brown university · 2018-05-25 · primed to ﬂourish in graduate studies, the evolving global...

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Print Form

Joyce P. Kaufman

Associate Academic Dean

[email protected]

Whittier

CA

Whittier College

President Sharon Herzberger

13406 E. Philadelphia St., Whittier, CA 90608

(562) 907-4808

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Whittier College�s Vision Statement explicitly prioritizes community engagement: Whittier College is dedicated to student learning and transformation. Using progressive and experiential approaches to learning, students gain wide knowledge and the confidence to apply that knowledge. Whittier College fosters enthusiastic, independent thinkers primed to flourish in graduate studies, the evolving global workplace, and life. Our long academic tradition—grounded in the Quaker quest for knowledge and personal growth—aims to foster student appreciation for the modern world�s complexities while. The Quaker ideal of “praxis” guides our belief that community engagement teaches our students the importance of social responsibility.

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Each year for the past five years, the College has hosted a College and Community Expo, bringing together students who have been engaged in volunteer or community-based activities through classes, clubs or internships, faculty, who have worked with those students, and members of the broader Whittier community. The students have the opportunity to share their experiences through poster displays, power point presentations and a panel discussion, and are recognized publicly for their work in the community. Community partners, who represent non-profit community-based organizations and local municipal governments, are similarly recognized for their contributions and their partnership with faculty and students. The City of Whittier acknowledges the role that the College plays in the community by sending an official representative, generally the Mayor, to say a few words of recognition and often to present a citation of recognition. This event is open to the campus as a whole. Community leaders, in addition to representatives of partner organizations, are also invited to attend.�At Spring Honors Convocation, Student Life awards the “Student Life Community Service Awards” given annually to two students, one who has provided exemplary service in the greater Whittier community and the other for service to the Whittier College community. This is a competitive award, with members of the Student Life staff determining the recipients. In addition, the Inter-Club Council organizes an annual StAR (Student Awards and Recognition) ceremony to recognize and award the student organization that has made the most significant contribution to service, broadly defined.

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Whittier College has developed a comprehensive evaluation framework of community engagement, and we employ a number of mechanisms for assessment results to be used for program growth and development. Program and department assessment focuses on two areas: Program capacity and function assessment involves inventories and measures of performance including the community�s perception of the College�s ability to meet the goals established for the program; student learning is assessed in the context of the larger curriculum and our liberal education requirements. ��Both students and our community partners evaluate student performance and the college�s program. All students must develop project-based “learning agreements” that are negotiated by students in dialog with their professor and community-experience supervisor. But the language of “learning agreements” from community-based learning courses is brokered through class discussion and negotiated between the faculty member, community partner and student coordinator. While students do a self-evaluation, the community partners� perspective is also regularly sought and assessed. Supervisors are asked to provide specific feedback about their organization�s experience in working with the student, class and Whittier College and the partnership�s efficacy is monitored through regular meetings between faculty and/ program directors and community partners. Faculty and staff provide narrative reports of this dialog (as well as an explanation of the project design, learning outcomes and fulfilled community needs) on a semester basis. All campus events involving community partners also include an evaluation, which is reviewed as important source of feedback and information. Lastly, regular, informal discussions with select groups of community partners help to elicit their feedback. ��Our overall assessment program includes a major assessment project for our community outreach work. In 2009, we collected data from our community partners to examine students� abilities in the �soft skills” acquired from a liberal arts education. Partners evaluated our students� written and verbal skills, ethical and moral decision making and ability to think critically and work in teams. Our Institutional researcher analyzed the data, and the results were provided to the department to be used for program growth and feedback. Our plan for the 2010-2011 academic year is to conduct focus groups that will allow us to further develop our survey tools, which we administer to all community partners. The goal is to better understand, assess and evaluate community perceptions using quantitative as well as qualitative measures. The results will guide changes/adjustments when necessary to our programs to meet the needs of students and partners. �

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Whittier College collects and uses assessment data in a number of ways.�Now into our second year of a grant from the Teagle Foundation (that has been renewed for several more years) the College has created an accessible, query-able, and relational institutional database for use by individual faculty, as well as academic and administrative departments. The result has been the improved use and access of assessment data to study all aspects of the impact of community engagement on student learning, faculty experiences, and community impact. �The College has integrated quantitative measures from its comprehensive evaluation framework with these new database capabilities. This framework provides faculty and administrators a starting point for systematically assessing the quality of community engagement (i.e., internships, service-learning courses, and community-based research). The data collected from every survey is aggregated in an evolving database that allows the data to be examined vis-à-vis student, faculty and community partner experience and project efficacy. By aggregating the feedback, we are learning more about the impact of those experiences, which will help us make adjustments to programs as well as to develop the College�s mission of community engagement. At the department and programs level, as well as the macro-level, data collected and aggregated through the Teagle grant initiative helps ensure that the College is able to meet the needs of our students, the College, and our community partners.�In addition, the College has collected and evaluated almost five years of students� and community partners� evaluations of community engagement experiences, which predate the Teagle grant. Our Advancement Office uses this data for fundraising, our institutional researchers use it to examine the impact of community engagement on the community, and specific departments and programs apply the information to assess the impact of community engagement on learning.�

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Community engagement is a hallmark of a Whittier education and is mentioned explicitly and implicitly throughout our marketing materials: The Viewbook, sent to prospective students, references service to the community, education beyond the campus, and internship opportunities. The Rock, our college semi-yearly magazine, is sent to alumni, current parents, donors and donor prospects, as well as other peer institutions. It includes stories and profiles that highlight work and service projects of our students and faculty in the community.Our website includes a section devoted to three of our primary community engagement programs. �These specific examples are part of our larger and overarching theme of our marketing materials: “Beyond the Box.” This theme speaks to the fact that a Whittier education does not take place solely in the classroom, and it emphasizes our belief that students learn through classroom experiences in conjunction with internships, research opportunities, volunteerism, etc. Beyond the College�s efforts, specific departments and programs use marketing materials and the website to highlight their work in the community:The Whittier Scholars Program includes a section on Internships and Community Service on its web page; The Department of Psychology specifically highlights ways for students “to apply their knowledge of psychology outside the classroom” on its web page; The Department of Social Work includes a similar section on its web page where it states that “The Social Work Program partners with many local social service agencies (that serve children and families, the homeless and understaffed public schools) to provide learning experiences for students and to give time for supervision.” The College & Community Program Newsletter, which is sent to faculty, community partners and potential donors, profiles exemplary partnerships between students, faculty and community-based organizations, and news of evolving initiatives between the College and community organizations

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The Executive Leadership, starting with the President, has a commitment to promoting community engagement as a priority. The President applauds and recognizes students, faculty and staff who work with and are engaged in the community. She attends events that showcase community engagement and ensures that these are publicized in our materials, on the web, and in her speaking engagements. One of the major themes that she emphasizes in various fora is that community engagement was one of the founding missions of the institution, and that through 120 years we have considered community engagement to be integral to obtaining an excellent education. The President has addressed this theme in her opening address to freshmen at Convocation, and in her “charge to the graduating class” at commencement. Our (new) Vice President for Academic Affairs is committed to community engagement and has asked our Educational Policies Committee to make implementation of community-based learning a priority across all departments. Student Life, under the direction of the Dean of Students, supports community engagement through various extra-curricular activities. Outreach is one of the areas of focus of our Capital Campaign, with a priority given to funding that will support and endow a new Center for Engagement with Communities. �The leadership of the College has been supportive about making venues on campus available for community activities, such as election debates, outreach efforts to local elementary and high schools, and other events, such as the AAUW girls� science fair. Our performing arts center has an outreach component that reaches approximately 1,200 elementary school students each year, allowing them to attend theatrical performances of various types at no cost. And the College also makes sure that student federal work-study funds are used to serve the community. �

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The College�s first effort at instituting a coordinating infrastructure for community engagement began in 2003, with the creation of the Office of Internships and Community-Based Learning. Designed to accompany the already-existing Office of Career Services, this new office was charged to work with faculty and students to help identify internships and to prepare students for their community-based learning experiences. While the office helped to grow internship placements, after consultation with a number of campus constituencies, we realized we needed a better coordinated infrastructure to help the burgeoning number of community-based learning courses and to link academic experiential learning and Career services more tightly. Our reconfiguration eliminated the Office of Internships and Community-Based Learning and created a new position – Associate Director of Career Planning for Internships and Community Engagement. This position will report both to the Director of Career Planning and to the Associate Academic Dean who oversees the College and Community Program. This new streamlined structure will ensure that there is campus-wide coordination in order to advance the goal of community engagement across campus. In addition, the College and Community Program continues to extend its reach across campus and the community. In the 2009-2010, it coordinated the work of: 16 faculty directing 12 academic community-based learning projects involving 160 students; a community partner�s workshop series attended by members from 24 civic and non-profit organizations; a co-curricular student Mentor Program with local high schools; and the experiences of dozens of student internships at public service and non-profit organizations. Through these activities, the College and Community Program works pro-actively to bring members of the community to campus in order to cultivate connections and partnerships that build consensus towards a shared understanding of the common good and of community needs and assets. This outreach function has become more critical over time, and a new position was created specifically to support this area. This new Assistant Director for Community Partnerships position will work collaboratively with the Associate Director of Career Planning to ensure that all aspects of community engagement are supported effectively. Together the two functions – College and Community and Career Panning – serve multiple aspects of the commitment to community engagement that work together to provide greater support to our students, faculty and community partners. Ultimately, the goal of the institution is to bring these components together under a single body – the Center for Engagement with Communities. �

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Whittier College funds 60% of community engagement activities in the salaries of two full-time positions (Director and Associate Directors of Career Planning) and 20% of the Associate Academic Dean�s time. These three positions account for $145,000 of the $250,000 budget for community-based learning and engagement at the College.

External funding accounts for 40% of the total funding that is dedicated to community-based learning and engagement at Whittier College The College and Community program started as a pilot project involving one department with external funding from the Hewlett Foundation. Success with that project led to the expansion of community engagement across the campus with external funding provided by the B.C. McCabe Foundation, the BCM Foundation, the SkyRose Chapel Foundation (of Rose Hills Foundation) and California Campus Compact. A Weingart Foundation grant was used specifically to expand the internship program, including funding for summer students. Other grants include a subgrant from Jumpstart Americorps for work with local elementary and middle schools, and a Gear-Up subgrant, also to work with local schools and a local non-profit educational organization. Recently, the College received grants from the Departments of Defense (East Asian Studies) and Energy (Science) – both were predicated on substantial outreach to the Whittier school district. The College is currently seeking external funding (both government and private) to consolidate the Center for Engagement with Communities, and is also actively seeking funding to help support student work in the community

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College Advancement has been instrumental in helping find funds to direct to community engagement. The President, VPAA and Vice President for Advancement work actively with alumni to build financial support for community engagement programs of various types. The College is now in the silent stage of a comprehensive capital campaign that includes funding for four centers, one of which is the Center for Engagement with Communities. This was described to the Board of Trustees as “the organizing arm of the College�s extensive involvement in service learning, linking it to our curriculum, creating a networked learning laboratory in our own community and around the world, and educating students to lead in finding solutions to challenges faced by communities wherever they find themselves after graduation.” This Center will build upon our ongoing programs, the faculty�s devotion to community-based learning and a broader community that has embraced the talents of our students and faculty. In addition to the goal of funding the Center, one of the ongoing areas of focus of the campaign as well as grants from government and foundations is to raise funds specifically to be used for paid internships for students.

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Since 2005 Whittier College has had in place a single set of qualitative and quantitative evaluation documents that are used campus-wide and across community engagement activities, projects and programs. With this comprehensive evaluation framework, including surveys, we track not only the number of students, faculty and community members involved in community-based learning, internship and volunteer activities, but also the attitudes, perceptions and experiences of all involved. The former Office of Internships and Community-based Learning, the Office of Career Planning, and the College and Community Program use and maintain the same mechanisms for tracking the perspectives of students (who participate in any aspect of community engagement), the feedback of community organizations (who work with our students and faculty) and the learning outcomes that students plan with faculty as part of all community-based learning and internship activities. Beyond this shared set of evaluation documents, the Office of Career Planning has an ongoing record of all students who had an internship in the community as well as the partner organizations with which they were involved. (This includes all data collected by the former Office of Internships and Community-Based Learning.) The College and Community Program has an ongoing record of all departments, faculty and students involved in community-based learning with non-profit organizations since the program was created, as well as an ongoing record of all community partners (i.e., every non-profit and municipal organization which has worked with us in some capacity over the past seven years since the College and Community program was created). At an institutional level, the College participates in the National Survey of Student Engagement (NSSE), part of which tracks students� participation on community-based learning projects and the Registrar�s office tracks students who have enrolled in internships, fieldwork courses, or practicums, all of which involve community engagement of some type. The Registrar has official records of all courses that are identified as “internships,” “fieldwork,” or “practicum,” as well as the names of all students who have enrolled in such classes.

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The College uses the data in a number of ways. Through the use of new software and funding for a dedicated institutional researcher to set up the new system (through our grant from the Teagle Foundation), faculty and administrators now have access to a query-able database that folds in pertinent data from NSSE and holds almost five years of data from sets of surveys used campus-wide, which examine student learning and satisfaction with community engagement activities, faculty methods for linking learning with such activities, and our community partners� perspectives on working with our students and the institution. The result has been the improved use and access of assessment data to study all aspects of student learning with respect to community engagement across the campus. The data collected from every survey is aggregated in an evolving database that allows the data to be examined vis-à-vis student, faculty and community partner satisfaction and project efficacy. By aggregating the feedback, we are learning more about the impact of those experiences, which aid program directors in making adjustments to community engagement activities and faculty to community-based learning projects.The College also has begun to use data from the database when applying for grants, as well as for public relations, to provide information to alumni, and for recruiting new students. As community engagement has become more formalized within the College, raising money to continue to support these efforts has become a higher priority. Most grant applications ask for quantitative and/or qualitative information that we need to be able to provide. In addition, the information becomes an important part of our public relations, informing the general public about Whittier College�s commitment to community engagement and in recruiting students to the College.

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The College has developed a set of learning outcomes with assessment measures for all students who participate in community-based learning experience and has built these into surveys given to all students and community partners participating in community engagement activities. In addition, all students must complete a learning agreement form prior to working in the community in which they outline what they hope to gain from their experiences, and then they submit that with a final essay and/or journal that allows them to reflect on their experiences and what they have gained and/or learned. In these various measures, one important finding is that the students expressed the ways in which their community engagement experiences transformed their academic insights by allowing them to apply what they learned in the classroom. Students also indicate that they have developed more understanding of the community, and how they can become engaged citizens in their community. They also develop a greater understanding of and empathy for a range of individuals with whom they came in contact while engaged with the community. In short, student experience greater understanding of the community while simultaneously enhancing their academic skills, leadership abilities, and motivations regarding future career choices.

Impact on our faculty is assessed through multiple avenues. Since the spring 2008, faculty have participated in yearly surveys and focus group facilitated by an external evaluator specifically to assess the impact of their community-based learning experiences on themselves and their classes. Faculty involved with the College and Community program also meet regularly to share their experiences and to provide feedback. The results of all these mechanisms confirm that faculty who engage in community-based learning see their experiences as transformational for them as educators. They indicated that having students work in diverse communities extended the faculty�s own intellectual knowledge and curiosity, as well as ability to see interdisciplinary connections. The experience of relinquishing control of their classrooms and student learning to others outside the College has also resulted in significant pedagogical reevaluation about the ways in which faculty understand student learning.

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Our qualitative studies suggest that the range of methods and modalities employed at the College that foster learning with community engagement activities have encouraged many creative partnerships between the College and the community that do not adhere to any single model. Our community partners are diverse and our data show that they have been transformed by their work with us. For example, Whittier College�s “5th Dimension” – a longstanding collaborative after-school academic program at the Whittier Boys and Girls Club – has led the club to new planning for increased academic tutoring. A new program in Nutritional Sciences is in development, and has already elicited a community group “Advance Whittier” to approach us about a collaborative effort at addressing the obesity epidemic in the Hispanic community. Our new Bodpod laboratory will be an important part of the Advance Whittier community project. A summer Chinese language program for Whittier High students funded through DOD and organized and run by a Whittier College faculty member has led to a new collaborative effort to allow Whittier HS students to take selected courses at the college.

Our collaborations have helped Whittier College to initiate curricular changes within the liberal arts. For example, the initiation of community-based programs at three local elementary schools has stimulated conversations about expanding course offerings related to nutrition and exercise compliance, and two new courses, “Current Issues in Health” and “Fundamentals of Nutrition” have already been designed to address such personal and global concerns as the role of genetics, food safety, bioengineering, dietary planning principles, and food sustainability. Likewise, our new assessment processes have given senior staff additional tools for making stronger and more convincing arguments to all departments at the College for integrating community engagement across all disciplines and fields of study. Ultimately, the insights made possible by the data and by the human outreach have affected and influenced the College�s fund-raising efforts, and have helped to shape the priorities that have lead to the creation of a new center – the Center for Community Engagement – which is a 21st century framing of one of the College�s foundational and distinguishing missions.

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The institution uses the data in a number of ways, some of which are noted above. The feedback and input from students, faculty and community partners have helped guide discussions on curriculum priorities, and whether and how to insert community-based experiences into both the curricular and co-curricular activities. The various assessment mechanisms are providing a new method for evaluating and thinking about the College�s core and foundational values, which include the idea that learning is accomplished through the exercise of community and by being actively engaged with the community writ large. Along with that is the belief that understanding different cultures and perspectives, and the ability to communicate with a wide range of peoples, are central to a liberal arts education and can be found in both the Liberal Education and Whittier Scholars Program. The College�s commitment to these values is reinforced by what we see in the data. The growing importance of and emphasis on community engagement has given the College a new language to describe itself to prospective students as well as to funders, knowing that the data supports what we are telling them.

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During the past two-and-a-half academic years, well over half of Whittier College�s faculty and all of its administrative and trustee leadership have engaged in a campus-wide planning process leading to the creation of four new Centers of Distinction focused on: the arts; science, health and policy; environmental sustainability; and community-based learning. These Centers will maximize students� learning by advancing the College�s deep commitment to interdisciplinary curricula, collaborative teaching, undergraduate research and internships, and the integration of students� active learning experiences within local, national and international communities. The primary goal, building upon Whittier�s curricular strengths, is to establish the Centers as interdisciplinary and community-oriented focal points of intellectual activity and high student achievement on our campus. In the short term, we believe that our budget process should reflect our institution�s goals, and our budget priorities have helped us set community engagement as a priority for academic and student affairs.

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The faculty receives both financial as well as professional development support. Financially, faculty who participate in the College and Community program receive a stipend when they submit their year-end report. In addition, the College has two ongoing programs to support faculty who are involved with community engagement. A faculty member creating a new class or revising an existing one to include a community-based experience can apply for a Faculty Development grant to help support that effort. Faculty Research Grants support faculty research projects; any faculty member who is using or would like to include a community-based learning experience as part of a research project can apply for funding. There are also travel funds available for any faculty member to attend a professional conference at which s/he is on the program. A faculty member doing a professional presentation about his/her community-based experience could apply. Through an external grant, in the 2010-2011 academic year sub-grants of $1,000 will be awarded competitively to two departments implementing community-based learning for the first time. These can be used for stipends, a consultant and/or to pay for faculty to attend a conference on the topic. Other non-financial forms of support include pedagogy workshops that were held for faculty interested in community-based learning. Facilitated by an external specialist, the workshops allowed faculty to learn from her, as well as share ideas about how to implement such programs more effectively. In addition, the faculty initiated a series of lunch time discussions on pedagogy. Community-based learning was the topic of a number of these.

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There is ongoing dialogue between the College and the community partners in a number of ways. At a macro-level, the College regularly hosts a number of events that bring community partners together with faculty and administrators specifically to facilitate the exchange of ideas. Some of these are informal receptions specifically to allow members of organizations with which we cooperate, to get to know faculty and administrators from a range of departments on a more informal level. This has led not only to more opportunities for students, but has also resulted in having faculty and administrators recruited to serve on the boards of some of those organizations. We also host focus groups and community partner�s workshops specifically to give community partners the opportunity to raise issues, concerns and ideas as to how we can strengthen our partnerships and work together more effectively. In addition, faculty and directors of community engagement programs meet individually with the organizations they work with to discuss the terms of their specific partnership and how best to address both the needs of the partner organization and the learning needs of our students. These discussions apply to the specifics of a single department or program. All community-based learning projects (involving either community-based learning courses or internships) at the College, involve negotiations between program directors, faculty, students and community partners in developing project-specific learning outcomes for all community engagement activities. These project-specific learning outcomes are captured on a “Learning Agreement” form that is used across campus programs and departments, and which constitutes the qualitative piece of the College�s comprehensive evaluation framework for assessing community engagement on campus. All learning agreements capture the priorities of community partners who look to the work of our faculty and students in order to fulfill unmet programmatic and research needs of their organizations.

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As noted in answer 5 above, the President and senior staff have a commitment to community engagement, which is reflected in the search/recruitment policies for faculty. One of the ways in which this is reflected is in hiring faculty who, if they are not already experienced in community-based learning, indicate a willingness to learn more about it and to integrate it into a class. Our Vice President for Academic Affairs has been especially pro-active in asking faculty during interviews about their experience with and plans to work with students on research and/or on projects in the community. Commitment to community engagement is often included in position descriptions (depending on the field). Some departments, such as Social Work, Child Development/Education, and Psychology, have internships, field work and practicums as part of their curriculum, and hiring faculty with that commitment is expected. In other departments, this can be more of a stretch although often newer faculty are excited to be part of finding ways to be engaged with the community. Commitment to community engagement is generally part of the hiring process and is one of the avenues of discussion during on-campus interviews with the Faculty Personnel Committee as well as with the VPAA.

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The Faculty Personnel process at Whittier College list four criteria for promotion and tenure: teaching; scholarship; advising; and service to the community. The “scholarship of application” is listed in the Faculty Handbook as one of the criteria for tenure and promotion. As quoted in the Faculty Handbook, “Scholarship indicates the continuing education and vitality of a faculty member and may take the form of any or all of the following: scholarship of discovery, of integration, of application, and of teaching.” It also specifies that the scholarship of application (i.e., the integration of theory and practice) includes: medical diagnosis, architectural and artistic design, serving clients in psychotherapy, shaping public policy, working with public schools, improving water quality, restoring or protecting ecosystems, directing a community chorale group, most of which are explicitly community based. The category of “service” is defined as service to the College, by serving on College-wide committees, serving as department chair, participating in various College events, etc., as well as service to the broader community. The latter is stated in the Faculty Handbook as follows: “Since it is important for the college to play a leading role in the life of Whittier and the surrounding communities, faculty are also encouraged to participate in aspects of the wide range of available community activities including, but not limited to, membership in community and service organizations; participation in local government; participation on community service boards and in programs such as the United Way, YMCA, and the Red Cross; involvement in educational outreach from the College; and participation in religious and other community organizations, programs and activities.” All of this must be documented in the materials that are sent to the Faculty Personnel Committee in support of an application for tenure and promotion.

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As noted above, the College uses the Boyer criteria to evaluate scholarship including the scholarship of application and the scholarship of teaching. Both types can be applied specifically to community engagement. The definition of scholarship of application, noted above, clearly has a community-based focus. The integration of community-based learning into a class would fit within the scholarship of teaching, especially if this is a new and innovative approach to teaching a class. It is the responsibility of the faculty member to describe how community-engaged scholarship meets the criteria for scholarship of application and/or scholarship of teaching.

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Students exercise leadership roles in a number of ways. Within co-curricular programs, all societies on campus (i.e., campus fraternities and sororities) engage in on-going community service. Over 760 hours of community service were logged in by the nine societies last year. Each society, as a collective, decides how to invest their time and energy in keeping with their values and identity. Within academic programs, students have a great deal of freedom in terms of selecting the faculty, projects and organizations they wish to work with, as long as framing academic criteria set by the supervising faculty member or program director is met. With respect to internships, particular departments and programs have specific requirements for students (for example, some require internships with non-profits while others do not), but beyond these as long as an organization is established and the appropriate on-site supervision is provided, students have broad latitude to select form established community partnerships or to initiate partnerships with new organization, agencies and people. It is not unusual for students to come to us having already identified an internship we were unaware of, but which represents an opportunity directly related to the student�s academic interests and concentration. Through our interactive assessment process, students then work with faculty and internship supervisors to develop experience-specific “learning agreements,” and coordinate their experience with faculty members and community partners. With respect to community-based learning courses, faculty often develop projects enlisting the skills of self-selected “student coordinators” who are members of the course but who choose to take on additional responsibilities for leading aspects of the group activity. These student coordinators participate at the level of the faculty member and community partner in developing group-based learning agreement for the class as a whole and in working to understand and fulfill the needs of community partners.

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The Educational Policies Committee (EPC) is the major committee of the faculty within our faculty governance system that is responsible for curriculum issues. It is responsible for overall planning for and approval of new courses and curricular changes, including anything pertaining to internships and other aspects of community engagement that have an academic component. The designation for Service Learning courses was channeled to the EPC, who initially approved the designation and brought it to the faculty as a whole for approval. With the expansion of community engagement across the curriculum, EPC has appointed a sub-committee specifically to focus on that aspect of the curriculum. In addition to EPC, the College and Community program has a steering group of faculty members who meet regularly to review policies and procedures as well as the proposed agenda for each academic year. With the creation of the Center for Engagement with Communities, the steering committee will be expanded to include community partners as well as few students in addition to the faculty members.

Community engagement experiences that are part of a course (such as field-work practicum or service-learning course) are noted on student transcripts. In addition, department or academic program internships are noted on the transcript and can be taken for 0 (zero) credit for students who already have the maximum number of credits permitted, or for a credit-to-time ratio of credits, generally assigned at the ratio of 40 hours per week for one credit hour. Therefore, along with completing all coursework and academic requirements, student transcripts note that the student has been involved with a community engagement activity of some type.

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The College has both a definition of community engagement and a process for identifying courses that meet its criteria. The definition of community engagement pertains to classes that use the connection to the community (broadly defined) as part of classroom work or a project specifically to enhance students� understanding through practical experience. In a “service learning” class, students are expected to have the opportunity to learn from, and reflect upon their experiences in the community under faculty or staff supervision with additional feedback from the person or agency within the community with whom they have worked. At Whittier, we pursue the experience of community engagement as one that offers students an opportunity to apply what they learn in a classroom, to develop self-efficacy as future professionals and scholars while they learn more about career options, and to cultivate ethics in terms of living and working within a diverse and global civil society. Any faculty member who feels that his/her course meets these criteria, can apply for the designation of a Service Learning course. The application is available to the faculty on-line, with the completed form submitted to EPC, which, in turn, sends it to the sub-committee for evaluation.

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The learning outcomes agreed upon by the faculty consist of the following: knowledge (i.e., to acquire and apply specialized and practical knowledge); values (i.e., to frame values regarding society and personal civic responsibility); and personal empowerment (i.e., to develop leadership skills). These were developed by a group of faculty as part of a workshop specifically designed to identify measurable learning outcomes appropriate to community engagement specifically within the context of liberal arts framework.

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Each department or program identifies those outcomes that the faculty deem appropriate for particular majors and based on the expectations of students in particular fields of study. The following are examples of the methodological concerns and community-based modalities involved for three departments at Whittier who require community engagement as part of student major or course requirements: The Department of Psychology faculty have identified the importance of students� applying their classroom knowledge within clinical and social service settings and have developed this priority in its directed fieldwork and internships; The faculty from the Department of Child Development and Education have identified learning outcomes to assess student inquiry into the ways groups and individuals within groups co-construct knowledge and meaning and therefore pursue community engagement activities involving courses with community-based learning components where whole classes of Whittier students engage with groups of children and parents from local schools; The Whittier Scholars Program has developed interdisciplinary learning outcomes that center on the ways methods from two or more disciplines can be applied to explore questions or issues that students encounter in community engagement activities requiring multifaceted and interdisciplinary modes of inquiry.

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Individual departments and participating faculty member work with students and community partners to collect data in order to assess departmental disciplinary learning outcomes and to determine if the results are consistent with and support the goals of the department/program/major. With an upcoming accreditation effort, these data have become especially important, as the College�s Assessment Committee has been working with each department and program to build a culture of evidence.

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The data are used to create a feedback loop – in assessment parlance, to “close the loop” – and to create a culture of continuous improvement. Once the faculty and department assess the data, they determine whether or not the desired learning and programmatic outcomes have been met. If not, then it is incumbent upon them to evaluate where the problems are and to create a workable solution. This assessment mechanism is important for faculty to determine the efficacy of community partnerships for the learning needs of students as well as for the needs of community partners.

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Student research is taught at Whittier through community engagement activities in the Departments of History, Social Work and Sociology: in History, through directed internships in partnership with museums, or historical conservation and research organizations; in Sociology and Social work, through community-based research methods courses where students, in teams of three or four, undertake research project in partnership with a community agency. The "student coordinator" position has emerged as a model used by many faculty who build community engagement projects into their courses. These courses involve teams of Whittier students in partnership with community organizations who have engaged in research projects in support of the social service, educational, and capacity building needs of non-profit organizations. Various academic departments employ this model of student leadership throughout their community-based learning courses. Also, co-curricular community engagement is completely student lead and integrated into Whittier�s societies (as noted above). Societies and student who provide exemplary service to the Whittier community are recognized during our spring Honors Convocation.Internships, while not required across the curriculum, are employed in a number of departments and programs that require individual off-campus experiences as parts of their curricula. The Departments of Social Work, History and the Whittier Scholars Program (one of two curricular paths to the BA at Whittier) require their majors to have a practicum or field study experience; these are most often fulfilled through individual student internships. Study abroad programs provide community/volunteer opportunities as well as internships. One example is the Beijing Program of Asian Studies, based at Beijing University, which has a mandatory internship as part of its curriculum. Whittier works with 11 other study abroad programs that offer service learning as part of their program.

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Community engagement has been integrated with the curriculum and it is part of the very fabric of the college. Our Quaker heritage places a substantial emphasis on praxis – and thus Whittier, unlike many liberal arts colleges, has always embraced community engagement as part of our curricular identity. Since the faculty in a liberal arts college “own” the curriculum, it is important to stress that the faculty, as described above, adopted curricular reforms that explicitly encourage community engagement. While some departments have a longer history than others, the entire institution embraces community/civic engagement as an important component of student learning. Our curricular strategic planning has integrated with our Advancement group to seek out major funding to create unique and important opportunities for our students. Our recent award from the Mellon Foundation for our “Los Angeles Integrated Arts Program” exemplifies this integrated approach – the program will integrate the vibrant arts scene of the greater Los Angeles area with the curriculum of the College. The overall goal of the program is to create a strong integration of the arts community of greater Los Angeles within the curricular programming of the College. We will achieve this both by bringing the arts community to campus and by sending students and faculty into the L.A. arts community to benefit from the extraordinary offerings available here. A critical part of our plan is to establish and/or deepen relationships with large and small arts institutions in our region. Our efforts have received national notice. In a May 2008 independent evaluation of our service learning programs, Christine Cress, PhD, an assessment specialist from Portland State University wrote that "Whittier College is on a strong trajectory for becoming a nationally recognized civically engaged institution. Faculty and students are engaged in exemplary civic engagement and service learning work."

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In 2010, Whittier College conducted a panel presentation at the Campus Compact Continuums of Service conference. Our four faculty panel, entitled “Strengthening Collaboration and Partnership During a Time of Scarce Resources: A Model for Action,” focused on the ways Whittier�s community engagement activities can enhance student learning and provide additional resources for community-based organizations. Professor of Education Don Bremme has published at least four peer-reviewed articles or book chapters on the Whittier College “Fifth Dimension Program” which he runs from the Whittier Boy�s & Girl�s Club and which deal directly with community engagement achievements: “The intellectual foundations of the Fifth Dimension,” Blanton & Bremme (2006); “The Fifth Dimension: An after-school program built on diversity” (pp. 15-33), New York: Russell Sage Foundation; “The dynamics of change in children�s learning,” Bremme, Blanton, Gallego, Moll, Rueda, & Vasquez. (2006); “The Effects of Fifth Dimension Participation on Undergraduates,” Blanton, Bremme, & Nocon (2006). In addition, Whittier faculty have submitted a proposal to Kumarian/Stylus Press for an edited volume that will explore the place of the Quaker value of service (an ethos of Whittier College and City from their founding) within the context of 21st century urban Los Angeles. The volume seeks to explore the Whittier approach for addressing aspects of eastern LA�s social and educational challenges and opportunities, through the various community engagement programs that have developed at Whittier. Using a range of models and methods, the book will inquire into the myriad and creative approaches through which true partnerships have emerged between the College and the community, amidst the changing demographics of both our student body and larger social landscape. Nine faculty will contribute chapters, one of which will be co-authored by the executive director of one of our community partners. That proposal is out for review as of this time.

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Whittier has a history of developing curricular and co-curricular programs in partnership with and for the community of the greater Whittier area. These include educational programs for K-12 students, and initiatives that address the capacity building needs of local community and social service organizations. Our Departments of Child Development & Education, Social Work, Biology and Kinesiology all developed community engagement activities with the Boys & Girls Club and local elementary schools. The Fifth Dimension after-school programs has operated within the Boys & Girls Club for fifteen years and involved scores of Child Development majors and graduate students in providing academic enrichment programming. Both the Boys &Girls Club and Lydia Jackson School have hosted various College community-based learning initiatives: a “Family Literacy Project” for Spanish speaking parents as part of interdisciplinary courses from Child Development and Social Work; a summer theatre and literacy project for children at the Boys &Girls Club; and a community-garden at Lydia Jackson as part of a Biology course. Co-curricular educational activities include a student-lead tutoring project at the Boys &Girls Club; the Shannon Center for Performing Art�s “School Outreach Program” which brings local elementary school students to campus for live theatre and music; the Kinesiology Department physical education and childhood obesity awareness program at Ocean View School; and the College and Community Program�s Mentor Project with the Whittier Union High School District. Our Departments of Sociology and Social Work�s community-based “Approaches to Social Research” course, allows students to learn research methods involving the analysis of agency data sets, and assessments of social-service programs, and non-profit organizations. They also provide evaluation and other capacity building support directly to the Social service organizations.

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Co-curricular student services: The College and Community Program�s Mentor Project with the Whittier Union High School District matches Whittier College students with high school students juniors from traditionally underrepresented groups and are first-generation college students to encourage and guide them trough the college application process. Also, campus Societies provides literacy tutoring and other service projects to the local community. Work/study student placement: A portion of student work-study money is allocated specifically for students who work in community engagement activities as part of internships with non-profit and social service organizations. These internships involve combinations of direct services and program development activities with educational and social service organizations. Cultural offerings: As noted above, the Shannon Center for the Performing Arts has developed an outreach program for local elementary school students to introduce them to live theater and music. Providing them with an admission ticket, a lesson in theater etiquette, and an introduction to live theater, the children learn about theatre & music production from the artists performing at the Center. In addition to the performance, each school is provided with a teacher packet that includes background materials on the artist, the music/dance/entertainment style, links to other disciplines, and interactive study for teachers. Also, the Departments of Education & Child Development community-based work builds children�s literacy skills, and promoted mentoring relationships between College students and K-6 students. Athletic Offerings: The Athletics Department has developed a number of programs that bring local students to the campus to use the athletic fields for various events. �Faculty consultation: In addition to sitting on boards of local organizations and as members of service clubs, they consult with local non-profit organizations on strategic planning and finance, faculty and community partners plan, and collaborate with faculty in the development of projects.

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We understand that mutuality and reciprocity are keys to successful partnerships. A goal of the College and Community Program has been to find ways to enhance the relationship between the College and the metropolitan Whittier community. From its inception, this program�s mission was to bring members of the community to our campus to cultivate connections and partnerships that build consensus towards a shared understanding of community needs and assets, in addition to cultivating opportunities for students to work in the community and to support faculty initiatives. To strengthen our work, we created a new Assistant Director for Community Partnerships position. Another example includes our work for the LA Arts Term (funded by Mellon). We sought out community arts partners for their input. Perhaps more importantly, the grant contains funding for these partners to work with us. This sort of mutuality has extended to our current work with “Advance Whittier” (a community group that includes representatives of Presbyterian Intercommunity Hospital, the YMCA, the Whittier Public Health Department, and the Whittier Unified School district). We are working together on a project that will focus on one impoverished neighborhood in Whittier to reduce obesity and promote health. Our partnership is key to this community-wide project, and its success depends on leveraging our past good relationships. We know that we need to do more to promote the mutuality and reciprocity of community partnerships. Thus, we initiated a major assessment effort in 2009-10 to better understand the impact of our work on our community partners. We began by doing in-depth interviews with long-standing community partners. Over the 2010-2011 academic year we will conduct focus groups which will allow us to further develop our survey tools with which to better understand and evaluate community partner perceptions and needs.

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As noted above, we have built into virtually all our community-outreach programs some mechanism or mechanisms for feedback to community partners and the College. For example, since its inception, one of the hallmarks of the College and Community program has been focused group discussions and workshops with leaders of the community partners. Generally, these meetings are attended by the Executive Directors (or another person in a position of leadership) and often the chair or president of boards. Understanding that one of the main purposes of these meetings has been to provide important feedback on the past as well as suggestions for the future, these meetings have been characterized by a frank exchange of ideas that benefit everyone. In addition, faculty and/or program directors meet regularly with community partners in order to solicit ongoing feedback from the partner organization about state and efficacy of the partnership from their perspective and needs. Faculty and staff then provide narrative reports of this dialog (as well as an explanation of their project design, learning outcomes and fulfilled community needs) on a semester basis. Every event that we hold that involves community partners in any way also includes an evaluation, which we review and use as important sources of feedback and information. However, aware that we need to improve our mechanisms to systematically provide feedback and assessment to community partners, the College intends to explore the data collected from the survey of our comprehensive evaluation framework with the research tools of our community engagement database to compile a facts-sheet of community engagement data that would be most useful for community organizations to be aware of, as well as to share with community partners what we are learning from our students and faculty about particular partnerships and community engagement activities.

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In 2010, Whittier College conducted a panel presentation at the Campus Compact Continuums of Service conference. Our four faculty panel, entitled “Strengthening Collaboration and Partnership During a Time of Scarce Resources: A Model for Action,” focused on the ways Whittier�s community engagement activities can enhance student learning and provide additional resources for community-based organizations. This presentation included a discussion on the challenges in maintaining partnerships within the context of budget-cuts and staff shortages within educational and non-profit institutions. Professor of Education Don Bremme has published at least two peer-reviewed articles or book chapters on the Whittier College “Fifth Dimension Program” which he runs from the Whittier Boy�s & Girl�s Club and which deal in part with community outreach and partnerships:“The Fifth Dimension: An after-school program built on diversity” (pp. 15-33), New York: Russell Sage Foundation; “The Effects of Fifth Dimension Participation on Undergraduates,” Blanton, Bremme, & Nocon (2006). Also, Whittier faculty have submitted a proposal to Kumarian Press/Stylus Press for an edited volume that will explore the place of the Quaker value of service (an ethos of Whittier College and City from their founding) within the context of 21st century urban Los Angeles. The volume will explore discussion of outreach to community organizations in the development of academic community engagement projects and raise questions about the institutional and organizational structures of programs and agencies for supporting community engagement projects that mutually benefit student learning and community needs. Discussion of community engagement as a pedagogical tool was the focus of a faculty discussion as part of an on-campus series on teaching and pedagogy. This provided an opportunity for faculty to sharehow community engagement impacts teaching, and to encourage faculty to integrate community engagement into their classes

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When Whittier College applied for this category in the last round of competition it was clear that we were doing some things well and we are continuing to build on that starting point. But it was also clear that there were things that needed improvement and that we needed to institutionalize more effectively. We took the feedback that we received quite seriously, and think we have moved ahead effectively. Streamlining offices and reporting lines will facilitate community engagement across the campus more effectively, and engaging more faculty will ensure that community engagement will be found in even more classes, departments and programs. Since its founding as a Quaker institution more than 120 years ago, Whittier College has had a strong commitment to service in the community. As more faculty and departments have become engaged with the community they have come to see it as an important educational resource, while the College, in turn, is becoming more valued by the community as a resource as well. The fact that Whittier College faculty presented a panel at the Continuums of Service Conference and submitted a proposal for an edited volume on our approach speaks to the broader recognition of our community engagement efforts. While we know that we have made great strides in just a few years, we also recognize that we have more to do. The creation of a subcommittee of the Educational Policies Committee specifically focused on community engagement points to the College�s ongoing commitment to implement community engagement across the curriculum. While a significant number of faculty and departments are engaged with the community in some way, we are not yet satisfied and are encouraging more to do so. The creation of $1,000 sub-grants for the 2010-2011 academic year were designed specifically to encourage at least two more departments to integrate community-based learning/community engagement into their major. Similarly, the goal of finding funding for the creation of a Center for Engagement with Communities is another indicator of the College's ongoing commitment to community engagement. We are proud of what we have accomplished and see this is an indicator of the trajectory that we are on. Carnegie's recognition of Whittier College as a college engaged with its community will not only be an important validator of our work to date, but also an acknowledgment of the commitment for continued engagement in the future.

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Partnership Name Community Partner Institutional Partner Purpose Length of Partnership

Number of faculty

Number of students Grant funding Institution Impact Community Impact

1Fifth Dimension After-

school ProgramWhittier Boy's & Girl's

Club

Departments of Child Development &

Education (under College & Community

Program)

After-school Program for 4-7 th grade

students; Community-based training center for

Whittier students

15 years 1 35BC

McCabe Foundation

A community-based learning classroom for

Whittier College students and faculty

67 4-7 th grade students participants

2 (Various initiatives) Whittier First Day

Homeless Recovery Program

College & Community Program and various

Departments

To develop a coalition of homeless-serving

organizations to raise awareness and

influence local policy regarding

10 years 1 5BC

McCabe Foundation

Whittier College demonstrates its commitment to

addressing the social and educational needs of the local community

The coordination of homeless services and policy objectives among

local social service organizations

3History Major Field

StudyWhittier Museum,

Pico Rivera State Park

Department of History (under College &

Community Program)

To maintain the archives and address the research needs of

non-profit historical conservation organizations

10 years, 5 years 2 4

BC McCabe

Foundation

Whittier College's long-standing academic partnerships with

historical preservation and conservation

organizations

The maintenance of historical archives and

materials and the expansion of exhibits

and programs

4School Outreach

Program

Whittier City School District and West

Whittier School District

The Shannon Center for Performing Arts

(under College & Community Program)

To introduce 4-8 th grade students to live

theatre and music production

7 years 0 2BC

McCabe Foundation

The Shannon Center's reputation as a

community serving performing arts

institution

1170 4-8 th grade student and 40 parent

attended live music and theatre performances

5 Family Literacy ProjectWhittier Boy's & Girl's

Club and Lydia Jackson Elementary


Education and Social Work (under College & Community Program)

To train Spanish-speaking parents in

strategies to promote early childhood literacy

development

4 years 2 9BC

McCabe Foundation



12 parent participants

6Biology Major Field

StudyAIDS Project Los

Angeles

Department of Biology (under College &

Community Program)

To teach the biology of disease in conjunction

with an internship supporting community-

health programs

4 years 1 3BC

McCabe Foundation



Program coordination and services assistance

for community health programs

7Community Partner's

Workshops (Various) College & Community Program

To address the capacity-building needs of non-

profit organizations through a development

seminar series

4 years 1 1BC

McCabe Foundation


cultivating community engagement partnerships

45 representatives from social service and

community non-profit organizations participated

8Research in Partnership

with the Community

Whittier First Day Homeless Recovery

Program, LA Conservation Corps, LA

Department of Public Health

Department of Social Work (under College & Community Program)

To teach social research methods while

promoting the evaluation needs of

social service and non-profit organizations

3 years 2 24BC

McCabe Foundation



Evaluation development support for community

social service programs

9"Resilience Through

Reading" Literacy Project

Lydia Jackson Elementary


Education and Social Work (under

College & Community Program)

To cultivate decoding and narrative skills in 3-

6th grade students through mentoring

3 years 2 28BC

McCabe Foundation



36 3-6 th grade students received 1:1 or 1:2 literacy mentoring

Name of Institution: Whittier College 2009-2010

II.B.3. Using the following grid, describe representative partnerships (both institutional and departmental) that were in place during the most recent academic year (maximum 15 partnerships).

Page 1 2010 Partnership Grid,Whittier College.xls

Partnership Name Community Partner Institutional Partner Purpose Length of Partnership

Number of faculty

Number of students Grant funding Institution Impact Community Impact

10SIFE

(Students in Free Enterprise)

Whittier Union High School District, SPIRITT Family Services, Bridge

of Faith

Business Department (under College &

Community Program)

To promote financial literacy within non-profit

organizations and educational institutions

3 years 1 22BC

McCabe Foundation



Two high schools and two social service

organizations hosted financial literacy

development initiatives

11Psychology Major Field

Work Internships

Intercommunity Counseling Center, The

Whole Child, and SPIRITT Family

Services

Psychology Department (under College &

Community Program)

To provide case management and

program development assistance for health

and mental health programs

3 years 2 4BC

McCabe Foundation



Program and service coordination assistance

for community health and mental health

programs

12Whittier College Mentor

ProgramWhittier Union High

School DistrictCollege & Community

Program

To mentor traditionally underrepresented high

school students through the college application

process

2 years 1 12 Sky Rose Foundation


addressing the social and educational needs of the local community

8 high school students were accepted to 4 yr

college or university; 16 others have been mentored through college application

13Physical Activity

Program Ocean View Elementary

Department of Kinesiology & Nutrition

(under College & Community Program)

To promote physical activity and nutrition programming and education for K-5

students

1 year 1 15BC

McCabe Foundation



66 K-5 students received physical

activity programming and nutrition education

14Community Garden

ProjectLydia Jackson

Elementary

Departments of Biology (under College &

Community Program)

To introduce K-5 students to biology and

ecological systems1 year 1 16

BC McCabe

Foundation



52 K-5 students received science

education programming

15UPLIFT Theatre Summer Literacy

Program

Whittier Boy's & Girl's Club


Education (under College & Community

Program)

Summer interdisciplinary literacy development program

for 6-8 th grade students

1 year 1 1 BCM Foundation



22 6-8 th grade students received

literacy development programming

Page 2 2010 Partnership Grid,Whittier College.xls

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