VCU Peer Mentoring Program: 2017-18 End-of-Year Report

The 2017-18 End-of-Year Report provides background information on the VCU Peer Mentoring Program and end-of-year data based on evaluation, feedback and recommendations. This report also contains participant demographics, a complete cohort listing and a summary of the end-of-year feedback survey. The VCU Peer Mentoring program is part of the VCU Office of Faculty Affairs

2017-18 Student Success and Service-Learning Report

Institutional data across multiple academic years were used to assess the impact of undergraduate service-learning class participation on three critical student success metrics: Inclusive excellence, Degree completion, and Quality of learning. Results indicate that traditionally underrepresented student groups participated in VCU service-learning classes at expected rates given their proportion in the overall student population. Thirty-seven percent of undergraduate service-learning students were from underrepresented minority groups and 30% were Pell grant recipients. The average three-year retention rate across four matriculating cohorts of first-time, full-time undergraduate students was 84% for service-learning students compared to 70% for non-service-learning students. Seventy-two percent of undergraduate service-learning students graduated in five years or less compared to 62% for non-service-learning students. Finally, on the 2017 National Survey of Student Engagement (NSSE) VCU seniors who had passed at least one service-learning class during their undergraduate career reported significantly higher levels of faculty-student interaction and integrative learning than did VCU seniors who took no service-learning classes

VCU Peer Mentoring Program: 2017-18 Guide for Participants

The Peer Mentoring Program Guide for Participants provides information for both university faculty mentees and their faculty mentors to help establish and develop a productive mentoring relationship. This Guide is the handbook for the Virginia Commonwealth University Peer Mentoring Program, which seeks to support early career faculty members, enabling them to succeed and thrive in the academy as both scholars and educators. The VCU Peer Mentoring program is part of the VCU Office of Faculty Affairs

2017-18 Guide for Participants: Virginia Commonwealth University Peer Mentoring Program

The Peer Mentoring Program Guide for Participants provides information for both university faculty mentees and their faculty mentors to help establish and develop a productive mentoring relationship. This Guide is the handbook for the Virginia Commonwealth University Peer Mentoring Program, which seeks to support early career faculty members, enabling them to succeed and thrive in the academy as both scholars and educators. The VCU Peer Mentoring program is part of the VCU Office of Faculty Affairs

Service-Learning Community Partner Impact Assessment Report

In the summer of 2017, VCU’s Office of Service-Learning conducted an evaluation of the impact of service-learning on community partner organizations. This assessment aimed to collect actionable feedback from partners and to inform improvements to service-learning courses at VCU that successfully address partners’ concerns. An external researcher conducted phone interviews with a representative sample of 22 community partners. Partners were asked how a specific service-learning course impacted their organization in three areas: organizational capacity, economically, and socially. Partners were also asked about faculty interactions and the likelihood of recommending the service-learning course to other organizations like their own. This report presents the findings of this community partner impact assessment, outlines an assessment model for a three-year continuous improvement cycle, and offers key recommendations and next steps that emerged from this assessment

Empathy Activators: Strategies for Developing Empathy in Service-Learning Students

This poster presentation explores the link between service-learning and the development of student empathy. It will share the initial research results of a pilot study on student empathy, service-learning, and key ingredients for cultivating empathy. It also offers instructors concrete ideas for teaching tools that activate student empathy

Service-Learning Faculty Assessment: Report of Results, 2018

In Spring 2018, the VCU Service-Learning Office sponsored an evaluation process that gathered feedback from faculty members who teach service-learning classes. The goal was to deepen understanding of the barriers faced by VCU’s service-learning faculty instructors and to solicit feedback about key strategies for overcoming these barriers. An independent research consultant conducted the evaluation in two phases: an online anonymous survey and a 30-minute phone interview. Eighty service-learning instructors completed the online survey, and a stratified sample of 18 instructors completed the telephone interviews. Findings indicated that both the online survey respondents and phone interview participants experienced similar supports and barriers to teaching their service-learning classes. Key findings and recommendations are outlined in the full report

21st Century Community Engagement

The higher education landscape is changing, and universities of the future may bear little resemblance to the institutions that have existed for the past 100 years. This workshop will help participants understand the intersections between a changing higher education landscape and community engagement. Participants will explore new models for organizing academic work (i.e., teaching, research, and service) in ways that promote student success and address community-identified need

The Emerging Role of Universities in Collective Impact Initiatives for Community Benefit

Universities are increasing their efforts to more clearly demonstrate their social value. This article illustrates how higher education administrators can incorporate collective impact partnerships in their community benefit strategies. The article explores two of the more familiar paradigms for community benefit—community engagement and anchor institution. Collective impact principles and practices are then presented. Finally, a case study provides a tangible example of how one university’s role in a collective impact initiative transitioned in response to the community. We end the article with ten takeaways and an invitation for higher education administrators to identify their own learning and action steps that can help shift focus from proving to improving their institution’s value to the community