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2017-18

Community Engagement Report

The Center for Community-Based Learning, Leadership, and Research (CCBLLR) staff hopes readers will find the information in this report useful. It is largely based on the questions we are asked about community engagement by faculty, staff, administrators, students, and our community partners. If you do not find information you need in this report, please do not hesitate to contact Laurie Marks at lmarks@uwm.edu.

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Table of Contents

Introduction

3

Student Hours in the Community by Program Type

4

Academic Service-learning Information and Impact on Student Retention

5

Community Leader Internship Program

7

Student Engagement in Intergenerational Service

8

Alternative Spring Break and Other Episodic Events

9

Non-Profit and Governmental Agency Partnerships (including MPS)

10

Measuring Student Learning and the Essential Learning Outcomes

11

Description of CCBLLR Program Not Listed in Other Parts of this Document

17

Appendix A - Service Hours – Detailed Breakdown

18

Appendix B - Service-Learning Course List and Hours - Detailed 19

Appendix C - Community Partner Lists with Academic Department or Program

21

Prologue - Changes Made Based on Data Collection

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Introduction

The Center for Community-Based Learning, Leadership, and Research (CCBLLR) partners with the community to inspire students, faculty, and staff to engage in activities that foster enduring personal and social change. The CCBLLR collects quantitative and qualitative data that informs our practice related to community-based learning, community-based research, and community leadership education. This document is updated annually and provides data related to this work, as well as the broader community engagement efforts at UWM. The overall purposes of the data collection include:

• Track growth / declines related to civic engagement and community leadership education at UWM.

• Provide useful information for CCBLLR that helps improve service, justifies support for funding, and offers key points for marketing materials.

• Provide useful information for other UWM campus departments for reporting related to funding applications, strategic planning, Carnegie Classification / Honor Roll applications, student retention, and accreditation.

• Improve campus / community partnerships, student learning, retention, and new forms of public engagement.

• Provide information to community partners as requested to support their work that includes UWM.

• Highlight the breadth and depth of engagement in the media and to other external sources.

Common Questions Related to Community Engagement

1. Community Engagement by the Numbers. What descriptive statistics showcase UWM’s civic engagement?

2. Institutionalization of Engagement. Is community engagement institutionalized at UWM when measured by national benchmarking tools? Where do we meet / exceed standards and where do we fall short?

3. Impact on retention. What impact does CBL and CBR have on student retention at UWM? 4. Impact on Community. What is UWM’s impact in the Milwaukee community related to community

engagement efforts through CBL and CBR? 5. Essential Learning Outcomes. What are the learning outcomes of CCBLLR programs, how do

we assess them, and are students learning as a result of community engagement? 6. School and College Specific Initiatives. What are some of the key happenings and partnerships

in each school and college that demonstrate meaningful work in civic engagement?

We track community engagement data related to number of students, number of hours, number of courses, and number of faculty engaged in CBL and CBR, and we do a series of surveys related to events, service-learning, community partner satisfaction and impact, and student learning and satisfaction. We will also engage in qualitative data collection with community partners every 5-7 years through focus groups that examine the “health” of the community partner relationships. Finally, we also examine student learning along the UWM campus-wide shared learning goals, using established instruments designed to be direct measures.

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Student Hours in the Community by Program Type

The dollar value of an hour of service in Wisconsin in 2017, as indicated by Independent Sector was $24.00, UWM tracked 58,348 hours, making the value of UWM student service to the community valued at $1,400,352. For more information see: https://independentsector.org/wp-content/uploads/2016/05/Value-of-Volunteer-Time-by-State-2001-2017-1.pdf.

Academic Service Learning, 40,067

CLIP Program, 7,510

Older Adult Programs, 1,732

College Bigs, 2,935

Episodic Events, 2,890

UWM Athletics Volunteer Hours, 2,354 Poverty Service, 860

Community Engagement Hours by Program

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Academic Service-Learning Information

Service-learning is a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs. Students also reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.

• There were 28 UWM departments which had courses with a service-learning component tracked through PAWS in Fall 2017 or Spring 2018.

Anthropology (L&S) Architecture (SARUP) Art and Design (PSOA) Biomedical Science (CHS) Business Administration (School of Business) Communication Science Disorders (CHS) Conservation and Environmental Sciences (L&S) Criminal Justice (School of Social Welfare) Curriculum and Instruction (SOE) Dance (PSOA) Educational Policy & Community Studies (SOE) Exceptional Education (SOE) English (L&S) Film (PSOA)

Geography (L&S) Healthcare Administration (CHS) History (L&S) Information Science ( SOIS) Kinesiology (CHS) Nutritional Sciences (CHS) Occupational Therapy ( CHS) Political Science (L&S) Public Administration (L&S) Social Work (School of Social Welfare) Spanish (L&S) Theatre (PSOA) Urban Studies (L&S) Women & Gender Studies (L&S)

• There were 115 class sections in 74 courses with a service-learning component in the 2017-18 academic year. (See Appendix B for a breakdown)

• In 2017-18, students completed over 40,676 service-learning hours. (See Appendix B for a per course breakdown)

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33

41

39

51

60 59

63

57

65

50

68

Number of Classes at UW M with a Serv ice - learning Component by Semester

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• In 2017-18, there were 3,307 students enrolled in a service-learning course.

Student Retention and Service-Learning

For students from the Fall 2017 new freshman class:

Retention rates of those taking a course with a service-learning component compared those not

taking a service-learning course were essentially flat for all categories except for those students

who enter UWM with a low ACT score. For those students’ service-learning had a positive impact

on retention (68.5% vs 73.2%)

0

500

1000

1500

2000

2500

3000

3500

4000

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

Number of students enrolled in service learning courses

Number of students enrolled in service learning courses

71.7

%

68.2

%

71.6

%

73.2

%

74.3

%

71.0

%

70.8

%

68.5

%

All 1st Gen Underrepresented ACT<18

Retention Rate Percentages of Freshman Service Learners (SL) vs Non-Service Learners (non-SLers) for Fall 2017 Cohort

Service Learners Non-Service Learners

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Community Leader Internship Program (CLIP)

CLIP places UWM students in local non-profit agencies and Milwaukee Public Schools, to provide internship-like experiences within the non-profit sector that last one year or longer. CLIP students are expect to work 5-10 hours per week and participate in professional and personal reflection and development. Students in their first year of the program enroll in a 1-credit course that provides space for reflection, socio-cultural context for working in the Milwaukee community, and opportunities for connecting their CLIP experience with their professional development and future career goals. Although CLIP enrollment has increased by about 15% over the previous year, total hours worked have decreased by about 13% and payroll dollars have remained relatively flat. This can be attributed to a larger portion of community-based work-study sites vs America Reads sites, as wages are on average higher at community-based work-study sites. CLIP is continuing to transform from a work placement program to a program based on the hybridization of two high-impact practices; service-learning and internships.

Number of CLIP students and hours are completed by UWM students in 2017-18

• Number of Students = 52

• Number of hours = 7,510

• Payroll Dollars = $75,009 through the CCBLLR

What are the CLIP Sites?

Youth Neighborhood Assoc Environmental Other St. Anthony’s School Journey House Milwaukee Envir. Consortium Hillel 53rd Street School Milwaukee Christian Ctr Urban Ecology Center CEO (Job readiness) Lloyd Barbee Montessori Victory Garden Initiative Friedens Food Pantry

Hartford University School Cream City Foundation Maryland Ave Montessori Ovation Jewish Home

Cass Street School PeppNation La Escuela Fratney Florentine Opera Company OW Holmes School SEAED (public health)

Gaenslen School Broadscope Disability

Services Howard Ave. Montessori Auer Avenue

Dollars related to community-based FWS and percentage used in community through CCBLLR

Total FWS Compensation

at UWM

America Reads

AR Percentage of Total FWS

Total Off Campus Community Service FWS

(non-AR)

% of Total

2017-18 $1,011,808.20 $37,235.32 3.68% $28,330.26* 2.80%

2016-17 $1,100,677.00 $45,677.00 4.15% $24,443.00* 2.22%

2015-16 $1,105,525.00 $59,369.00 5.367% $3,750.00 0.34%

2014-15 $1,137,290.00 $96,226.00 8.46% $6,721.00 0.59%

*Community partner sites pay 25% of student off-campus community work-study wages. Students at off-campus community service work-study sites earned $37,773.68 in wages in 2017-18, however FWS paid for $28,330.26 in wages (it is 25/75 split). America Reads wages are paid 100% out of FWS.

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Student Engagement in Intergenerational Service

UWM has grown its programming that connects college students to Milwaukee’s older adult population. Current programs include a partnership with Interfaith Older Adult Programs, Timeslips, and the Student Artist in Residences (SA IR) program. Timeslips and SAIRs are founded and supported by Dr. Anne Basting’s Creative Trust initiative and organization, and various older adult care and living facilities throughout the city. Episodic events connecting students to older adults. A partnership with Interfaith Older Adult Programs has provided the UWM community the chance to assist older homeowners through Make-A-Difference Day(s). Twice-per-year there are day- long events where members of the UWM community do seasonal preparation at homes throughout the city. In the fall, we winterize 100 homes with 400-500 volunteers, in the spring, we prepare 75 homes with 200-250 volunteers. We also do an annual holiday party with Interfaith at the Clinton Rose Senior Center for as many as 100 older adults throughout Milwaukee. Student Artist in Residence Program(SAIRS). The SAIR program places student artists at elder service and care facilities throughout the city and offers them a stipend to lead workshops and art related events that engage older adults in the creation of art. At four SAIR sites in the 2017-18 school year SAIRs lived in the facilities alongside the older adult residents or received a stipend. Additionally there were two “Apprenticeships”, which were students who were not yet ready to be a SAIR, but work at the sites with the SAIRs to prepare them to be SAIRs next year. Timeslips. Timeslips is a volunteer and service-learning program for students to work closely with older adults with dementia. Students engage in the Timeslips online training, and then are assigned, in pairs, to a particular older adult facility. On a weekly basis, the students engage a group of older adults in a creative storytelling process where they can be creative, laugh, interact with others, and make-up a story based on a picture that is presented to a group.

Older adult hours: 2017-2018 SAIRs = 5 hours a week x 26 weeks x 4 SAIRS= 520 hours SAIR Apprentices = 1 hour a week x 26 weeks x 2 Apprentices=52 hours SAIR Total = 572 hours Timeslips = 58 students x 20 weeks x 1 hour each week = 1,160 Total = 1, 732* (This is an increase by 710 hours from the previous year)

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Alternative Spring Break (ASB) and other Episodic Events

Various episodic events (Make a Difference Day, MLK Day of Service, Interfaith Holiday Party, Global Youth Service Day, Alternative Spring Break) are held throughout the year where students do a variety of service projects related to hunger and homelessness, older adult issues, the environment, youth development, and more. These short-term events (lasting anywhere from a day to a week) provide students with an easy opportunity to explore service without making a long-term commitment. Alternative Spring Break engages students in service at various non-profit agencies while enhancing their leadership skills. Each year UWM travels to Asheville, North Carolina, where UWM students engage in service while learning about the Appalachian region. In 2017, 35 ASB participants travelled across the country to spend their week learning how to support communities in new and diverse settings. In 2018, 31 students participated in the trip. Dedicating their spring break week and enthusiasm to local food banks, river clean up and revitalization efforts, veteran support organizations, donation centers, shelters for women and children, and more, these students gain key civic awareness while serving as leaders and representatives of the UWM community. ASB participants form lasting bonds with fellow UWM peers while learning to work collaboratively, develop as leaders, and increase their cross-cultural competencies. In 2018, over the course of the week, these students served approximately 930 hours. Additionally, UWM hosts approximately 15 other episodic events in the Milwaukee community. Partners included MPS, Interfaith, the Gathering, Friedens Food Pantry, Habitat for Humanity, and others. (See appendix A for the 4 largest ones). Through these episodic events, students completed 2,809 co-curricular service hours in 2017-18.

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Number of Non-Profit and Governmental Agency Partners

In 2017-18 the number of reported community partners was 201.

A list of community partners for the year, along with which campus department(s) the agencies connected through is available in Appendix C.

Partnerships Specific to Milwaukee Public Schools

The CCBLLR maintains partnerships with Milwaukee Public Schools primarily through three programs: CLIP Tutors (paid community-based work-study program), service-learning, and through the College Bigs and Youth Mentors (CBYM) sites. CLIP Tutors at the following MPS schools:

• 53rd

Street School

• Auer Avenue School

• Cass Street School

• Gaenslen School

• Hartford Ave University School

• Howard Ave School

• La Escuela Fratney School

• Lloyd Barbee Montessori

• Maryland Ave Montessori

• OW Holmes School

Mentors through CBYM at the following MPS schools:

• Cass Street School

• Hartford Ave School

• Keefe Ave School

• Maryland Ave Montessori School

Service Learners at the following MPS schools:

• Auer Avenue School

• Brown Street Academy

• Doerfler Elementary

• Gaenslen School

• James Madison Academic Campus

• Jerimah Curtin Leadership Academy

• Lloyd Barbee Montessori School

• Milwaukee Sign Language School

• Morgandale Elementary

• North Division High School

• OW Holmes School

• Rufus King High School

• US Grant School

• Wisconsin Department of Public Instruction

Other Programs with Milwaukee Youth

UWM students are matched with local youth through the CBYM Program, CLIP Tutors, or through the Brown Street Academy / Rotary Club of Milwaukee’s Partners in Education (PIE) program. CBYM is 147 + CLIP is 46 + Brown Street is 80 = 273 UWM students.

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Measuring Student Learning and the Essential Learning Outcomes

The CCBLLR builds programs based on the UWM Shared Learning Goals that leads to measurable student learning, and then does direct assessment. Below are these campus-wide Shared Learning Goals.

• Knowledge of Human Cultures and the Natural World including breadth of knowledge and

the ability to think beyond one’s discipline, major, or area of concentration. This knowledge

can be gained through the study of the arts, humanities, languages, sciences, and social

sciences.

• Critical and Creative Thinking Skills including inquiry, problem solving and higher order

qualitative and quantitative reasoning.

• Effective Communication Skills including listening, speaking, reading, writing, and information literacy.

• Intercultural Knowledge and Competence including the ability to interact and work with

people from diverse backgrounds and cultures; to lead or contribute support to those who

lead; and to empathize with and understand those who are different than they are.

• Individual, Social and Environmental Responsibility including civic knowledge and

engagement (both local and global), ethical reasoning, and action.

Each of these learning goals is adapted from the AAC&U LEAP Initiative. Below is an explanation

of how we do direct assessment of student learning on these broad learning goals.

Method Used for Direct Measurement of Student Learning in Community Engagement: Besides efforts to collect participation data, gauge student and community partner satisfaction, and

understand how service-learning impacts student retention, we also measure student learning in

many of our programs. A series of learning outcomes, instruments to assess student learning, and

rubric a to measure growth or competency in program learning goals have been developed.

Here are some key components to understanding how CCBLLR assesses student learning:

1) Above are the five UWM Shared Learning Goals that provided broad guidance for formulating

CCBLLR program specific learning goals. These five Shared Learning Goals above are derived

from the AAC&U LEAP Initiative, which offers a set of rubrics to help consider the particular

skills / understanding of concepts related to these broad goals. Within each rubric is a set of

competencies and a scale that describes benchmark to capstone level understanding / skill.

2) Based on these five Shared Learning Goals a single rubric was developed from components

of the AAC&U rubric series. This rubric is used as a measuring / grading tool for CCBLLR

program specific learning outcomes and can be used by departments engaged in service

learning.

3) For certain CCBLLR programs where student learning is critical to the program success,

program’s specific learning goals are established, as well as the tool used to assess

student learning.

Regardless of the program specific learning outcome, or the tool used to assess student learning, the

same rubric is used as a measuring instrument.

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Rubric -- a measuring / grading tool for all CCBLLR programs and some ASL courses

Capstone Milestones Benchmark

4 3 2 1

Intercultural

Knowledge

Civic Engagement

VALUE Rubric

(Learning Goal –

Diversity of

Communities and

Cultures)

Demonstrates evidence

of adjustment in own

attitudes and beliefs

because of working

within and learning

from diversity of

communities and

cultures.

Reflects on how own

attitudes and beliefs

are different from

those of other cultures

and communities.

Exhibits curiosity

about what can be

learned from diversity

communities and

cultures.

Has awareness that

own attitudes and

beliefs are different

from those of other

cultures and

communities. Exhibits

little curiosity about

what can be learned

from diversity of

communities and

cultures.

Expresses attitudes and

beliefs as an

individual, from one-

sided view. Is

indifferent or resistant

to what can be learned

from diversity of

communities.

Transfer

Integrative Learning

VALUE Rubric

(Learning Goal –

Critical Thinking)

Adapts and applies,

independently, skills,

abilities, theories, or

methodologies gained in

one situation to new

situations to solve

difficult problems or

explore complex issues

in original ways.

Adapts and applies

skills, abilities,

theories, or

methodologies gained in

one situations to new

situations to solve

problems or explore

issues.

Uses skills, abilities,

theories, or

methodologies gained

in one situation in a new

situation to contribute to

understanding of

problems or issues.

Uses, in a basic way,

skills, abilities, theories,

or methodologies

gained in one situation

in a new situation.

Connections to

Experience

Integrative Learning VALUE

Rubric

(Learning Goal –

Effective

communication)

Meaningfully articulates

both verbally and in

writing how

experiences outside of

the formal classroom

(including life

experiences and

academic experiences

such as internships and

travel abroad) deepens

ones understanding of

fields of study and

broadens ones points

of view.

Effectively articulates

both verbally and in

writing examples of life

experiences, drawn

from a variety of

contexts (e.g., family

life, artistic

participation, civic

involvement, work

experience), to

illuminate concepts/

theories/ frameworks of

fields of study.

Compares life

experiences and

academic knowledge to

infer differences, as

well as similarities, and

acknowledge

perspectives other than

own.

Identifies connections

between life

experiences and those

academic texts and

ideas perceived as

similar and related to

own interests.

Civic Identity and

Commitment Civic Engagement

VALUE Rubric

(Learning Goal --

Individual, Social,

and Environmental

Responsibility)

Provides evidence in

civic- engagement

activities and describes

what she/he has learned

about her or himself as

it relates to a reinforced

and clarified sense of

civic identity and

continued commitment

to public action.

Provides evidence of

experience in civic-

engagement activities

and describes what

she/he has learned

about her or himself

as it relates to a

growing sense of civic

identity and

commitment.

Evidence suggests

involvement in civic-

engagement activities

is generated from

expectations or

course requirements

rather than from a

sense of civic

identity.

Provides little evidence

of her/his experience in

civic-engagement

activities and does not

connect experiences to

civic identity.

Civic Identity and

Commitment Civic Engagement VALUE Rubric

(Learning Goal – Civic

Action and Reflection)

Demonstrates ability

and commitment to

collaboratively work

across and within

community contexts

and structures to

achieve a civic aim.

Demonstrates ability

and commitment to

work actively within

community contexts

and structures to

achieve a civic aim.

Demonstrates

experience

identifying

intentional ways to

participate in civic

contexts and

structures.

Experiments with civic

contexts and structures,

tries out a few to see

what fits.

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Community Leaders Internship Program (CLIP) LO Plan Learning Outcomes: 1. Students who participate in the CLIP will be able to identify two characteristics of urban public

school systems or the non-profit sector (as demonstrated by writings done at the CLIP end of the year reflection session). Transfer – Critical Thinking.

2. Students who participate in the CLIP will be able to articulate a strategy which allows them to work

with people from cultural, racial, ethnic, generational, or class / educational backgrounds different than their own (as demonstrated by writings done at the CLIP end of the year reflection session). Diversity of Communities and Culture – Intercultural Knowledge and Competence.

3. Students who participate in the CLIP will be able to recognize two skills/strengths they bring to a

team trying to work towards making community change (as demonstrated by writings done at the CLIP end of the year reflection session). Civic Action and Reflection – Individual, Social, and Environmental Responsibility.

4. Students who participate in CLIP will be able to describe three skills they have developed or

strengthened related to their major/area of study as a result of the program (as demonstrated by writings done at the CLIP end of the year reflection session). Connections to Experience – Effective Communication.

Instrument: Reflection Journal: “What, Now What, So What” (see next page)

Grading / Measurement: CCBLLR Learning Outcomes Rubric

Findings:

CLIP students completed the final Reflection Journal: “What, So What, Now What...” through an online survey at the end the academic year. In the 2017-2018 year, 34 CLIP students completed the survey. The survey asked students to assess and reflect upon their experiences in CLIP through a series of questions designed to probe students' intercultural knowledge, critical thinking, communication skills, and sense of civic responsibility.

The answers were scored on scale of 1 to 4 using the CCBLLR Learning Outcomes Rubric.

• In relation to "intercultural knowledge and learning - diversity of communities", CLIP students averaged a score of 3.16, with 79% of respondents scoring a 3 or higher.

• In relation to "transfer - critical thinking", CLIP students averaged a score of 3.22, with 79% of respondents scoring 3 or higher.

• In relation to "connections to experience - effective communication", CLIP students averaged a score of 3.38, with 82% of respondents scoring a 3 or higher

• In relation to "civic identity and commitment - individual, social, and environmental responsibility", CLIP students averaged a score of 3.22, with 82% of respondents scoring a 3 or higher.

These results demonstrate that a majority of CLIP students have developed capstone or high milestone proficiency in all learning goals.

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College Bigs and Youth Mentors (CBYM) LO Plan

Learning Outcomes:

1. Students who participate in the CBYM program will be able to identify and describe at least 3

skills they have gained or enhanced as a result of the program (as demonstrated by a reflection

letter). Connections to Experience – Effective Communication.

2. Students will be able to identify 2 strategies that positively assist at-risk youth (as

demonstrated by a reflection letter). Diversity of Communities and Culture – Intercultural

Knowledge and Competence.

Instrument / Questions: Reflection Letter to a Future Mentor

Grading / Measurement: CCBLLR Learning Outcomes Rubric Findings: At the end of the academic year mentors are asked to write a letter to a future mentor which gives them advice on what skills they may look forward to developing, what they will learn about public schools and the Milwaukee community, and what strategies they may try to impact their mentee. 13 students responded to the survey.

• In relation to “Intercultural Knowledge”, three students scored a 3, showing the ability to reflect on how their own attitudes and beliefs are different from those of other cultures and communities. Eight students scored a 2, showing awareness that their own attitudes and beliefs are different from those of other cultures and communities. Two students scored a 1, showing the ability to express attitudes and beliefs as an individual from a one-sided view.

• In relation to “Transfer”, one student scored a 3, showing ability to adapt and apply skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues. Seven students scored a 2, showing ability to apply skills, abilities, theories, or methodologies gained in one situation to new situations to contribute to understanding of problems or issues. Five students scored a 1, demonstrating the ability to use, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation.

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Alternative Spring Break (ASB) LO Plan

Learning Outcomes:

1. Students who participate in the Alternative Spring Break Trip will identify two skills they have gained or enhanced as a result of the trip (as demonstrated by a post-survey). Connections to Experience – Effective Communication.

2. Students who participate in the Alternative Spring Break Trip will be able to articulate three

similarities and/or differences between themselves and the clients of the non-profit agencies they serve (as demonstrated by a post-survey). Diversity of Communities and Culture – Intercultural Knowledge and Competence.

3. Students who participate in the Alternative Spring Break trip will indicate at least one action

that they plan to take in the next year to make change in the lives of others (as demonstrated by a post survey). Civic Action and Reflection – Individual, Social, and Environmental Responsibility.

Instrument / Questions: Pre / Post Survey Grading / Measurement: CCBLLR Learning Outcomes Rubric Findings: Students were asked to complete a pre and post worksheet before and after the ASB program. The worksheet asks students to write on four topics related to ASB and their own learning. These include (1) skills gained, (2) application to their field of study, (3) similarities and differences of the lives of clients at non-profit agencies, and (4) actions they will take in the next 1-year and 5-years to make change in the lives of others. The Pre and Post Worksheet were examined and graded using the rubric. Student learning / growth occurred in the following areas:

• In relation to "intercultural knowledge and learning - diversity of communities", five students went from a "1" to a "2", and five students went from a “2” to a “3”

• In relation to "transfer - critical thinking", three students went from a "1" to a "2", and two students went from a "2" to a "3"

• In relation to "connections to experience - effective communication", two students went from a "1" to a "2"

• In relation to "civic identity and commitment - individual, social, and environmental responsibility", five students went from a “1” to a “2”, five students went from a "2" to a "3", and one student went from a ‘”3” to a “4”

• In relation to "civic identity and commitment - action and reflection", five students went from a "1" to a "2" and seven from a "2" to a "3”, and one student went from a “3” to a “4”

These results demonstrate that student learning is occurring through the ASB Program.

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Academic Service-Learning (ASL) LO Plan

Learning Outcomes:

1. Students who take an ASL course will be able to articulate how their service-learning

experience connects to the content of the course curriculum (as demonstrated through

written assignments, course presentations or class discussion). Connections to

Experience – Effective Communication.

2. Students who take an ASL course will be able to identify one strength and one need in the

community for which they completed their service-learning (as demonstrated through written

assignments, course presentations or class discussion). Transfer – Critical Thinking.

3. Students who take an ASL course will be able to show a progressively deeper

understanding of the complexity of issues in low-income neighborhoods or amongst

marginalized populations (as demonstrated through written assignments, course

presentations or class discussion). Diversity of Communities and Culture –

Intercultural Knowledge and Competence.

4. Students who take an ASL course will be able to articulate a strategy which allows them

to work with people from cultural, racial, ethnic, generational or class / educational

backgrounds different than their own (as demonstrated through written assignments,

course presentations or class discussion). Diversity of Communities and Culture –

Intercultural Knowledge and Competence.

5. Students who take an ASL course will be able to identify specific actions and roles they

can take to make change in their community (as demonstrated through written

assignments, course presentations or class discussion). Civic Action and Reflection –

Individual, Social, and Environmental Responsibility.

Instrument / Questions: Course specific

Grading / Measurement: Community Engagement Learning Outcomes Rubric Findings: Not tracked by the CCBLLR – Rather, optionally by individual faculty and teaching staff who instruct courses with a service-learning component.

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Description of CCBLLR Programs Not Listed in Other Parts of this Document Community Leader Lab and Education Living Learning Community (LLC): The Education and Community Leadership LLC is a partnership between the School of Education and the CCBLLR. Students in the program take Educational Policy 315 (Group Process and Civic Engagement), and a C&I course in the spring. Further, students participate in the student leadership retreat, service-learning projects, as well as explore the field of urban education and teaching. Students in the LLC also attend a 2-day, overnight experience (the Community Learning Lab) where they engage in leadership development activities that aim to increase: teambuilding skills, inter-cultural intelligence, connections to other members of the campus community, understanding of the relationship between ethics and leadership, and participant’s self-awareness, leadership identity, and civic identity. College Bigs & Youth Mentors Program: The CBYM Program at UWM engages college students in 1.5 hours of volunteer service each week by matching them with a local youth for whom they will act as a mentor, tutor, and friend. The aim is to engage students community service with a youth-development organization. Weekly Food Pantry and The Gathering: The Food Pantry Program allows students to serve for two hours at a local food pantry. Students do a variety of tasks including inventory, food distribution, and cleaning. Students can attend once, on a regular basis, or sporadically. The aim is to offer easy access to volunteer service, to expose students to the Milwaukee community, and to increase the understanding of poverty and the non-profit community in Milwaukee. This occurs every Tuesday and Thursday afternoon. Additionally, students can serve breakfast any Friday morning to a portion of Milwaukee’s homeless or hungry community at The Gathering. LEAD MKE Teambuilding Mini-Retreats: LEAD MKE Teambuilding Mini-Retreats empower leaders and teams to explore leadership development and improved group dynamics through three modules of interactive sessions. In 4 to 6 hour blocks, participants engage in critical and reflective thinking in the areas of personality type, emotional intelligence, group dynamics, teambuilding, communication, as well as planning and reflection. Volunteer Referrals and the Student Service Record (SSR) Program: CCBLLR is a walk-in center where students who do not want to participate in our organized programs can simply get a referral to non-profit agencies and begin doing service with them. The CCBLLR conducts a screening process with the agencies to be sure it will be a good fit for student volunteers. Students can also sign up for the Student Service Record Program which allows them to track their hours and receive a certificate verifying them after they have completed 75 hours at one or more agencies.

18 Appendix A: Number of hours (service-learning, volunteer, community-based FWS hours)

PROGRAM COMMUNITY PARTNER MATH TO THE # OF HOURS HOURS

College Bigs &

Youth Mentors

Program

Big Bros Big Sisters

Lake Valley Camp

Our Next Generation

121 students= 2,714 4 students = 87 15 students = 134 *More hours where counted in SL in 2018, so higher than 134, but now counted here

2,935

Weekly hunger

/ poverty

service

programs

Hope House (T&Th) &

Gathering (Fri)

Hope House 2 non-service-learning students per day times X 2.5 hours per day times 2 days per week X 50 weeks = 500 hours per year.

The Gathering 3 students per week X 3 hours per day X 1 day per week X 40 weeks = 360 per year.

*This does not include hours for service learners who participate in this program.

860

CLIP Various sites Calculated exact number of hours by CLIP students in our UW HRS System.

7,510

Service-Learning See Appendix B See Appendix B 40,676

Older

Adult

Programs

SAIRs + Timeslips SAIRs

5 hrs/week x 26 weeks x 4 SAIRS= 520 hrs Apprentices = 1 hr/ week x 26 weeks x 2 Apprentices = 52 hours Timeslips 58 students x 20 weeks x 1 hr/week = 1,160hrs

1,732

Episodic Events ASB, Panther Response

Team, MADD, Interfaith

Holiday Party, MLK Day

of Service, MPS Service

Day

Over 600 student participants, doing various hours

2,890

UWM Athletics Various and numerous organizations

2,354

TOTAL HOURS THROUGH CCBLLR:

58,348

• Note that this number changed this year for a number of reasons. First, poor weather required us to cancel spring Make a Difference Day, which accounts for approximately 1,000 hours. Second, we no longer do the Tax Clinic with the AARP because the organization did not have the capacity to run the UWM clinic any longer. Third, there are some missing numbers, specifically from Athletics and student organizations that do service through such events as the Dance Marathon. Those numbers were simply not reported, although the service was done.

19 APPENDIX B – Fa ll 2017 and Spring 2018 Service-learning Hours Tally

FALL 2017 TRACKING COURSES

Course Section Enrolled Hours Total For Class

ANTHRO 150 001 36 20 720

ART 150 803 20 15 300

ART 150 804 19 15 285 ART 306/406 001/501 4 20 80 BUS ADM 100 401 147 4 588 BUS ADM 100 402 127 4 508 BUS ADM 100 403 145 4 580 BUS ADM 100 404 120 4 480 CES 210 401 246 10 2460 COM DIS 460 001 23 10 230

CRM JST 105 001 23 10 230 CRM JST 105 002 25 10 250 CRM JST 105 003 24 10 240 CURRINS 140 001 32 25 800 CURRINS 140 002 27 25 675 ED POL 315 001 20 20 400 ED POL 315 002 35 20 700 EXC ED 304 001 20 20 400 EXC ED 304 002 18 20 360 EXC ED 305 001 18 20 360 EXC ED 306 001 8 20 160 ENGLISH 150 001 23 15 345 ENGLISH 150 002 23 15 345 ENGLISH 150 003 23 15 345 ENGLISH 150 004 21 15 315 ENGLISH 150 005 20 15 300 ENGLISH 150 206 3 20 60 FILM 150 001 19 15 285 FILM 150 002 17 15 255 FILM 150 003 20 15 300 GEO 125 402 68 10 680 GEO 125 201 5 10 50 HSA 250 001 10 20 200 OT 707 003 11 10 110 OT 707 004 11 10 110 OT 707 005 9 10 90 POL SCI 150 001 8 10 80 SOC WRK 100 001 64 15 960 SOC WRK 100 202 26 15 390 SOC WRK 105 001 8 10 80 SOC WRK 105 002 7 10 70 SOC WRK 105 003 9 10 90 SOC WRK 310 001 19 20 380 SOC WRK 310 003 22 20 440 SOC WRK 310 004 11 20 220 SOC WRK 591 202 22 20 440 SPANISH 338 001 10 5 50 WMNS 150 001 9 15 135 TOTAL HOURS TRACKING COURSES FALL 2017 17931

FALL 2017 NON-TRACKING COURSES

Course Section Enrolled Hours Total for Class ARCH 650 802 3 15 45 DANCE 319 101 1 40 40 CURRINS 300 001 31 15 465 CURRINS 300 002 28 15 420 CURRINS 300 003 25 15 375 ENGLISH 427 201 23 20 460 ENGLISH 443 201 20 4 80 ART 108 802 24 10 240 ART 109 801 12 10 120 ART 109 802 15 10 150 NUTR 101 001 46 5 230 OT 201 001 37 25 925 THEATRE 260 801 22 20 440 THEATRE 320 801 13 20 260 THEATRE 360 001 6 20 120 THEATRE 360 002 6 20 120 TOTAL HOURS NON-TRACKING COURSES FALL 2017 4490

Fall 2017 Tracking + Non-Tracking = 22,421 hours

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SPRING 2018 TRACKING COURSES SPRING 2018 NON-TRACKING COURSES Course Section Enrolled Hours Total for Class

ANTHRO 150 001 41 20 820 ART 150 801 18 15 270 ART 150 803 22 15 330 ART 306 001 4 20 80 ART 406 801 3 20 60 ART ED 227 801 15 15 225 BUSADM 100 401 147 4 588 CES 210 401 248 10 2480 CRM JST 520 001 9 5 45 CURRINS 140 001 22 25 550 EXC ED 304 001 13 20 260 EXC ED 304 002 16 20 320 EXC ED 305 001 24 20 40 EXC ED 306 001 13 20 260 ENGLISH 150 001 24 15 360 ENGLISH 150 002 24 15 360 ENGLISH 150 003 24 15 360 FILM 150 002 25 15 375 FILM 150 301 28 15 420 FILM 150 303 21 15 315 GEO 125 402 48 10 480 GEO 125 403 45 10 450 GEO 125 201 7 10 70 COM DIS 245 001 22 20 440 BMS 245 001 23 20 460 HCA 245 001 14 20 280 KIN 245 001 18 20 360 OT 245 001 27 20 540 OT 315 801 27 5 135 SOC WRK 100 002 65 10 650 SOC WRK 100 201 27 10 270 SOC WRK 310 001 19 20 380 SOC WRK 310 002 26 20 520 SOC WRK 310 002 27 20 540 THEATRE 150 001 20 20 400 THEATRE 260 801 14 20 280 WMNS 150 201 7 15 105 TOTAL HOURS TRACKING COURSES SPRING 2017 14878

Course Section Enrolled Hours Total for Class ANTRO 721 101 20 35 700 CURRINS 300 001 17 15 255 CURRINS 300 002 14 15 210 CURRINS 300 003 19 15 285 CURRINS 547 001 15 4 60 DANCE 319 001 2 40 80 ENG 443 001 14 15 210 ENG 798 001 0 20 0 HCA 340 001 30 4 120 HCA 340 002 12 4 48 PUBADMIN 769 001 1 20 20 PUBADMIN 769 002 14 20 280 THEATRE 260 202 25 20 500 TOTAL HOURS NON-TRACKING COURSES SPRING 2017 2768

Spring 2018 Tracking + Non-Tracking = 17,646 hours

Fall 2017 SL Hours + Spring 2018 SL Hours = 40,067

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APPENDIX C – 2017 CCBLLR Partnership Report for the UW System

30th Street Industrial Corridor Architecture, Urban Studies

5 Points Neighborhood Assoc., Inc. Architecture, Social Work

Adult Learning Center Social Work, English, Occupational Therapy, Communication Science Disorders, Art, Criminal Justice

Alliance for the Great Lakes Geography

America SCORES Milwaukee Art, Biomedical Sciences, Communication Sciences and Disorders, English, Health Care Administration, Kinesiology, Film, Occupational Therapy, Social Work, Spanish, Therapeutic Recreation

America’s Black Holocaust Museum Art, English, Film, History

American Red Cross CCBLLR

Apple Ridge Academy Social Work

Archdiocese of Milwaukee Exceptional Education

Art Market 63 in Cable, WI PSOA, CCBLLR

Art Start in Rhinelander PSOA, CCBLLR

Artists Working in Education Art

Artists Working in Education Art

Artworks for Milwaukee Art

Asheville GreenWorks CCBLLR

Asset Builders, Inc CCBLLR

Aurora Health Care Anthropology, Art, Biomedical Sciences, Communication Science Disorder, Health Care Administration, Kinesiology, Occupational Therapy, Social Work, Theatre, Film

Big Brothers Big Sisters of Milwaukee CCBLLR

Big Brothers Big Sisters of Ozaukee Social Work

Big Brothers Big Sisters of Washington Social Work

Blue Ridge Assembly YMCA CCBLLR

Boulder Junction Public Library PSOA, CCBLLR

Boys and Girls Club of Milwaukee Therapeutic Recreation, Communication Science Disorders, Health Care Administration, Social Work

Broadscope Disability Services CCBLLR

Brookfield Public Library PSOA, CCBLLR

Casa Romero Art

Case High School English

Catholic Charities Biomedical Sciences, Anthropology, Curriculum & Instruction

Cedar Grove-Belgium School District Social Work

Central City Cyber School Social Work

Centro Hispano Milwaukee English

Chai Point CCBLLR

City on a Hill Occupational Therapy

COA Youth and Family Centers Criminal Justice, Art, Social Work

Congregation Emanu'El Bne Jeshurun Film

Congregation of the Great Spirit Food Pantry

Film

CORE El Centro Film, Anthropology, Art, Curriculum & Instruction, Social Work, Spanish

Cream City Foundation CCBLLR

Creative Employment Opportunities CCBLLR

Creative Trust CCBLLR

Cudahy High School English

Curative Care Communication Science Disorders, Health Science, Occupational Therapy

Deaf Senior Citizens Exceptional Education

Doudna Elementary School Social Work

Eagle Nature Trail Conservation and Environmental Sciences

Eastcastle, Inc CCBLLR

Elim Tabernacle Social Work

Family Promise of Washington County Social Work

Family Sharing Ozaukee County English

Feeding America Business Administration, CCBLLR

First Congregational Church Social Work

Fox Valley Memory Cafe in Menasha PSOA, CCBLLR

Friedens Food Pantry CCBLLR

Friedens Food Pantry CCBLLR, Social Work, Women’s Studies, Film, Curriculum & Instruction, Criminal Justice, English

Froedert Hospital Biomedical Sciences

Gerald L. Ignace Indian Heath Center Social Work

Gigi's Playhouse Health Sciences, Women’s Studies, Anthropology, Occupational Therapy, Kinesiology

Girl Scouts of Wisconsin Southeast Kinesiology, Health Care Administration, Women’s Studies, Communication Science Disorders

Glendale River Hills School District - Glen Hills Middle School

Educational Policy & Community Studies

Goodwill Industries of Southeast Wisconsin

Social Work, Criminal Justice, Curriculum & Instruction, Film,

Grace Hmong Alliance Church Film

22 Greater Milwaukee Assoc of the Deaf Exceptional Education

Greenfield Police Department Social Work

Groundwork Milwaukee Conservation and Environmental Sciences

Growing Power Conservation and Environmental Sciences, Geography

Habitat for Humanity Door County CCBLLR

Havenswood State Forest Conservation and Environmental Sciences, Geography

Hillel CCBLLR

Holy Lutheran Criminal Church Criminal Justice

Hope House CCBLLR

Hunger Task Force Business Administration, CCBLLR

Interfaith Older Adult Programs CCBLLR

International Institute of Wisconsin Anthropology, Social Work

International Learning Center Criminal Justice, Curriculum & Instruction, Biomedical Sciences, Social Work

James Madison Academy School CCBLLR

Jewish Home and Care CCBLLR

Jewish Museum History

Journey House CCBLLR

Journey House Criminal Justice, Curriculum & Instruction, English, Film, Art, Communication Science Disorders, Social Work

Keep Greater Milwaukee Beautiful Conservation and Environmental Sciences, Geography

Korean Language and Culture School Film

La Causa Charter School Criminal Justice, Social Work

La Causa Family Resource Center Criminal Justice, Social Work

La Causa Nursery Women’s Studies, Biomedical Sciences, Kinesiology, Art, Social Work

Lake Valley Camp Social Work, Women’s Studies

Land O' Lakes Arts Center in Vilas, WI PSOA, CCBLLR

Lifestriders Occupational Therapy, Kinesiology, Social Work

Literacy Services of Wisconsin Social Work

Lowell Elementary School in Waukesha Social Work

Luther Manor CCBLLR

Luther Manor Occupational Therapy, Kinesiology, Anthropology

Madison Association for the Deaf Exceptional Education

Madison Schools and Community Recreation

Social Work

Magic Morgan Exceptional Education

Menomonee Falls Public Library PSOA, CCBLLR

Meta House Social Work

Milwaukee Academy of Science Social Work, Art, Art Education, Occupational Therapy, Communication Science Disorders, Biomedical Sciences, Anthropology, History

Milwaukee Catholic Home Art, Curriculum & Instruction

Milwaukee Center for Children and Youth Social Work

Milwaukee Child Advocacy Center Social Work

Milwaukee Christian Center Art, Social Work

Milwaukee College Prep History, Film, Art, English

Milwaukee County Department of Parks, Recreation, & Culture

Conservation and Environmental Sciences, Geography

Milwaukee Environmental Association CCBLLR

Milwaukee Environmental Consortium English

Milwaukee Rescue Mission Film, Social Work

Milwaukee River Keepers CCBLLR

Milwaukee River Keepers Conservation and Environmental Sciences, Geography

Milwaukee Visionaries Project Theatre

Milwaukee Water Commons Criminal Justice

MPS - 53rd Street School CCBLLR

MPS - Auer Ave School Social Work, Women’s Studies, Film, Anthropology, Educational Policy & Community Studies, English, Communication Science Disorders

MPS - Brown Street Academy Social Work, Film, Anthropology, Educational Policy & Community Studies, English, Film, History, Art

MPS - Cass Street School CCBLLR

MPS - Community High School CCBLLR

MPS - Doerfler Elementary School English

MPS - Gaenslen School CCBLLR

MPS - Hartford Ave School CCBLLR

MPS - Howard Ave School CCBLLR

MPS - Jerimiah Curtin Academy Communication Science Disorders

MPS - JMAC Occupational Therapy

MPS - La Escuela Fratney CCBLLR

MPS - Lloyd Barbee Montessori School Art, Art Education, Health Care Administration, Social Work, Biomedical Sciences, English, Film, Womens Studies, Criminal Justice

MPS - Maryland Ave School CCBLLR

MPS - Milwaukee Sign Language School Exceptional Education

MPS - Morgandale Elementary School English

23 MPS - North Division High School Film, Biomedical Sciences, Kinesiology, Social Work, Educational Policy & Community Studies

MPS - Oliver Wendell Holmes English, Art, Health Care Administration, Occupational Therapy, Social Work, Theatre

MPS - OW Holmes School CCBLLR

MPS - Rufus King High School Exceptional Education

MPS - U.S. Grant School Criminal Justice

Mukwonago Public Library PSOA, CCBLLR

Museum of Wisconsin Art in West Bend PSOA, CCBLLR

Muskego Public Library PSOA, CCBLLR

Nativity Jesuit Academy Film

Neighborhood House Social Work

New Berlin Public Library PSOA, CCBLLR

Next Door Foundation Film, Social Work, Curriculum & Instruction, Women’s Studies, Criminal Justice

Northcott Neighborhood House Art, Anthropology, Social Work, Film, Curriculum & Instruction

Our Next Generation, Inc English

Ovation Jewish Home Kinesiology, Film, Curriculum & Instruction, Theatre, Social Work, Occupational Therapy, History, Health Care Administration, English, Art, Anthropology

Parents for Public Schools English, Theatre

Pathfinders Anthropology, Art, English, Social Work, Criminal Justice

Pearls for Teen Girls Social Work

Penfield Children's Center Communication Science Disorders, Kinesiology, Theatre, Criminal Justice, Educational Policy & Community Studies, Film, Occupational Therapy, Biomedical Sciences, Health Care Administration, Social Work

Phipps Center for the Arts in Hudson PSOA, CCBLLR

Planned Parenthood of Wisconsin Spanish

RAHR West Art Museum in Manitowoc PSOA, CCBLLR

RCS Empowers in Sheboygan PSOA, CCBLLR

ReciproCITY Art

River Falls Public Library PSOA, CCBLLR

River Revitalization Foundation Conservation and Environmental Sciences, Geography

Riveredge Nature Center Conservation and Environmental Sciences, Geography

Riverwest Co-op Art, English, Film, Social Work, Criminal Justice

Riverwest Food Pantry English, Film, Social Work, Theatre, Kinesiology, Anthropology, Criminal Justice, Curriculum & Instruction

Running Rebels Art, English, Social Work, Criminal Justice, History, Women’s Studies

Salvation Army Emergency Lodge English, Art, Criminal Justice

Schlitz Audubon Center Conservation and Environmental Sciences, Geography

Shake Rag Alley in Mineral Point, WI PSOA, CCBLLR

Sharp Literacy English

Sheboygan South High School Social Work

Shorewood Senior Resource Center English, Social Work, Criminal Justice, Educational Policy & Community Studies

Silver Spring Neighborhood Association Anthropology, Social Work, Film, Curriculum & Instruction

Sixteenth Street Clinic Spanish

St. Ann Center Social Work

St. Anthony's School CCBLLR

St. Francis Children's Center Social Work

St. Johns Home CCBLLR

St. Johns On the Lake Social Work

St. Joseph Parish School Social Work

St. Martini Lutheran School Occupational Therapy

St. Matthews Parish Theatre

Summit Educational Association English, Art Education, Educational Policy & Community Studies, Criminal Justice, Anthropology, History, Health Care Administration, Film, Social Work

Team Milwaukee Special Olympics Art, Film, Occupational Therapy, Social Work

Teens Grow Greens Conservation and Environmental Sciences

Terry McCormick Contemporary Fine and Folk Art Gallery

Art

The Cathedral Center Social Work, Women’s Studies

The Gathering CCBLLR, Nutritional Sciences

The Lutheran Home & Harwood Place Occupational Therapy

The Milwaukee Hire Center CCBLLR

Timeslips Communication Science Disorders, CCBLLR

Tricklebee Café Anthropology

Trout Museum of Art in Appleton PSOA, CCBLLR

True Skool, Inc Art

United Community Center Spanish, English

Unity Outreach Ministries English, Art, Anthropology, Film

Urban Ecology Center CCBLLR

Urban Ecology Center Conservation and Environmental Sciences, Geography

Victory Garden Initiative Conservation and Environmental Sciences, Geography

Walker's Point Center for the Arts Art, Art Education

WasteCap Conservation and Environmental Sciences

Water Tower View Cardinal Capital Exceptional Education

24 Waukesha County Parks Conservation and Environmental Sciences

Wauwatosa East High School Educational Policy & Community Studies

Wehr Nature Center Conservation and Environmental Sciences, Geography

Wisconsin Association of Free and Charitable Clinics

Health Care Administration

Wisconsin Association of the Deaf Exceptional Education

Wisconsin Black Historical Society History

Wisconsin School for the Deaf Exceptional Education

Woodson Art Museum in Wausau PSOA, CCBLLR

Zablocki VA Medical Center Theatre

Recommended Changes for 2019 as a Result of Assessment

Continue to Move Toward Project-Based Service-Learning Work. As UWM continues to grow its service-learning program we will work to identify more project-based, versus-placement based, partnerships. Project-based partnerships allow students to complete an identified community need through the production of a product (GIS map, white paper, architectural drawing, digital story) for a community partner. Project-based work is useful to community partners because it brings the expertise and technology available at UWM to their work, and its valuable for students because it gives them a specific “product” that they can describe to potential employers in the future. Placement base work is service-learning that most resembles volunteer work, however it is tied to course content and involves formative and summative reflection activities directed by the faculty member.

Shift toward all courses requiring minimum 20+ hours. Best practice in service-learning research clearly shows that requiring a minimum of 20 hours per semester is best for student learning and for community partner impact. We have made some progress in this area since 2012, however we saw the greatest movement in 2015-16, with only a few service-learning courses on campus that now have less than a 20-hour experience.

Build a stronger connection to student learning and career development through experiential learning practices. UWM will continue to offer co-curricular service, but as much as possible we will work to tie all service to an academic discipline or to student learning through course-based reflection. For example, we will attempt to create a CLIP course in Spring 2016 for all students in this program.

Support faculty development through the CESN and the Experiential Learning Working Group. Both of these groups on campus can lead the way in making UWM a destination campus for students interested in community-based and experiential learning.

Implement CESN faculty recommendations. In 2017 year the Community Engaged

Scholars Network (CESN) made a series of recommendations to the chancellor aimed at raising the

profile of civic engagement at UWM, and bring it to the center of the campus work and identity. This

year we will focus on implementing these four recommendations:

Recommendation 1 - Enhance the culture of community engagement at UWM by recognizing and supporting engaged scholarship for the public good at all levels of campus leadership.

• Initiate a process for possible inclusion of language on community engagement in UWM Tenure and Promotion criteria. Direct the Provost to discuss this possibility with the Faculty Senate, University Committee, and Academic Deans Council. Dr. Gregory Jay has researched and put together language that could enhance UWMs T&P policies to include engaged scholarship. Taken from Portland State University’s T&P policies, Attachment A offers language that could be used to make engaged scholarship a more meaningful part of UWMs process.

• Include someone from the CESN in any ad hoc committee established by Academic Affairs to address T&P at UWM.

• Include standard community engagement language in the materials used to recruit faculty and academic staff to UWM. Proposed language could read, “The University of Wisconsin-Milwaukee is committed to community engagement and encourages faculty and staff to include engagement in their teaching and/or scholarship as determined by individual research agendas.” This language should be a standard part of position announcements.

26

• Provide departments with optional, sample questions for position interviews. The HR department could offer interview questions related to community engagement. For example, “Please describe any community engaged work you have been a part of as a staff person, faculty member, or researcher”.

• Invite the CESN to meet each semester with Deans and Associate Deans. Currently UWMs leadership talks regularly about the good community engaged work being done throughout the departments, but oftentimes Deans and Associate Deans are not aware of these projects.

Recommendation 2 – Promote civic engagement in teaching and scholarship as a consistent component of university communications.

• Brand the work with a consistent title. Provide a tag line to every story or video that is related to community engagement.

• Develop a WUWM monthly radio segment “UWM Engaged” which features a UWM person and community partner. Each month host a different campus / community partnership aimed at the public good. These segments should feature both the UWM and the partner voice.

• Create a web, social media, and digital board presence around community engagement. UWM stories that include a community engagement component should be featured on the UWM home page, and departments should be encouraged to share them on their webpages and social media spaces. Further, digital boards in Lubar School of Business hallways, the NWQ, the library, and elsewhere around campus should feature these stories.

• Support and make visible UWM students in the community. Train students to talk about their engaged experiences, feature them in the media, and give them UWM attire to wear at sites.

Recommendation 3 – Support and coordinate a variety of engagement opportunities for students that reflect national best practices and enhance student achievement in the areas of leadership, citizenship, and community development.

• Ensure every UWM student has a course-based community engaged experience – Require all students to take a service-learning course, do an internship / practicum, hold a community-based work-study position, or complete another form of community experience. Have this designated on the official UWM transcript and have all schools and colleges report annually on their progress in providing students with academic community engagement experiences. Support the role the Cultures & Community Program can play in this work.

Recommendation 4 – Serve as a “convener” for entities throughout the city researching social issues and supporting solutions. Research on campus / community partnerships supports this as a role that communities expect local universities to play. (Local examples include the M3 Initiative and the Urban Autism Summit, and nationally, the Imagining America Conference)

• Host an annual summit that brings people together from UWM and the non-profit sector. With the closing of CUIR came a loss of the annual Urban Initiatives Conference. Support the CESN Summer Institute that brings together the non-profit sector and UWM engaged departments. This provides a space for faculty research and community partner needs to be aligned.

• Support the examination and action planning for existing voids in community engagement. Currently there are needs for GIS mapping services, digital storytelling support, and applied research resources. Consider how UWM could fill these voids in the community, while providing meaningful learning options for students and research opportunities for faculty.

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• Serve as a regional and national hub for civic engagement and public scholarship. Continue to be a leader and active institutional partner for Wisconsin Campus Compact and Imagining America.

• Prioritize community engagement for development efforts. Provide access and directive to UWM development officers to seek funding for engaged initiatives. This should include faculty projects, as well as student scholarships in the area of community engagement, both to incoming students with a record of community engagement and continuing students with special documented achievements.

If you have any questions about the information in this report please contact Laurie Marks at lmarks@uwm.edu