| Initiatives | Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Diversity | Expanding staff development specifically to include topics of leadership, management, and diversity. | Adrienne Andrews provided a special training for the CCEL staff to empower them with skills to address discriminatory behavior or prejudices in hopes of making CCEL an inclusive and welcoming environment for students, staff and faculty alike. This "Speak Up Training" took place September 1, 2015 from 2- 4 PM. | NA | Record staff attendance at the Speak Up Training delivered by Adrienne Andrews on September 1, 2015. Gather feedback from the participants through informal discussion and reflection as well as feedback sent to Adrienne via email responding to the following questions:
1. What did you get from this discussion?
2. What do you still need?
3. What are you willing to do to move this conversation forward?
| Immediate feedback was gathered through informal discussion and the overwhelming response to the Speak Up training was positive and that it was just the start of a conversation that we needed to continue as a team. The group also decided that our student workers and student leaders should have the Speak Up training as well because we all share the CCEL space. Lastly, the group decided it would be a good idea for us to formulate "guiding principles" for the CCEL that would help define our culture and what we expect from one another and what people who enter the CCEL can expect from us.
Responses to the questions Adrienne asked us to send to her via email have yet to be reported back to the CCEL staff. These will be included here if or when the data are shared. | Speak Up trainings were scheduled and facilitated during the Fall 2015 semester for CCEL student employees and another session was scheduled and facilitated for the Community Engaged Leaders teams. Additionally, the CCEL team met in early December and created the following four "guiding principles:
1) Be respectfully honest.
2) Act with the best of intentions.
3) Communicate directly, openly, and promptly.
4) Treat information as non-proprietary.
The team has agreed to use these in their interactions with each other and our CCEL stakeholders.
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| Access | Better understand best practices for retaining underrepresented students through Community Engaged Learning. | Apply for First in the World (FITW) grant to secure funding to develop best practices and assessment toolkit for retaining "high need" students through CEL designated classes. This goal is only possible with the $1.8 million funding over 3 years. | Personal and civic growth, retention and graduation rates. | Faculty teaching CEL designated courses will embed best practices and assessment tools. Data will be collected over a total of 5 semesters on every student in participating courses - both experimental and control groups. Written reflections and artifacts from every student will be collected, coded, compiled into a large data set and analyzed to evaluate the relationship between participation in CEL courses, high quality formative assessment, and retention and graduation of high need students. | This grant was not funded, however, just barely. The proposal was well received and advanced to the final review round. | The Office of Sponsored Projects is continuing to search for other potential funding sources for this particular proposal. |
| Learning | Increase the number of volunteers in the Community Engaged Leaders program (CCEL plan - Goal I.1.) | Expand the number of student leaders in each of three teams in the Community Engaged Leaders program: service team, democratic engagement team and community research team. Train the 40 student leaders in the program collectively this year in addition to the training they receive in separate teams. Emphasize volunteer recruitment and management. | Civic Skills | Document participation of student leaders and volunteers in each community engaged leader team. Assess student leaders on all four community engagement outcomes (civic knowledge, civic skills, civic values and civic action) via a survey that is administered three times per year: August, January, and April. Assess learning about civic skills, in particular, with written reflections from student leaders on each team at three times during the year - August, January and April. Assess reflection against division outcomes rubric. | Participation Results:
The Community Engaged Leaders team expanded to include a total of 40 student leaders - 27 on the Service Team; 8 on the Democratic Engagement Team; and 5 on the Community Research Team. All of these leaders participated in the August retreat and throughout the fall semester. The overall team shrunk in size as the Democratic Engagement Team lost three members that have yet to be replaced, the community research team lost one member that has yet to be replaced, and although the Service team lost a few members, each were replaced so the team is at full capacity to start the Spring 2016 semester. The January retreat had a total of 36 leaders in attendance.
Survey Results of Four Community Engagement Outcomes:
Surveys have been administered in August, January, and April to all Community Engaged Leaders who were on the teams at the time of the survey touchpoints. The data from these surveys have yet to be analyzed although it will be complete by the end of July.
| Participation Results - have been used to help advisors keep track of team capacity. New leaders have had to be recruited by most teams. The Service Team and the Research Team have both successfully recruited new leaders to fill gaps in the spring semester.
Survey Results of Four Community Engagement Outcomes - have not been analyzed yet so have not been used to inform the program yet.
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| Community | Collaborate with campus entities and help them see how CEL and the three pillars complement their efforts/mission (CCEL plan - Goal III. 2.) Specifically we will expand the number of areas within the SA division that involve students in the community and record their hours. | Create a menu of options for departmental involvement in community engagement ranging from encouraging participation in an event to incorporating service into department initiatives. CCEL is requesting an additional professional staff position from SFRC this year in hopes of having the necessary people power to implement a program next year from the menu that gets produced this year.
| NA | A small committee consisting of CCEL staff that represent different programs and services that would appear on the menu will be created to help create the menu of services and to assess the feasibility, appeal, and logistics of each version of the menu. Feedback from the committee will be gathered and utilized to revise the menu until there is consensus about the quality, appeal and feasibility of the offerings.
Next year we can record community engagement hours gained in SA departments through WeberSync and document the types of community engagement events/activities for each department. | A small committee of CCEL staff has been assembled and the first draft of the menu has been created. The committee is scheduled to review and assess the first draft of the menu this summer. | The goal is that next year we could recruit SA departments to participate from the menu of services. These departments would be set up with a portal in WeberSync to keep track of their students. We would train these departments on how to record these hours in WeberSync for the benefit of their department being able to tell their community engagement story as well as for the benefit of the student, CCEL, the SA division, and WSU as a whole. |