Tuesday, September 30, 2014

Resources

Lessons for pre-tenure faculty on meeting multiple objectives though course-based service engagement projects: A case study from health promotion and aging

Tina M. Kruger, PhD, Assistant Professor,  Department of Applied Health Sciences
IIn this session key lessons learned from the development of a health promotion and aging course will serve as the foundation for a discussion regarding strategies for accomplishing multiple objectives through course-based service engagement projects as well as the potential for such projects to improve teaching, research, and service outcomes among faculty (particularly new, tenure track faculty).

Presentation Details:
Given the pressure somehow to excel as a teacher, produce high quality research, and engage in meaningful service both on-campus and in the community, finding ways to do all three simultaneously and effectively is imperative for faculty members and particularly for pre-tenure faculty.  Proponents of service engagement know that getting students involved in course-based projects in the community not only helps accomplish that task, but also contributes to better learning experiences and outcomes for students.  Going beyond these well-established benefits of service engagement and drawing on the example of a health promotion and aging course, in this session we will discuss additional strategies for using course-based service engagement projects to improve teaching, research, and service outcomes while also reducing one’s workload (or at least not adding to it).  For example, while it is common for students to engage in service-based learning activities with local non-profit organizations (which helps meet both the organization’s needs and the learning objectives of the course), collecting data (other than assessment data) can be a simple and useful addition to the project.  That data can be used as pilot data for future research projects (course-based or otherwise) and can provide necessary information for the organization as they seek grant funding.  Other strategies include developing projects that involve components relevant to multiple courses (e.g., students in a health promotion and aging course might collect data that students in a statistics course could analyze).  Such activities can help faculty meet multiple objectives simultaneously, leading to reduced workload and greater success in attaining tenure and promotion.

Learning Outcomes:

  • Identify strategies for meeting multiple objectives through course-based service engagement projects
  • Recognize the value of course-based service engagement projects
  • Describe the potential role of course-based service engagement projects in the tenure and promotion process

Intended Audience: Tenured and pre-tenure faculty

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Indiana Campus Compact is grateful to Lilly Endowment Inc. for significant funding in support of programs, training,and resources for our member campuses that allow them to deepen their commitment to community engagement and service-learning.