Supporting Engaged Faculty Development
Demonstrating an ability to effectively support and facilitate professional development related to community-engaged learning and research.
Key competenciesExpand All
Understanding the context of faculty work
- Ability to identify and assess various faculty members’ ranks and institutional roles and responsibilities (e.g., teaching staff, clinical faculty, adjunct lecturers, tenure-track) in order to develop customized professional development experiences to fit their needs.
- Ability to identify and assess faculty members’ awareness, understanding, and attitudes about community-engaged scholarship (CES) in order to develop customized professional development experiences to fit their needs and interests.
- Knowledge of various strategies to engage faculty who are differently motivated to incorporate community engagement into teaching and research
Working with tenure-track or tenure-aspiring faculty:
- Knowledge of the relationship of scholarly components of CES to faculty review, tenure, and promotion processes, including knowledge of institutional constraints and possibilities that prevent or support faculty engagement based on how academic departments/disciplines place value on categories of faculty work at various career stages and rank
- Ability to share with faculty members a range of strategies for incorporating community engagement in ways that might balance, synergize, or integrate their teaching, research, and service commitments
- Ability to identify and share strategies for documenting CES for review, promotion, and tenure so that faculty may critique and adapt for their own context
Designing and facilitating professional development
- Ability to employ participatory pedagogies that allow faculty participants to make decisions about the directions of the program and facilitate their learning from one another
- Ability to authentically engage and integrate community members, students, and engagement staff in the development of faculty training throughout the training experience
- Ability to foster mutually-supportive relations among engaged faculty (e.g., community building, mentorship, critical colleagueship)
- Ability to explain the history, concepts, and frameworks of community-engaged scholarship (CES)
- Ability to explain the definition, theoretical basis, impacts, and key components of community-engaged learning (service-learning)
- Ability to articulate key components of a service-learning course and key elements of a service-learning syllabus
- Ability to articulate a variety of ways that faculty can partner with community collaborators for research and teaching purposes
- Ability to describe and model asset-based approaches to working with communities in a service-learning partnership
- Ability to introduce and frame community assets and challenges while involving community representatives in the process
- Ability to describe principles of partnership (grounded in collaborative relationships and shared activity characterized by reciprocity, mutual respect, shared authority, and co-creation) and how they can be applied in the development of service-learning curriculum and pedagogy, including service project design, implementation, and evaluation
- Knowledge of strategies of reflection and critical thinking that may be utilized to link students’ community experiences to their academic or civic learning
- Ability to support faculty to construct solid student learning objectives and outcomes/goals that are thoughtfully tied to community-engaged experiences
- Ability to support faculty to navigate conflicts or challenges that arise in the course of a community-engaged learning experience (e.g., with partners or students; inside or outside the classroom)
- Knowledge of logistical support and resources (e.g., readings, videos, grants, mentors/colleagues, etc.) on and off campus that can be leveraged to implement equity-focused community-engaged teaching and research
- Ability to facilitate exploration of faculty members' identities, values, and commitments in order to explicitly link them to their teaching, research, and service.
- Knowledge of frameworks for understanding dynamics of power, privilege, identity, and difference as they arise in community engagement learning experiences and ability to share strategies/resources that faculty can utilize to support students’ own competency building surrounding these dynamics
- Ability to identify the purposes of evaluation, share methods for measuring impact, and document evaluation findings in order to improve the course, student learning, and community-identified outcomes.
- Ability to identify strategies and resources for faculty to sustain community engagement partnerships over time.
Sustaining support and encouraging institutional transformation
- Knowledge of strategies to develop faculty members’ competency and confidence as supporters/ ambassadors of CES within their department or across the campus
- Ability to provide continued opportunities for planning and learning with faculty and community partners
- Ability to identify opportunities for faculty to pursue scholarship related to their community learning and research experiences, including identification of venues for publication and professional presentation
- Ability to design and implement multi-disciplinary and trans-disciplinary collaborations, as appropriate
- Willingness to mindfully employ such qualities as persuasion, humility, confidence, curiosity, collegiality, and patience to effectively support faculty
- Commitment to facilitate and model effective communication between community partners, program staff, students, and faculty as it relates to the co-construction of courses, research, and other collaborative enterprises
- Self-assessment of competency in supporting engaged faculty development: At the beginning of the application process, individuals will be expected to complete a self-assessment in which they reflect on their own knowledge, skills, and aptitudes related to the key competencies in the credential's subject area. The self-evaluation is designed to help applicants decide whether they are ready to continue through the application process or whether they will want to pursue additional training, professional development opportunities, or practical experiences before continuing.
- Brief listing of professional development experiences related to supporting engaged faculty development: Applicant is asked to list professional development opportunities in which they have participated over the last 3 years that are relevant to the core competency area.
- Curriculum vitae (CV) or Resume
- Required annotated artifacts: Upload and annotate the following materials:
- A faculty development program, activity, or event you have delivered or facilitated
- Examples of materials used in professional development exercises (e.g., handouts, activity prompts, rubrics)
- Additional annotated resources (optional): We encourage you to share any other materials that you feel illustrate your competencies and experiences facilitating engaged faculty development.
- Faculty reflection/letter of support: You will be asked to solicit a brief letter from a faculty colleague with whom you’ve collaborated and who can speak about their work with you in a community-engaged learning and teaching capacity. The colleague will receive a request from Campus Compact to write a brief letter providing their insights into any of the competencies that may be relevant to their experience working with you.
- Reflective self-assessment of areas of personal strength/growth & action plan: Briefly describe what you feel are your greatest strengths, or competencies, in supporting engaged faculty development as well as where you feel there is need for personal or professional growth. Follow this by sharing a brief personal action plan to outline your trajectory of future learning in this area.
Applicants must demonstrate having earned, at minimum, a bachelor’s degree at an accredited institution of higher education.