement in student research
is the School’s Independent Study course. This course allows students to
identify their own research topic. The approach taken by students is to
involve a community or government entity throughout the duration of the
course.
_____ Student Leadership
_____ Internships
__√___ Studies Abroad
“
“
“
“
“
“
The School’s study abroad program has afforded students opportunities to
address community issues in other countries. The instructor for this
program often identifies a problem or issue facing a foreign community
and structures the studio project around it. During their travels, students
will engage members of the local community as they develop their
individual design proposals.
b. Has community engagement been integrated with curriculum on an
COLLEGE-wide level?
_√__ Yes
___ No
__√_ Core Courses
If yes, indicate where the integration exists
_√__ Graduate Studies
___ First Year Sequence
_√___ Capstone
___ In the Majors
___ Describe with examples
Community engagement has been integrated in the following Graduatelevel courses:
Design-Build course: a service-learning class that seeks to build a
structure in the community, while providing practical construction
experience for students. A new park pavilion is currently being constructed
at the Franciscan Center in Tampa.
Advanced Design A: a design studio focused on a moderately complex
building in a community setting. Designs for various types of community
facilities and multi-family housing have been developed recently.
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Advanced Design B: a design studio focused on a complex building with
broad community implications. Designs for large-scale multi-family
housing have been developed recently.
Advanced Design C: a design studio focused on problems at the
urban/community design scale. Designs for neighborhood centers and
mixed-use complexes have been developed recently.
Master’s Project: an independent terminal design studio focused on
varying community-related issues identified by students.
Independent Study: an elective independent course focused on a
community-based research issue.
4. Within in the past calendar year (2005), are there examples of faculty or staff
engagement activities through applied research, grants, contracts, conference
presentations, journal publications, etc?
Please list significant engagement examples.
Funded community design research projects:
East Tampa Stormwater Ponds Revitalization Project; City of Tampa/East
Tampa
Community Revitalization Partnership
Affordable House Prototypes - Infill Housing Program; City of Tampa
Urban Enterprise Center (Preliminary Design); CDC of Tampa
Franciscan Center Design-Build Project; Franciscan Center
Titusville CRA Plan Update; City of Titusville
Faith Chapel (Preliminary Design); Polk Correctional Institution
Analysis and Redesign of Three Boat Ramp Facilities; Hillsborough County
Parks
Trinity College Master Plan; Trinity College of Florida
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