Higher Education and Teaching Commons^™

Non-Tenure-Track Faculty And Community Engagement: How The 2020 Carnegie Community Engagement Classification Application Can Encourage Campuses To Support Non-Tenure-Track Faculty And Their Community Engagement, Allison Lafave, Damani Lewis, Sarah Smith

New England Resource Center for Higher Education Publications

In 2006, the Carnegie Foundation for the Advancement of Teaching developed an elective classification for community engagement for institutions of higher education. To receive the classification, campuses must complete an application and respond to questions by providing evidence that demonstrates a commitment to sustaining and increasing their community engagement efforts (Welch & Saltmarsh, 2013). Many of the application questions relate to policies and practices that affect faculty careers. For example, the 2015 Community Engagement Classification application asked institutions to describe relevant professional development opportunities and ways in which faculty community engagement is incentivized, recognized, and rewarded. These questions are important, …

The Challenges Of Rewarding New Forms Of Scholarship: Creating Academic Cultures That Support Community-Engaged Scholarship, A Report On A Bringing Theory To Practice Seminar Held May 15, 2014, John Saltmarsh, John Wooding, Kat Mclellan

New England Resource Center for Higher Education Publications

The need for and value of civic engagement is widely acknowledged and frequently advocated by students and faculty at American universities. Over the last several decades, recognizing the variety of forms of scholarly research and academic achievement has become commonplace on many campuses. The Carnegie Foundation now assesses and validates community engagement as one critical measure of a university’s identity and success. Many faculty stress community involvement, internships, and various forms of experiential learning in their courses and view them as critical components of a university education. Numerous faculty engage in communityengaged research, working with local organizations, local businesses, and …

Boston Writing Project, Glenn Mitchell, Peter Golden

Office of Community Partnerships Posters

The Boston Writing Project focuses on the core mission of improving the teaching of writing and improving the use of writing across the disciplines by offering high-quality professional development programs for educators, at all grade levels, K–16 and across the curriculum.

Gathering Data And Documenting Impact: 2010 Carnegie Community Engagement Classification Application Approaches And Outcomes, Jana Noel, David P. Earwicker

New England Resource Center for Higher Education Publications

The Community Engagement Classification is an elective classification offered by the Carnegie Foundation for the Advancement of Teaching. In order to be classified, campuses provide evidence documenting engagement through an application process. Campuses were classified in 2006, 2008, and 2010, and will be classified on five-year cycles from 2015 onward. (Information about the classification can be found on the Carnegie Foundation website.)

This mixed-methods, two-part study sought to discover how institutions that received the Carnegie Community Engagement Classification in 2010 approached their application process and to examine the longer term outcomes of that process. How did they undertake a “full …

The Umass Boston Bachelors Of Science In Information Technology, Deborah Boisvert, Ricardo Checchi, William Campbell, Jean-Pierre Kuilboer, Roger Blake, Robert Cohen, Oscar Gutierrez

Office of Community Partnerships Posters

The BSIT is a 21st Century degree that supports and extends the BATEC vision of curriculum – advanced in content and pedagogy, regionally-coordinated, and industry-linked. Every exercise assigned throughout the BSIT emphasizes collaboration, competence, and outcomes assessment. Faculty and business partners regularly participate in professional and curriculum development to ensure the program’s continued industry relevance.

Batec Bridge To Community College, Deborah Boisvert, Paula Velluto, Dawn Zapata

Office of Community Partnerships Posters

The Bridge to Community College Program is a comprehensive college program that creates postsecondary education access for nontraditional learners with limited technology skills. It offers two credit-bearing technology courses combined with English and Mathematics tutoring to reinforce the basic math and literacy competencies required for entry into a community college. The Bridge Program transitions students into higher education by partnering with trusted community organizations to offer introductory college technology courses at a community site with a facilitated transition to the partner community college.

Jumpstart At Umass Boston, Office Of Student Leadership And Community Engagement, University Of Massachusetts Boston, Department Of Psychology, University Of Massachusetts Boston, Dever Elementary School, Early Learning Center, University Of Massachusetts Boston, John P. Holland Elementary, Yawkey Center, Dorchester Head Start, Gertrude Townsend Head Start, Roger Clap Innovation School

Office of Community Partnerships Posters

Jumpstart is a national early education organization that recruits and trains college students to serve preschool children in low-income neighborhoods. Our proven curriculum helps children develop the language and literacy skills they need to be ready for kindergarten, setting them on a path to close the achievement gap before it is too late.

Teach Next Year, Lisa M. Gonsalves

Office of Community Partnerships Posters

Teach Next Year, a nationally acclaimed teacher residency program. TNY is an alternative, experiential urban school-based route to earning a master’s degree in education (M.Ed.) and Massachusetts initial teacher licensure through the UMass Boston in approximately 12 months. The program is designed to build on the interests and expertise of its students, faculty and the students in Boston Public Schools. Because it is an intensive site-based educational experience, it provides the support of professors, practitioners and colleagues while it supplies the challenge of study, practice and exploration.

Necc Early College Program: Third-Year Outcomes, Jack Leonard, Ellen Grondine

Office of Community Partnerships Posters

Five-year longitudinal community-based program evaluation reports annually on outcomes for early college program between MA community college and 2 high schools (suburban; urban) for academically average students, grades 10-12. Mixed methodology uses surveys, interviews and quantitative student data to illuminate program design, measure student outcomes , investigate changes in teaching practice and examine effective leadership practices. Three-year results show impressive credit accumulation and improved college readiness skills in students. Strong support mechanisms promote student success. Program is now being replicated in other communities.

The Urban Scholars Program At University Of Massachusetts Boston, David Lemmel

Office of Community Partnerships Posters

Urban Scholars provides talented and gifted students—especially those from low income and minority backgrounds—with the resources to develop the skills and self-motivation needed to enter and successfully complete postsecondary education. The program accommodates 120 students, 75 students at the high school level and 45 at the middle school level.

Civic Engagement Scholars Initiative (Cesi), Camille Martinez-Krawiec

Office of Community Partnerships Posters

UMass Boston received a Performance Incentive Fund grant to institutionalize and increase teaching and learning that promotes civic and community engagement. Specifically the funds are being used to support the implementation of the Civic Engagement Scholars Initiative (CESI), which supports faculty and community partners on how to effectively engage undergraduate students in service-learning and community-based research activities that reinforce classroom learning, foster civic habits and skills, and address community-identified needs. This enhancement will be accomplished through implementation of a professional development program that improves the efficacy and assessment of faculty-driven community-engaged instruction and undergraduate research. CESI, as part of the …

Latino Leadership Initiative (Lli), Liliana Mickle

Office of Community Partnerships Posters

The purpose of the Latino Leadership Initiative is to help develop a cadre of next generation leaders from and for the Latino(a) community. The LLI annually serves up to 50 of the nation’s most promising undergraduates with demonstrated interest in serving the Latino(a)community. The partner schools sending cohorts are Miami Dade College, UMass Boston, Texas A&M International University, University of California at Merced, University of Texas-Pan American, Loyola Marymount, City University of New York and the University of Houston. Objectives of the LLI are: to enhance the leadership capacity of students committed to serving the Latino community; to help participants …

Success Boston: College Completion Initiative, Liliana Mickle

Office of Community Partnerships Posters

2008: Initiative launches in response to Northeastern University study finding – only 35.5% of Boston Public School (BPS) graduates enrolled in college earned an Associate’s or Bachelor’s degree within 7 years (despite BPS having one of the highest college enrollment rates in country).

2010: 38 colleges/universities in MA accepted UMass Boston Chancellor Keith Motley’s invitation to join the initiative (25 submitted specific plans). Chancellor Motley is co-chair of Mayor’s Success Boston Task Force.

July 2010: UMass Boston implements Success Boston Embedded Model: Collaboration with American Student Assistance (ASA), Freedom House Inc., Bottom Line and Hyde Square Task Force to provide …

University Of Massachusetts Boston Upward Bound, Lizette Rivera

Office of Community Partnerships Posters

Upward Bound is an intensive, year-round college-prep program. Our mission is to assist low-income and / or first-generation college bound high school students in the successful completion of secondary education. We strive to prepare our students academically and socially towards the enrollment and completion of higher education. Upward Bound offers services to students through an after-school program at UMass-Boston during the school year and a six-week summer residential academic program.

Eastern Pequot Archaeological Field School, 2003 - 2013, Stephen W. Silliman

Office of Community Partnerships Posters

The Eastern Pequot Archaeological Field School began in 2003 as a cooperative effort between Anthropology Professor Stephen Silliman and the Eastern Pequot Tribal Nation, a Native American community in southeastern Connecticut. It uses a six-credit summer archaeological field course to achieve four objectives set within a model of community-engaged scholarship.

Upward Bound Math-Science At Umass Boston, Terri Slater

Office of Community Partnerships Posters

Upward Bound Math-Science (UBMS) strives to increase the number of low-income and first-generation college bound students who enroll in and complete higher education programs, majoring in mathematics, the sciences, and computer science. UBMS aims to increase the number who pursues advanced study in these fields. UBMS serves students enrolled in the six academies that comprise the Lawrence High School Complex.

The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building, Ilyitch Nahiely Tábora, Institute For Learning & Teaching, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Talented And Gifted (TAG) Latino Program has served the academic, personal and social needs of Boston Public Schools middle and high schools Latino students and English Language Learners since 1985. TAG offers holistic, year-round support to approximately 600 students annually. Boston Public School (BPS) Latino students and English Language Learners (ELL) excel academically, socially and personally, so as to improve their ability to succeed in high school and at the postsecondary level.

Beacon Voyages For Service: 2013 Alternative Spring Break Trip To The Pine Ridge Reservation, South Dakota, Sherrod Williams

Office of Community Partnerships Posters

This March, fourteen UMass Boston students traveled to the Pine Ridge Indian Reservation in South Dakota to address the pressing issues of poverty faced by the Oglala Lakota people by assisting in construction efforts such as repairing stairwells, building children’s bunk beds, and installing protective skirting around mobile homes to help increase the overall quality of life on the reservation. In conjunction with the service work, special attention was placed on fostering relationships and participating in a cultural exchange with the Oglala Lakota community that has created awareness about the tribulations faced by the United States of America’s most disadvantaged …

Social Equality And Environmental Education In Brazil, Sherrod Williams

Office of Community Partnerships Posters

Beacon Voyages for Service (BVS) is a program within the Office of Student Leadership and Community Engagement that coordinates Alternative Break programs. BVS Brazil traveled to Porto Alegre. This group of students partnered with “The Brazilian Association of Cultural Exchange (ABIC)” and the Center for Environmental Education to learn about the social problems that affect the citizens of Brazil and tackle issues of waste management. The students work alongside community members in a recycling unit and spend many hours working with local youth.

Building Sustainability In Rural Puerto Rico, Sherrod Williams

Office of Community Partnerships Posters

Beacon Voyages for Service (BVS) is a program within the Office of Student Leadership and Community Engagement that coordinates Alternative Break programs. BVS Puerto Rico traveled to Las Marias, Puerto Rico. This group of students partnered with Plenitud Eco-Educational Initiatives to learn about sustainability through organic farming and permaculture practices in rural areas of Puerto Rico.

Highlights And Impacts: 2012 Naisa Conference & Other Events, J. Cedric Woods, Institute For New England Native American Studies, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Native American and Indigenous Studies Association (NAISA) is the premier organization for scholars in Native and Indigenous Studies, representing numerous indigenous peoples and their non-indigenous allies. The Institute for New England Native American Studies (INENAS) played a key role in planning 2012 conference, with Director Cedric Woods serving as co-chair of Executive Host Committee.

Culturally Relevant Resources To Meet The Changing Priorities Of Tribal Communities, J. Cedric Woods, Institute For New England Native American Studies, University Of Massachusetts Boston

Office of Community Partnerships Posters

The mission of INENAS is to develop collaborative relationships, projects, and programs between Native American tribes of the New England region and all of the UMass campuses so that the tribes may participate in and benefit from university research, innovation, scholarship, and education. As the interests, needs, and demographics of Native New England shift, these changing priorities will be reflected in its programming, grant submissions, and outreach efforts.

Eastern Pequot Archaeological Field School, Steven Silliman

Office of Community Partnerships Posters

This project assists with locating historical cultural sites on Eastern Pequot reservation established in A.D 1683, and providing historical preservation and archaeological services at low to no cost to this Native American community. This project also trains undergraduate and graduate students from UMass Boston and other institutions and tribal community interns in archaeological techniques, heritage preservation, Native American history, colonial studies and collaborative research methods. It aims to improve archaeological fieldwork and interpretations as part of a deeply collaborative relationship, and also study Eastern Pequot house sites, using artifacts, animal bones , plant remains, architecture, landscape historical documents and oral …

Incorporating Service-Learning Into The Esl Curriculum: What Aspiring Practitioners Need To Know, Andres R. Reyes

Critical and Creative Thinking Capstones Collection

As an ESL teacher at a community college, my constant goal is to synergize teaching approaches and strategies so that in addition to maximizing students' language learning, their critical thinking skills, cultural competence, and reflectivity - as members of an increasingly growing multicultural society - are heightened. Most recently, I have been pursuing service-learning as a philosophy, pedagogy, and practice that can help students connect their classroom learning to concrete, exciting, and challenging learning situations beyond the classroom. This paper is an attempt to highlight service-learning as a powerful tool that can make a difference in students' lives as they …

Retirement And High Level Human Capital, Irving Gershenberg

Gerontology Institute Publications

Given that demographic trends in economically advanced industrial countries such as our own continue to shift toward increasingly older, formally retired populations, we need to find ways to keep more of this older retired population productive. Economists and others differ in their estimation regarding the ability and/or willingness on part of the retired to retain, let alone utilize the know-how, the human capital accumulated prior to retirement. This is as true for those who have spent their work life engaged in producing and communicating new ideas and synthesizing and diffusing what is known, those who have accumulated what I term …

Scholarship Unbound: Assessing Service As Scholarship In Promotion And Tenure Decisions, Kerryann O’Meara

New England Resource Center for Higher Education Publications

Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colleges of education. Case studies suggest that policies to assess service as scholarship can increase consistency among an institution’s service mission, faculty workload, and reward system; expand faculty’s views of scholarship; boost faculty satisfaction; and strengthen the quality of an institution’s service culture.

Enhancing Multicultural Education Through Higher Education Initiatives, Porter L. Troutman Jr.

Trotter Review

This paper describes a comprehensive initiative intended to increase multicultural education and the amount of ethnic diversity among college of education faculty and undergraduate teacher education students at the University of Nevada, Las Vegas (UNLV). The paper details six components of the on-going initiative: 1) staff development: to enhance the sensitivity of college of education faculty regarding cultural issues, 2) a minority mentoring program: to provide a stronger support system for under-represented populations enrolled in the teacher education program, 3) the multicultural education project (MCE): a collaborative effort with the public school district in multicultural education, 4) the College of …

The Status Of Faculty Professional Service And Academic Outreach In New England, Sharon Singleton, Cathy Burack, Deborah Hirsch

New England Resource Center for Higher Education Publications

In 1994 the New England Resource Center for Higher Education surveyed New England colleges and universities about the professional service faculty are engaging in, and the policies and structures that support such activities. Information was obtained from 120 institutions. As seen through a wide lens, there is considerable institutional commitment to faculty professional service. A majority of respondents reported that service is both a stated part of their institutional mission and that faculty, administrators and staff supported that commitment. However, a sharper focus reveals a gap between statements and practice: only a third of the respondents were able to demonstrate …

Rewarding Faculty Professional Service, Kerryann O’Meara

New England Resource Center for Higher Education Publications

Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. In the past five years, however, many colleges and universities have found innovative ways to define, document, and evaluate faculty professional service in traditional promotion and tenure systems. Other institutions have created or expanded alternate faculty reward systems, including faculty profiles in service, merit pay, and post-tenure reviews emphasizing service. Based on data from a nation-wide sample, this paper discusses innovations in rewarding faculty professional service and offers conclusions and recommendations.

Organizational Structures For Community Engagement, Sharon Singleton, Deborah Hirsch, Cathy Burack

New England Resource Center for Higher Education Publications

In a time of public scrutiny of higher education, there is good reason - both for the survival of the campus and the survival of the community around it -- for institutions to promote outreach. Yet even within those institutions with formal structures -- mission statements, faculty handbooks, and presidential leadership that support community service -- the practical considerations -- work assignments, evaluation mechanisms and institutional rewards -- present real challenges. Service-enclaves are structures that exist or are developed within institutions that allow faculty and staff to work collectively as they serve their communities. While individual service work is no …