Office of Community Engagement

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https://hdl.handle.net/1805/14075
The Office of Community Engagement creates a coordinated, strategic approach to professional development and corporate education; neighborhood, school, and family partnerships; volunteerism and service; and a campus wide culture of engagement.

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    Fundamentals of Assessing Civic Learning Outcomes
    (2015-11-20) Norris, Kristin; Weiss, H. Anne
    This interactive presentation is designed for attendees to create an assessment plan for gathering evidence around students civic learning during a particular pedagogical experience- usually community- or experiential-based teaching and learning strategies.
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    Assessing Hidden Outcomes of Civic or Community Engagement during College
    (2017-08-03) Weiss, H. Anne; Norris, Kristin
    Pedagogies of community engagement have been touted as one way faculty or staff can produce or strengthen disciplinary or subject-related learning outcomes or skill development for students in higher education. This has, consequently, left other learning and developmental outcomes often unspoken or, more often, unmeasured and hidden across teaching and learning experiences during college . These unstated learning and developmental outcomes are, however, intrinsic to community engaged pedagogies and initiatives: civic learning/knowledge, civic identity, civic agency, civic mindedness, and much more! In this presentation participants will begin with the PUBLIC goals, objectives, outcomes, etc. in mind and end with articulating a strategy to identify and assess these, often, unstated outcomes of community engagement pedagogies or initiatives.
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    Curricular Engagement Report: Academic Year 2016
    (2017-01-01) Norris, Kristin; Weiss, H. Anne; Wendling, Lauren
    The purpose of this report is to provide readers with information about the frequency of community engagement through course-based experiences at IUPUI.
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    Monitoring and Assessing Community-Engaged Activities Across Campus
    (2016-10-23) Norris, Kristin; Weiss, H. Anne; Mack, Heather; Medlin, Kristin; Wittman, Amanda
    Most campuses are eager to answer the question "How are students, faculty, and staff at my campus working to address wicked or public problems?" In this presentation we explore a range of strategies to track and monitor community-engaged activities going on across your campus, which includes curricular, co-curricular or project-based activities that are done in collaboration with the community. This presentation gives participants tools, strategies, steps, and information that can be used to design, initiate, and/or enhance systematic assessment or evaluation of community-engaged activities.
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    #CLDE16: Democracy Plaza Tour @ IUPUI
    (AASCU American Democracy Project, 2016-05-07) Weiss, H. Anne
    This brief article introduces readers to the unique place of Democracy Plaza on the IUPUI campus and its' role in the national conference: Civic Learning & Democratic Engagement (CLDE).
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    Curricular Engagement Report: Academic Year 2017
    (2017-11-01) Norris, Kristin; Weiss, Anne
    IUPUI has a history of counting service-learning (2000-2012) and community-based learning courses (2103-2016). The information is used for school- and campus-level reporting (e.g., Chancellor’s Report to the Community, Curricular Engagement Report to the Deans), award applications (e.g., Carnegie Classification for Community Engagement), and key data points for the campus and leadership communications. This report contains the methodology and findings for "counting courses" for the AY17.
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    Demonstrating the Impact of Community Engagement: Realistic and Doable Strategies
    (2017-10-07) Norris, Kristin; Wendling, Lauren; Keyne, Lisa
    Most campuses are eager to answer questions like “How are students, faculty, and staff on campus working to address civic issues and public problems?”, “To what extent is our engagement making a difference?”, “How can we better support community engagement?” Discover how to track, monitor, assess, and evaluate community-engaged activities, which include curricular, co-curricular, or project-based activities that are done in partnership with the community, in order to tell a more comprehensive story of engagement. Whether you’re interested in community outcomes, student outcomes, partnership assessment, or faculty/staff engagement, campuses confront an array of challenges when trying to combine and align these questions into a comprehensive assessment plan. This session will give participants tools, strategies, and information to design, initiate and/or enhance a systematic mechanism for monitoring and assessment of community-engaged activities.
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    Faculty experiences with community engaged research: Challenges, successes, and recommendations for the future.
    (2018-10) Weiss, H. Anne; Wendling, Lauren; Norris, Kristin E.
    Methodology for an institutional research study that explores the lived experiences of faculty, who to some extent, work with the community - its people, organizations, assets, etc. - when conducting research and creative activity.
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    Community-Engaged Research. How IUPUI faculty engages the community in research activities
    (2019-05-21) Garcia, Silvia
    Academic researchers who conduct research with and in the community use different approaches that reflect the richness of epistemologies and disciplinary backgrounds that inform community scholarship. Although there is extensive literature explaining the principles and methods of “community-engaged research”, there seem to be different understandings of how these principles translate into the research practice. This work describes how IUPUI faculty members that claimed in a survey to be community-engaged scholars involve the community in research activities. We analyzed the narratives of fifty-one tenured and tenure-track faculty members who were interviewed to explore their lived experiences in their work with communities on research or creative activity projects. Four predominant practices of engagement were identified in their narratives. These practices reflect differences in their research paradigm, the expected research outcomes, and their conceptualization of the participant community.