Date: Thursday, June 4
Time: 10:30 – 12:00 noon
Location: Gore Hall 104
A Continuum from Outreach to Engagement from Summer Faculty Institute 2015
Community Engagement Project Development
Community Engagement Presentation Slides
During this workshop, participants will gain knowledge about teaching, research, service and arts based community engagement projects.
A. Defining Community Engagement
- Describe Carnegie Foundation core definitions that influenced our achievement of the Carnegie designation
- Highlight examples of community engagement at UD from the Carnegie Application (utilize videos from our Carnegie Celebration)
- Explore a continuum of Community Engagement
- Differentiate outreach and engagement (via a rubric)
- Outline areas of growth identified by the Carnegie Foundation: assessment, faculty rewards, mutuality in partnerships
B. Synthesis Activity
- Participants will gather in small groups (various colleges represented in each group) and each group will be provided an example of community engagement. The group will discuss the example and identify where the example belongs on the continuum and explain why.
- Each group will present their rationale and the facilitators will lead discussion about how each example is important and how to enhance community engagement.
- Ask individual participants to brainstorm an idea for a community engagement project within their discipline.
- Participants will be encouraged to join the second workshop after lunch to flesh out their example further through activities developed.
Lynnette Young Overby, Ph.D. is a Professor of Theatre and Dance, and Chair of the Community Engagement Commission at the University of Delaware. She is the author or coauthor of over 40 publications including eight books. Her honors include the 2000 National Dance Association Scholar/Artist, and the 2004 Leadership Award from the National Dance Education Organization. She is a strong believer in interdisciplinary education and community engagement. A daCi International At-Large board member, she is the archivist for the organization Dr. Overby is currently collaborating with literary historian P. Gabrielle Foreman on a long term “Performing African American History” research project. She was a member of the dance writing team for the new National Core Arts Standards.
Jules Bruck, ASLA, PLA, is Associate Professor of Landscape Design at the University of Delaware, where she teaches courses in design process, CAD, field sketching, and planting design. She also teaches landscape design courses at Longwood Gardens, Mt. Cuba and the Barnes Foundation. She is a registered landscape architect and a permanently certified member of the Association of Professional Landscape Designers. She owns and operates Evolution Landscape Design, LLC with her husband, Tony. With a love of travel and interest in experiential education, Dr. Bruck has conducted many study abroad trips to highlight design in both Brazil and Europe. Her current research interests are in design based learning and public perception of sustainable landscape practices such as designing for ecosystem services. Dr. Bruck has a Ph.D. from Texas A&M University. Visit www.julesbruck.com
Jon Cox is an Assistant Professor in the Department of Art and Project Liaison in the Interdisciplinary Science and Engineering Lab at the University of Delaware. He has served as a Board Member of the Dorobo Fund for Tanzania since 2006. Cox’s latest published work was a six-year documentary book project with hunter-gatherers in Tanzania titled Hadzabe, By the Light of a Million Fires. Cox has directed over twenty photographic study abroad programs across the globe including destinations to Antarctica, South East Asia, Tanzania, Australia, Tasmania and several countries in South America. He was a pioneer in the field of digital photography, served as the adventure photographer/writer for Digital Camera Magazine and authored two Amphoto digital photography books. Cox is the 2014 co-recipient of a National Geographic – Genographic Legacy Fund Grant to support a collaborative cultural mapping initiative with the Ese’Eja hunter-gatherers living in the Amazon basin of Peru.
As a Complex Coordinator, Colyer supports the academic and personal growth of the nearly 600 residents residing in George Read North and South. She supervises a professional Residence Hall Coordinator and indirectly supervises a student-staff team of 14 Resident Assistants to ensure prioritization of each student’s personal, academic, and co-curricular engagement at UD. She is an instructor of the Academic Integrity Seminar in the Office of Student Conduct. Finally, she supports faculty, staff, and Peer Mentors in the implementation of three Living Learning Communities (LLC): Biological Sciences LLC, the “Discover our World” College of Earth, Ocean, and Environment LLC, and the “Thrive” Wellness LLC within George Read complex. She served on the Carnegie Community Engagement Classification Task Force and is a member of the Community Engagement Commission.
Yasser A. Payne is an associate professor in the Department of Black American Studies at the University of Delaware. His street ethnographic research program is centered on exploring notions of resiliency with the streets of Black America using an unconventional methodological framework entitled Participatory Action Research–the process of involving members of the population of interest on the actual research team.
April Veness is an Associate Professor in the Department of Geography. She specializes in applied social geography and frequently involves her students in off-campus research and service. Most recently, students in her Global at Home and Newark DE: People, Place and Politics courses participated in community-based research projects addressing issues of interest to the local community. In Georgetown, Delaware they worked with local stakeholders on a bilingual door-to-door survey about communication issues in that ethnically diverse town. In Newark, Delaware they worked with the City of Newark and members of the UD Community Engagement Commission to do preliminary outreach and an online survey inventorying campus-community partnerships. In each of those projects students presented their findings to the community in formal reports and presentations.