1. SERVICE, ENGAGEMENT, AND ACCREDITATION Measuring Outcomes Indiana Campus Compact Indianapolis, IN November 10, 2005

2. DEVELOPMENT OF GOALS/OUTCOMES  Mission statement(s): vision, values, goals  Goals and objective for general education  NSSE/benchmarking  Defined in course requirement(s)  Strategic planning goals  Freshman year experience  Goals/outcomes to fit specific types of students  Institutional definition/promotion/distinctiveness

3. PROCESS  Mission revision  General education review  Lilly funding stimulus  Clearer definition of purposes of existing partnerships  Just start, then shape and define  SL or CE office leadership  Triggered by self-study/AQIP processes

4. PROCESS  Incubators (faculty/departments)  Created through partnership projects

5. EVIDENCE  Transcript/course numbering  Student work/journals/course products  Student identification of learning outcomes/growth/change  Basic bean counting (how many did...)  Integrate into capstone experiences  Community survey  Creative data mining

6. EVIDENCE  Testimonials (agency, students, faculty)  Sampling?  Portfolios (structure, discipline)  National tools (NSSE)  Kellogg Study framework (7 part test)  Include student organizations and clubs

7. CHALLENGES  Soft money  Lack of valid instruments for measuring  Measuring competencies  Fit of service learning for working adults  Conundrum of “definitions”/tracking  Cost of accessing some useful information  Incentivization that gets results  Role of faculty rewards/recognition  Highly decentralized nature of varieties of engagement on campus

8. CHALLENGES  Politicization of many social justice issues/voting  Faculty buy-in/sharing responsibility--adjuncts, too.  Distinguishing actions of individuals from university position  Appropriateness of “triad” to what institutions want for student  Maintaining relationships over the long haul.  Moving beyond listing to critical reflection  Fit to minority students/communities  Who defines outcomes in a partnership?

9. CHALLENGES  Differential value of projects to the college/community  Urban/rural differences  Relationship of service learning to needs that are driving the economy

10. SUGGESTIONS  Conferences: Florida State Institute on College Student Values; Educators for Community Engagement:....  See this as shifting cultures, not just tinkering with what exists  Use the scholarship of engagement/service: e.g. Michigan Journal of Community and Service Learning  Social justice vs social responsibility  Be satisfied with temporary answers as you search for longer term solutions

11. COMMENTS  Unique position of Indiana  Shifting campus culture is hard although not impossible.  Unique window of opportunity: who shapes the academy and for what ends?  Central role of faculty, but new openness to issues of learning and pedagogy.  Asking questions is a good thing and not a bad place to be.

12. INDIANA CAMPUS COMPACT Jackie McCracken Executive Director jacmccra@iupui.edu www.indianacampuscompact.org