NERCHE’s Self-Assessment Rubric for the Institutionalization of Diversity, Equity, and Inclusion in Higher Education
NERCHE’s Self-Assessment Rubric for the Institutionalization of Diversity, Equity, and Inclusion in Higher Education Download PDF This rubric offers guidance for collecting and analyzing data on campus diversity and inclusion, creating work plans for each of six essential dimensions of campus culture, implementing the work plans, and reassessing campus efforts. Worksheet: NERCHE’s Self-Assessment Rubric for the Institutionalization of Diversity, Equity, and Inclusion in Higher Education Download PDF The companion worksheet to NERCHE’s Self-Assessment Rubric offers a template for gauging important indicators among the six campus dimensions: philosophy and mission; faculty support; teaching, research, and service; staff engagement; student involvement; and…
The Student Government Resource Center strengthens student governments and state student associations into more effective vehicles for student engagement and empowerment. They provide them resources designed to help build a culture of organizing and advocacy. For more than thirty years, they’ve been providing student government leaders with the training and resources to succeed, from how to run productive meetings to how to win changes in campus policies. We give student governments the skills and know-how to accomplish their goals and be effective advocates for students.
These two webinars were offered to provide support for member campuses applying or re-classifying for the 2020 Carnegie Community Engagement Classification. https://youtu.be/3R5MHIABSFc https://www.youtube.com/watch?v=Qgw-oh8NDLs&feature=youtu.be
This monograph, prepared originally in 2007 and updated in 2021, offers advice for both community-based and campus-based people who wish to form partnerships for collaborative, community-based research (CBR). It was developed by university and community representatives who have engaged in CBR, many of whom are members of University Neighborhood Partners’ (UNP) Community Research Collaborative and addresses four basic questions: what is the UNP and what is its role in CBR?; what does the University of Utah require of faculty or student research projects?; what additional processes and principles make community based research mutually beneficial?; and how can partners think through…
Institutionalizing Engagement Campus Compact defines key competencies in the Institutionalizing Engagement area as the knowledge, skills, and critical commitments that must be mobilized by community engagement professionals to advocate and garner support for civic and community engagement as an institutional priority in their context. Download PDF of Institutionalizing Engagement Competencies Key Competencies Able to advocate for community engagement and communicate its value, vision, goals, and alignment with institutional mission and purpose in your context Able to leverage resources to advocate for community engagement as an institutional priority Able to advocate for the development of policies that support community engagement and…
Eric Hartman On Friday, September 25th, from 9:00 am to 10:30 am EDT, we’re hosting a free webinar, What NOT to Restart, and Opportunities Moving Forward – Global Engagement Post-COVID – and on Friday, October 16th, from 2:00 pm – 4:00 pm EDT, we’re hosting Global-Local Curricular Connections and Experiential Education (also free). These seemingly distinct events are deeply interrelated – and they also relate to new opportunities for committing to ethical global engagement. I’m going to provide a bit of context before sharing those new opportunities below. Introduction: A Crisis in International Service and Volunteering In 2015, I was…
testThe University of Dayton invites you to attend the Inaugural Midwest Summer Institute – Community Partnership for Global Learning and Human Rights – from 1pm on May 14 to 1pm on May 16, 2019. The Institute will be held on UD’s campus at Emerson’s Helix Innovation Center. Collaborating with globalsl (globalsl.org), a multi-institutional hub supporting ethical global learning and community campus partnerships, the Institute will bring around 50 people together as members of a learning community dedicated to continuously improving community and student outcomes through community-campus partnerships for ethical global learning — domestically and internationally. For two and a half days, participants…
Attendance at AAC&U’s national conference pushed me to specify the processes we have in place at Haverford College to support ethical global engagement and how those processes are distributed not only within Center for Peace and Global Citizenship staffing, but also across engaged faculty scholarship. I spent the previous fifteen years working to coordinate and support ethical engagement from and in collaboration with large R1 campuses. So I recognize how some of the opportunities I’ve been sharing can seem particular to a small liberal arts setting. I’m thinking now about the highly individualized counseling process and faculty-mentored, community-driven, engaged scholarship….
By Jennifer Magee and Katie L. Price* The Eugene M. Lang Center for Civic and Social Responsibility at Swarthmore College exists, in part, to facilitate Swarthmore College’s commitment to intellectual rigor, ethical engagement, and social responsibility. Watch to learn more about who we are and what we do. Our summer grant programs—made possible through the generosity of the Swarthmore Foundation and the Eugene M. Lang Foundation—are a key way in which we help students synthesize these three areas by connecting the campus, curriculum, and communities. While we believe deeply in the power of learning by doing, we also recognize that…
Thursday I had the opportunity to co-present a brief session, “Models and Methods of Ethical Engagement,” at the Association of American Colleges and Universities Annual Meeting. Many thanks to Jennifer Magee, Senior Associate Director, Lang Center for Civic and Social Responsibility, Swarthmore College, for inviting me to co-present with her and her colleague, Katie Price, who is Assistant Director at the Lang Center. I ended up presenting primarily on one slice of our work at Haverford – how we prepare students for ethical engagement during summer internships. I share related resources – and some initial thinking about what we miss…
GSL 6: Scholarships for Community Organization Reps & Incentives for Community-Campus Team Participation
Community Partner Scholarships and Community-Campus Team Participation Incentives at the 6th GSL Summit, Clemson University, November 3 – 5, 2019 The Globalsl Network will again offer summit registration scholarships for community partner organizations. We are working with our host institution partners at Clemson University to determine the total number of available scholarships. Please Save the Date, and start assembling your team. In addition to this standing commitment to increase diversity of perspectives at the Summit, the network is also altering incentives for Sponsor Institutions to encourage partner participation. Historically, Globalsl Network Sponsors have received five free Summit registrations. For the…
Community-based Global Learning Institute Haverford College August 7 – 9, 2018 Register Drawing on 10 years of collaboration between and among Amizade, Cornell University, and The Globalsl Network, The 10th Annual institute will proceed through thematic focus on the relationship of engaged learning to categories of citizenship and inclusion, through variously contested spaces, in our current political moment. The Institute is for faculty, administrators, practitioners, community partners, and researchers who are interested in community-engaged learning, working across cultures and with awareness of global context, at home and abroad. It is uniquely designed to be collaborative, open, and participatory. Photo Credit:…
Eric Hartman, Haverford College & globalsl Like many folks in professional roles, I often sit at a desk – yet I want to stay in shape. In November I upped my jogging and walking efforts in a monthly Fitbit competition that I have so far lost throughout the year. Several of the outcomes were wonderful: it forced me to identify meetings and calls that can be taken while walking (not all, but many); it got me outside more often with family members; and even though I moved in silence for several of those early morning hours, it led me through extended…
Initial curators: Kevin Kecskes, Portland State University Introduction To build and strengthen our communities as well as reinvigorate student learning to serve a public purpose, we must focus on engaging departments. There are two components of this: (a) establishing common goals within the department, and (b) effectively communicating these goals and the purpose of these goals with students and community partners. Key resources A) ARTICLES AND PUBLICATIONS Kecskes, K., Sumner, R., Elliot, E. & Ackerman, A. (2016). A year-long journey in the orchard: Growing community amid the brambles, in Wortham-Gavin, B. D., Allen, J., and Sherman, J., (Eds.) Sustainable solutions: Let knowledge…
President Andrew Seligsohn and VP for Strategy and Operations Maggie Grove share information on creating a great Campus Civic Action Plan in this presentation from the first Civic Action Planning Institute in Princeton, New Jersey.
Campus Compact President, Andrew Seligsohn, and Vice President for Strategy and Operations, Maggie Grove, shared this presentation on community partnerships that challenge inequality at the Civic Action Planning Institute in Princeton, New Jersey.
Steve Dubb, Senior Fellow at the Democracy Collaborative shared this presentation on place-based strategy at the Civic Action Planning Institute in Princeton, NJ.
This tool would be beneficial to professionals responsible for reaching out from the campus to community organizations or in support of community organizations that wish to partner with a college or university in ways that promote shared success. this tool also could serve as a framing document when creating policies or guidelines governing partnerships.
This reporting assignment was undertaken to describe a range of exemplary, independently managed, multi-year community engaged programs for students. Given that each program that we focus on was developed independent of one another, with its own distinctive name, origin story and characteristics, we felt it important to document the breadth of innovative practices being used to develop engaged citizens and scholars. It is the rm belief of the authors that these types of programs can and should be considered deeply by other institutions of higher education wishing to create a distinctive and engaged educational experience that will help students stand…
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