Reconceptualizing Faculty Development in Service-Learning/Community Engagement

"Reconceptualizing Faculty Development in Service-Learning/Community Engagement firmly establishes the community engagement field as one that is boundary spanning and inclusive and integrative of multiple stakeholders. Different approaches to the development of faculty, community engagement professionals, and community leaders are highlighted in this text in a useful and accessible format that allows readers to identify lessons, challenges, and new directions for practice. I appreciated the infusion of multiple institution types and the varied resources and strategies that structure educational development for community engaged work.The text invites all of us who care about this work to be attentive to our journeys in the field, reflective about our practice, honest about our shortcomings, and committed to our values.The chapters do a good job of building on and engaging with each other in a way that will make this a valuable and timely resource for the field."

Tania D. Mitchell, College of Education and Human Development - University of Minnesota

"Berkey and colleagues offer an exquisite exploration of faculty development – and the more comprehensive form of educational development – within SLCE initiatives. Beginning with a foundation to the topic that ought to be requisite reading for community engagement professionals, the editors then offer an array of issue-based essays and case studies that present poignant histories, concerns, contexts, and practices of educational development in SLCE. The text is analytically rigorous, conceptually rich, and rife with examples that range from comprehensive initiatives to everyday practices, from resource-intensive to budget neutral. This is a true resource for those of us who work with faculty to advance SLCE on campuses and in communities."

Lina Dostilio, Assistant Vice Chancellor, Community Engagement - University of Pittsburgh

From the Foreword:
“Let’s hope that the ideas and suggestions offered by the authors of these chapters gain wide circulation and use in our colleges and universities. It would be wonderful to see these many, possible benefits come to widespread fruition!”

L. Dee Fink - University of Oklahoma (Retired); author of Creating Significant Learning Experiences

"Within the framework of service learning, partnerships are essential to the success of merging faculty and community goals. In the text, Reconceptualizing Faculty Development in Service-Learning/Community Engagement, the authors provide various perspectives on how service-learning professionals can, as the title suggests, re-conceptualize the way in which they engage faculty for service-learning initiatives. As parts of a bike work together to enable the rider to continue to reach their destination, the text presents a holistic framework for students, faculty, administrators, community partners, and service-learning professionals to reach the goal of professional educational and community development.

This book is useful for a wide range of populations to include faculty seeking to integrate service-learning in their courses, service-learning professionals, community partners, and other on-campus supports. The vocabulary is accessible to these audiences, and the vignettes allow for a personable reading experience for scholars, practitioners, and community members. One major strength of the book are the inclusion of charts, graphs, and graphic organizers. The featured case studies that are further presented in the text are conveniently placed after the Table of Contents in a chart that includes institutions, key takeaways, and transferable tools and ideas. Additionally, throughout the text, conceptual frameworks, threshold concepts, and transformative models are examples of how the written text is visually represented which can be useful for understanding newly presented concepts or concepts for modeling."

- Partnerships: A Journal of Service-Learning and Civic Engagement

Abbreviations
Case Studies
Forward—L. Dee Fink
Preface—Emily A. Eddins and Patrick M. Green
Exploring the Borderlands through Collaborative Inquiry: A Narrative Introduction—Patrick M. Green, Emily A. Eddins, Becca Berkey, and Cara Meixner
Exploring the Borderlands through Collaborative Inquiry: A Narrative Introduction—Patrick M. Green, Emily A. Eddins, Becca Berkey, and Cara Meixner

Part One: The Landscape of Faculty Development and Community Engagement
1) A Holistic Framework for Educational Professional Development in Community Engagement—Marshall Welch and Star Plaxton-Moore
2) Faculty as Colearners: Collaborative Engagement and the Power of Story in Faculty Development—Timothy K. Eatman

Part Two: Models of Faculty Development in Service-Learning/Community Engagement
3) Models and Genres of Faculty Development—Emily O. Gravett and Andreas Broscheid
4) Supporting Professional Development for Community Engagement: Three Institutional Case Studies—Amy Spring, Case studies contributed by Caile Spear, Kara Brascia, Mike Stefancic, Anna Bailey, Kristin English, Julia Metzker, Chavonda Mills, Sandra Godwin, Sherril B. Gelmon, Kevin Kecskes, Devorah Lieberman, and Leslie McBride
5) Learning Communities as a Creative Catalyst for Professional Development and Institutional Change—Star Plaxton-Moore, Julie Hatcher, Mary Price, Carey Borkoski, Vanya Jones, and Mindi Levin
6) Mission Driven, Low-Cost, Creative Practices—Ann E. Green, Ann Marie Jursca Keffer, Kim Jensen-Bohat, Melody A. Bowdon, and Amy Zeh
7) Dynamics on the Edge: Exploring Roles and Intersections of Service-Learning and Community Engagement and Educational Development—Cara Meixner, Becca Berkey, and Patrick M. Green

Part Three: Challenges and Opportunities in Pedagogy and Partnerships
8) Special Pedagogical Considerations: Designing Learning in Service-Learning and Community Engagement—Chirag Variawa
9) The Intersection of Institutional Contexts and Faculty Development in Service-Learning and Community Engagement—Stephanie T. Stokamer
10) Reciprocity and Partnership: How Do We Know It Is Working?—Gabriel Ignacio Barreneche, Micki Meyer, and Scott Gross

Part Four: Engendering Change in Educational Development
11) Connecting Service-Learning and Community Engagement Faculty Development to Community-Engaged Scholarship—Sherril B. Gelmon and Catherine M. Jordan
12) Innovative Considerations in Faculty Development and Service-Learning and Community Engagement: New Perspectives for the Future—Richard Kiely and Kathleen Sexsmith

Editors and Contributors
Index

Becca Berkey

Becca Berkey is Director of Service-Learning, Center of Community Service, Northeastern University.

Emily Eddins Rountree

Emily Eddins Rountree is Assistant Director, Center for Service Learning, University of Kansas.

Patrick M. Green

Patrick M. Green has served as the Director of the Center for Experiential Learning at Loyola University Chicago since its inception in August 2007. The Center for Experiential Learning houses five university-wide programs, including service-learning, academic internships, student employment / community-based federal work study, undergraduate research, and the electronic portfolio program. As a Clinical Instructor of Experiential Learning, Dr. Green teaches a variety of general elective experiential learning courses, engaging students in service-learning, community-based research, internship experiences, and undergraduate research. Dr. Green’s research includes the impact of experiential learning programs on skill development and career development (funded by the National Association of Colleges and Employers Research Foundation Grant), the meaning-making processes of reflection in service-learning/experiential learning, and the use of electronic portfolios in experiential learning (Inter/national Coalition for Electronic Portfolio Research). Dr. Green was chosen as an Engaged Scholar for National Campus Compact, and currently serves on the Board of Directors of the International Association for Research on Service-Learning and Community Engagement (IARSCLE).

Cara Meixner

Cara Meixner is Executive Director, Center for Faculty Innovation Associate Professor, Graduate Psychology, James Madison University.