University of South Florida Application to Carnegie ...system.usf.edu/board-of-trustees/health-sciences... · 9/1/2006 · A. Institutional Identity and Culture 1. Does the institution

University of South Florida

Application to Carnegie Foundation for the Advancement of Teaching

for

Elective Classification in Community Engagement

Date submitted:

September 1, 2006

Institutional Contact:

Kathleen M. Moore Associate Vice President

Academic Affairs and Educational Outreach University of South Florida

Tampa, Florida (813)974-1836

[email protected]

University of South Florida 2

University of South Florida

Application to Carnegie Foundation for the Advancement of Teaching for

Elective Classification in Community Engagement

I. Foundational Indicators A. Institutional Identity and Culture 1. Does the institution indicate that community engagement is a priority in its mission statement (or vision)? YES Quote the mission (vision) The University of South Florida’s Mission, Goals, Values, and Vision statements contain the following language:

Mission: The University of South Florida is a multi-campus national research university that supports the development of the metropolitan Tampa Bay Region, Florida, the United States and the world. Building upon unique strengths inherent in Florida’s population, location, and natural resources, the university is dedicated to excellence in:

• Community engagement to build university-community partnerships and collaborations.

Goals: The University of South Florida will continue to expand its influence as a premier research university through:

• Engaged service that strengthens cultural and community life, and promotes lifelong learning and economic opportunity;

Values: The University of South Florida values:

• University/community engagement that increases the understanding of urban issues and advances community development;

Within the network of campuses that make up the University of South Florida, individual campus mission statements also speak to the priority of community engagement. USF Health, which encompasses the University’s Colleges of Medicine, Nursing, and Public Health, was founded in 1965 as an explicitly community based series


of health sciences colleges, providing clinical education at community offices, agencies and hospitals. USF Health addresses this community engagement imperative in statements of mission (“The mission of USF Health is to advance collaborative learning and discovery leading to improved health in our community.”) and vision (“The University of South Florida has created USF Health as an enterprise dedicated to making life better by improving health in the wider environment, in communities, and for individuals.”). USF’s regional campuses (USF St Petersburg, USF Lakeland, and USF Sarasota/Manatee) were established to serve identified local educational needs and all have particularly strong ties to their communities. Their mission and vision statements clearly address community engagement:

• USF St Petersburg states that as part of its mission it “conduct(s) wide-ranging, collaborative research to meet society's needs and engage(s) in service projects and partnerships to enhance the university and community's social, economic and intellectual life.”

• USF Lakeland’s statements refer to “Collaboration with communities and

community agencies to enhance the welfare, vitality and standard of living of the region and state” and establishing “strong community relationships and partnerships to meet central Florida community needs and support collaborative development and renewal.”

• USF Sarasota/Manatee is “engaged in service that is responsive to and

advances the cultural, social, and economic well-being of communities at large. . . . Collaboration around common goals will promote student learning and development, a stronger awareness of USF Sarasota-Manatee's educational commitment to them and to the community at large.” Its vision statement includes an intent to “align educational programs with the community's business, economic and workforce needs.”

2. Does the institution formally recognize community engagement through awards and celebrations? YES Describe The University makes annual awards recognizing community engagement, such as the Kente Award, given in recognition of outstanding efforts toward building relationships between USF and the African-American community. Units with strong community engagement missions formally recognize specific types of community engagement:


• The USF Collaborative for Children Families and Communities holds annual events (Annual Conference and Research Day) which provide opportunities for faculty and students to report results of community-based research and service-learning projects in lectures and workshops. These events are also designed to recognize exemplary programs and distinguished contributions.

• The Center for Entrepreneurship recognizes student and faculty

contributions to the community at an annual Celebration of Entrepreneurship luncheon. An annual Business Plan competition features student-prepared plans for the local business community and recognition of exemplary work.

Town & Gown is an organization established in 1977 in an effort to bridge the gap between community supporters in the downtown Tampa area and the work of the University of South Florida and its faculty. One of the signature projects of Town & Gown is the annual Town & Gown Service Award, which is given to a faculty member and/or department who has served the Tampa Bay area and touched the lives of many individuals. The USF Latin Community Advisory Committee was established in 1988 by the president of the university for the purpose of establishing closer links between the university and Tampa's Latino community. The Committee recognizes faculty and staff each year with an award in recognition of research and/or service that leads to the betterment of the community. In 1992, the Committee established a scholarship program for local Latino students with financial need who are from the first generation in their respective families to attend college. An important component of the program enables donors to become mentors to the students they sponsor. The annual awards ceremony has become a town-gown tradition, bringing over 500 persons from the community to campus to celebrate the over 100 scholarships awarded each year. Among the USF campuses, USF Health has sponsored pilot grants for community engagement, including a health asset map of East Tampa. Community activity by faculty, staff, and students is regularly recognized in USF Health’s internal and external publications. Both USF Sarasota/Manatee and USF St Petersburg recognize community engagement efforts of both students and faculty at graduation and other events throughout the year. In addition, a number of colleges recognize community engagement by faculty, staff, and students in various ways:

• The School of Architecture and Community Design holds an annual competition involving student teams who work on a real-life design issue identified by a community entity. Past projects have included a church


damaged by a hurricane, re-use of an existing building as a neighborhood clinic, and prototype bus shelters around the city.

• The College of Business Administration publishes a local newsletter, The

Executive, which regularly features events, research projects, and other activities that connect faculty and students with local communities.

• Since 1992, the College of Visual and Performing Arts has made annual

awards to alumni who have distinguished themselves through their contributions to the community. These awards for service to the arts are presented at the Colleges’ spring graduation event. The College also recognizes and supports faculty contributions to the community by formal assignments for work on community projects such as working with disadvantaged youth to create community murals and serving as advisors to community theatre and dance companies. Finally, the Colleges’ $250,000 Bank of America Endowment for Arts in the Community provides grants to faculty-student projects based in the community.

• Students in the Honors College who work on significant community-based

projects receive a stipend and a letter recognizing the success of their project.

• Departments within the College of Engineering recognize community

engagement by faculty at the annual Engineering Expo hosted by the College to which individuals and groups from the community are invited.

3. Does the institution have a system for assessing community perceptions about the effectiveness of the institution’s engagement with community? YES Describe system The USF campuses assess community perceptions about the effectiveness of their community engagement in various ways. Advisory boards and surveys of clients or service recipients are the most frequently used mechanisms for gathering data about community perceptions. USF Health has established several community advisory boards to guide the clinical and service functions of the division. These boards also provide feedback to the leadership on the effectiveness of USF Health activities. This feedback is supplemented by survey research as well as informal dialogue that occurs through partnerships with community programs.


USF Sarasota/Manatee has as part of its Comprehensive Measurement Strategy a Community Impact Assessment that is conducted in collaboration with the campus’s Community Leadership Council. The purpose of the assessment is to gauge the level of awareness, support, collaboration and admissions outreach the campus has with its local service area. As part of the campus strategic planning process, assessment findings are shared with the Campus Board and with faculty and staff, and ideas and solutions are discussed with the Community Leadership Council. At USF St Petersburg, the Social Responsibility and Corporate Responsibility (SRCR) program in the College of Business conducts multidisciplinary study and outreach in areas of interest to the business community focusing on ethical behavior in business settings. The advisory board for the SRCR program, which is made up of representatives from local business and industry, provides feedback to the College and campus regarding the effectiveness of its community engagement in this area. The USF College of Business Administration has an advisory board composed of community business leaders who meet each semester with the Dean to discuss the College’s engagement with and effectiveness in serving the community. Periodic meetings are also held with community leaders, alumni, employers and others to assess the effectiveness of the College’s contributions to specific community needs and priorities. Faculty in the College of Education are specifically evaluated on their community-engaged research and teaching, often through departmental advisory committees made up of representatives of local school districts and other community partners. Does the institution use the assessment data? YES Describe how the data are used Assessment data are used in various ways for curriculum, program and service improvement and to identify planning and budget priorities. For example, the de la Parte Florida Mental Health Institute and other University units that provide training, development, and technical assistance services to the community routinely conduct client and customer satisfaction surveys both of program attendees and their funding organizations. The results of such surveys provide valuable input for program development purposes. In 2004, FMHI conducted a mail survey of major constituent groups and individuals such as mental health provider groups, state agency leaders, advocacy groups, and legislative staff. Respondents were asked to assess the work conducted by the Institute and their satisfaction with their relationships and interactions with the Institute. Survey


data were shared with the Institute leadership, department chairs, and other administrators. The outcomes included development of a training needs assessment in response to feedback on the Institute’s training agenda. Employers and potential employers are valuable sources of assessment data for program improvement. Programs that place student interns in business, industry, nonprofit, or government organizations in the community routinely assess the value and effectiveness of such internships for the host organizations. Professional programs that place significant numbers of graduates in the local area also conduct surveys of employers. The University Career Center also conducts surveys of local employers annually. Improvement of services to client groups is also based on assessment data. The Department of Communication Sciences and Disorders provides clinical services in speech-language pathology and audiology as a nonprofit component of its graduate training program. The Department offers services to individuals who might not otherwise afford or qualify for such services. Clients complete satisfaction surveys which, along with feedback from the many local employers of graduates of this large program, are used for continuous improvement of clinical services, program content, and graduate training. 4. Is community engagement emphasized in the marketing materials of the institution? YES Describe the materials USF’s Mission, Goals, Values, and Vision statement, which emphasizes “community engagement” and “engaged service” is part of many institutional marketing materials, both print and electronic. In 2000, the University published a report, compiled by Dr Elizabeth Bird, Professor of Anthropology, entitled Community Engagement at USF, designed to acknowledge and celebrate faculty, students, and staff involved in community service, service learning, and engaged scholarship. And in 2003, the USF Division of Educational Outreach published the Outreach Inventory, described as “a record of courses, programs, and events through which the University reaches out to its community.” These publications, and excerpts from them, have been used in USF marketing efforts. The University of South Florida’s Overview on its main web site includes the statement that “Virtually everyone in the Tampa Bay region-and beyond-enjoys some benefit from USF through countless outreach and engagement activities.


USF contributes to the well being of its immediate urban neighborhoods through health care and networks of social research and service projects.” In January 2006, USF began a yearlong celebration of its 50th Anniversary, a major component of which has been the recognition of the University’s close relationship with and contributions to its community, including its $3.2 billion economic impact. Community engagement is strongly emphasized in the marketing materials of certain programs and units of the University. Perhaps the best example is the USF Collaborative for Children, Families, and Communities, whose mission is the promotion of collaboration and mutually beneficial partnerships between University faculty and community organizations. The Office of International Affairs also collaborates with community organizations, including the Tampa Hillsborough International Protocol Office, Greater Tampa Chamber of Commerce, Tampa Bay Women in International Trade, and Tampa Sister Cities. The importance of such collaborations is emphasized in both electronic and paper publications. The Florida Institute on Oceanography markets its outreach and support programs to K-12 schools and other organizations. The Center for Civic Engagement and Volunteerism in the Division of Student Affairs produces marketing materials for students in which community organizations can advertise volunteer opportunities. In turn, student-led volunteer programs are advertised to the community. A number of colleges and departments, particularly in the health and social sciences and professional programs, emphasize in their program marketing materials the ways in which faculty engage in community-based research and the opportunities for service learning available to students. In addition, many colleges and departments advertise opportunities for community members to participate in USF activities and attend events such as music performances, art exhibits, lectures, and symposia. Other units market workshops, conferences, and similar continuing education opportunities or clinical and technical assistance programs. The de la Parte Florida Mental Health Institute, the USF Libraries, and the College of Education publish annual reports that describe projects conducted with community partners. The USF Libraries also publish materials highlighting collections and electronic resources, along with events and programs, available to the public The College of Visual and Performing Arts publishes a quarterly calendar of events that is mailed to 15,000 members of the community; brochures and postcards advertising upcoming events go out to the Tampa Bay Visitor Center, the Convention Center, the Arts Council, and area music teachers. Information is also available on the College web site.


B. Institutional Commitment 1. Does the executive leadership (President, Provost, Chancellor, Trustees, etc.) of the institution communicate explicitly to promote community engagement as a priority? YES Describe, quote The USF Board of Trustees was established by a legislative mandate in 2001. The Board established several work groups, each of which was charged to address one or more of USF’s strategic priorities. The Work Group on University-Community Engagement was charged with addressing the community engagement priority. In 2005, the Board of Trustees reorganized its work groups to increase efficiency of operations; the Work Group on University-Community Engagement became part of a new Work Group on Research and Health. The goal was to link community engagement more closely to critical research and academic areas of the University. Dr Judy Genshaft, President of USF since 2000, has consistently promoted the concept of the engaged university. On behalf of the University, President Genshaft has played a leadership role in a number of community organizations and initiatives, including the Greater Tampa Chamber of Commerce and the Tampa Bay Partnership. Along with Tampa Mayor Pam Iorio, President Genshaft established the East Tampa Initiative, a partnership of the University and the community to revitalize one of Tampa’s largest and oldest inner city neighborhoods. The Provost and other USF vice presidents, as well as regional campus and college executives, also set the tone for an engaged institution by service in community organizations and by providing leadership for university-community initiatives of various kinds. For example, Provost and Senior Vice President Renu Khator serves on the steering committee for Vision 21, a major regional strategic planning initiative of the Tampa Bay Partnership. Vice Provost Ralph Wilcox oversees the USF-led effort to form a statewide K-20 and community network to address policies and practices impacting college readiness, access, and success for under-represented students. The effort comprises the third phase of the Kellogg Foundation's ENLACE Initiative. The executive leadership of the USF Faculty Senate has also communicated its support of community engagement as an institutional priority. In early 2005, the Faculty Senate charged an Ad Hoc Committee on University Engagement with assessing and making recommendations for the enhancement of USF’s capacity to develop effective local partnerships. The President of the Faculty Senate, who was also a member of the USF Board of Trustees and the BOT Workgroup


on Community Engagement, served as chair of the ad hoc committee on engagement. The committee developed a three-part plan for increasing and improving engaged research, service learning and community partnerships. With support from the Provost, two nationally recognized experts were brought to USF to consult on these plans. The chair of the ad hoc committee wrote a legislative budget request to secure $1.5 million in recurring funding to support engagement at USF. This request was approved by the Board of Trustees and the Florida Board of Governors. The Florida Legislature will consider the request during the coming term. 2. Does the institution have a coordinating infrastructure to support and advance community engagement? YES Describe with purposes, staffing Several units coordinate and advance different aspects of the University’s community engagement effort. The USF Collaborative for Children, Families, and Communities, housed in the de la Parte Florida Mental Health Institute at USF Tampa and reporting to its Dean, is a primary central point for university-community partnerships and a recognized point of contact, facilitator, and matchmaker for new partnerships. The Collaborative makes grants to faculty for research projects involving one or more community organization partners and for service learning course support and development. The Collaborative has a permanent staff of four that includes a Director, Assistant Director, Administrative Assistant, and Communication Specialist. A Steering Committee composed of community leaders and USF researchers sets goals and objectives for the Collaborative, and a Board of Directors is responsible for implementation, including securing resources. In 2001 USF became one of thirteen universities nation-wide to receive a W.K. Kellogg Foundation ENLACE (Engaging Latino Communities for Education) implementation grant. ENLACE has as its mission to increase the number of Latinos attaining college degrees. USF’s grant award was $1.75 million over four years. Through partnerships with the local school district, community college, parents and students, and other community partners, programs were designed and implemented to provide services in four broad categories: Community and Family Outreach, Leadership Development, Policy Advocacy, and Critical Pipeline Transition Points. Additional support of $400,000 was provided by The Children’s Board of Hillsborough County to fund three Family Support Specialists to provide referral and direct services to families with social intervention needs. USF ENLACE has an Executive Director assisted by two full-time staff.


The Center for Civic Engagement and Volunteerism on the USF Tampa campus is the central point for coordination of student involvement in community service and engagement. The Center also serves faculty and staff. The Center has a permanent staff of two coordinators and several part-time graduate and undergraduate student assistants. The USF Center for Entrepreneurship is a multi-disciplinary, University-wide center focusing on entrepreneurial education, training, and research. The Center seeks to create unique learning opportunities through partnerships among students, faculty and community entrepreneurial leaders. The Center is led by a Director who reports to the Provost and is assisted by a Coordinator and two support staff, as well as visiting faculty. The Florida Center for Community Design and Research in the USF School of Architecture has as its mission “to assist the citizens of Florida in the creation of more livable and sustainable communities.” The Center provides technical assistance to local government and community planners. The Center is staffed by a Director who is assisted by up to 25 staff, faculty, and students supported by grant funding. USF St Petersburg, the largest of USF’s regional campuses, has a Center for Civic Engagement to support and promote civic and community engagement by faculty, students, and staff. The Center is led by a Director who reports to the campus Regional Vice Chancellor for Academic Affairs. Other staff includes an Outreach Coordinator and a secretary. USF Health has an Office of Community Engagement that works closely with the USF Health Community Advisory Board to connect faculty and staff with community leaders and groups to address community needs. One such relationship is the Community Health Advocacy Partnership, which teams USF faculty with the community in East Tampa. The Office of Community Engagement has a Director, who reports to the Associate Vice President for USF Health, and support staff. In addition, a number of colleges have staff or faculty assigned specifically to advance community engagement. These include the Colleges of Business Administration, Visual and Performing Arts, and Education, and the School of Architecture and Community Design. 3. Are there internal budgetary allocations dedicated to supporting institutional engagement with community? YES Describe (% or $ amount)


2005-06 budget allocations for the institutional units are:

• USF Collaborative for Children, Families and Communities: $217,520. This includes funds to be used for Faculty Research Grants up to $15,000 each and service-learning grants of $2,000 each.

• USF Center for Civic Engagement and Volunteerism (funded from student

Activity and Service fees): The operating budget is approximately $373,000.

• USF ENLACE Plus has a base budget allocation of $100,000.

• USF Center for Entrepreneurship: $100,000. • USF St Petersburg Center for Civic Engagement: $100,000.

• USF Health Office of Community Engagement: $150,000.

Is there external funding dedicated to supporting institutional engagement with community? YES Describe specific funding

• USF Collaborative for Children, Families and Communities receives some resources from community partners such as the Children’s Board of Hillsborough County (support for Summer Internship program and annual conference). However, the primary role of the Collaborative is to facilitate access to external support for faculty researchers.

• The Florida Center for Community Design and Research has an annual

budget of almost $1 million in external funding.

• The Coalition for Science Literacy has $2.75 million in grant funding (NSF, DOE) dedicated to supporting institutional engagement with the community to improve K-20 science and mathematics education.

• The USF Center for Entrepreneurship has approximately $1,000,000 in

external funding from the Kauffman Foundation.

• The USF St Petersburg Center for Civic Engagement has a $10,000 grant from Florida Campus Compact.


• The USF Health Office of Community Engagement works in partnership with the Area Health Education Center, which administers state funding of $2.5 million and federal funding of $169,000 in support of community health initiatives.

Much external funding to support community engagement is obtained through the efforts of the USF Foundation, which developed resources to fund several projects during the last calendar year, including:

• Wachovia and the Wachovia Foundation established an endowment to support an annual “Wachovia Endowed Community Forum Series and Future Leader Scholarship”. Each year, USF hosts a public forum on a topic of interest to the Tampa Bay community, and an academic scholarship is awarded to an outstanding USF student. The inaugural Wachovia Community Forum was entitled “Designing a Blueprint: Community Development Strategies for Tampa Bay”. The next Forum, scheduled for September 2006, is tentatively entitled “Growing and Thriving in Tampa Bay: Identifying Challenges and Taking Action on Issues Facing Local Businesses”.

• With support from Tampa General Hospital and Allegany Franciscan Ministries, the USF Department of Pediatrics has been granted a five-year license for a Ronald McDonald Care Mobile™ (RMCM), a state-of-the art vehicle built specifically for delivering pediatric medical and dental services throughout the Tampa community to children who lack an affordable and accessible source of health and dental care. As of February 2006, the USF Pediatrics RMCM was one of only 29 Care Mobiles operational worldwide. This mobile health initiative provides an exciting opportunity for the Department to increase access to health care and preventive care services for underserved and uninsured populations by bringing a “medical and dental clinic on wheels” to targeted schools and direct support organizations. The RMCM is a 40 foot long, 8 foot wide vehicle with two patient examination rooms, a laboratory, a pharmacy, a reception area, a medical records area, and telemedicine capabilities.

• The Global Schools Project, a program conducted through the Dr. Kiran C. Patel Center for Global Solutions at USF and funded by the Arthur Vining Davis Foundations, enables secondary school teachers to develop the skills and access the resources necessary to successfully integrate globalization into the curriculum. This program adds a critical dimension to the education of today’s students, preparing them to understand and negotiate an increasingly globalized environment. Project partners include the USF College of Education and the School District of Hillsborough County.

Is there fundraising directed to community engagement?


YES Describe fundraising activities The USF Foundation, through its private fund raising efforts from individuals, corporations and foundations, routinely provides resources in support of the University of South Florida’s community engagement initiatives. These community-engaged initiatives incorporate all academic disciplines and the USF Health programs. The Foundation’s fund-raising role is vital to the creation and sustainability of these dynamic partnerships between the University and the community, which provide research, programs, learning experiences, and activities to address significant community needs and issues. These needs and issues include, but are not limited to, the following areas:

• Economic Development and Neighborhood Involvement • Health and Well-Being • Families, Communities, and Schools • Families and Community Health • Poverty and Social Justice • Positive Outcomes for Children, Youth and Families

Units such as the USF Collaborative for Children, Families, and Communities, the USF Center for Entrepreneurship, the USF Libraries, and the de la Parte Florida Mental Health Institute that have explicit and well defined community engagement missions also conduct their own fundraising activities to support student scholarships and faculty research projects. And Community advisory groups, such as the Latino Community Advisory Committee, raise funds for scholarships and other programmatic purposes. 4. Are there systematic, campus-wide assessment or recording mechanisms to evaluate and/or track institutional engagement in community? YES Describe The USF Office of Research collects data on whether research and grant proposals are community-based. The USF Office of Decision Support maintains information on seven measures related to USF’s Strategic Imperative on university engagement. The Office of Decision Support maintains a Portfolio on each academic college that includes a measure related to the number of community-based courses offered, enrollment


in such courses, and the number and amount of faculty awards received from the USF Collaborative for Children, Families and Communities. The USF Collaborative for Children, Families and Communities tracks faculty activity associated with its research awards. A study conducted in 2005 revealed that, on the average, each $1 awarded in Faculty Research Grants by the Collaborative resulted in $5 of external funding for the University. The USF Division of Continuing Education compiles an annual report that includes metrics related to the number of noncredit courses offered in the community (including courses and programs offered in response to specific requests from public and private employers) and the number of persons participating in noncredit courses and programs. USF Sarasota/Manatee assesses its effectiveness in serving the community by measuring the number of programs added annually to meet community needs, the percentage of faculty effort devoted to public service, and the number of student internships. Beginning in 2006-07, the campus will also measure the number of partnerships initiated with community entities and the development of noncredit programs. The USF Health Office of Community Engagement tracks, on an annual basis, service learning, community service, community-engaged research, and outreach programs for students and faculty. In 2005-06, USF St Petersburg assessed the current status of community engagement on that campus. The Strategic Planning Committee conducted the assessment, which included student focus groups, a campus-wide faculty survey, a review of National Survey of Student Engagement (NSSE) data, and a campus inventory based on information from faculty annual reviews. In addition, the campus requires that the Academic Learning Compacts (required by the Florida Board of Governors as a statement of expected learning outcomes for each baccalaureate program at USF) for USF St Petersburg undergraduate programs include an outcome and measures relating to civic engagement by students. The USF Center for Civic Engagement and Volunteerism tracks community service by students through the Volunteer USF program. Beginning in Fall 2006, the Center will also track student engagement through service learning. Are course-level data used for improving courses? YES Describe


At this time, there is no systematic collection of course-level data related to community engagement. The University of South Florida does, however, have a robust system for student evaluation of courses and instructors. The State University System Student Assessment of Instruction mandates a set of questions to be distributed to all students in all course sections each semester. Definitions of service learning courses are being developed. Once these are established, course-level tracking can be implemented and student perceptions of their effectiveness measured for assessment and improvement purposes. Does the institution use the data from any of the tracking mechanisms? YES Describe Data and information generated from the tracking mechanisms cited are used for a number of purposes:

• Reporting to the USF Board of Trustees and Florida Board of Governors regarding progress towards strategic goals.

• Understanding “return on investment” for resources allocated to community engagement efforts.

• Developing academic credit and noncredit continuing education programs to meet identified community needs.

• Measuring and evaluating faculty and student contributions to the University’s community engagement mission.

• Evaluating and developing opportunities for civic and community engagement by students.

5. Is community engagement defined and planned for in the strategic plans of the institution? YES Describe and quote The USF Strategic Plan 2002-2007 states that “the University of South Florida will pursue nine strategies to position itself among the top tier research universities in the United States.” Strategy 2 reads: “Advance collaborative learning and discovery to improve health for the community.” USF Health is primarily responsible for Strategy 2, improving health in the community. The actions to achieve the strategic goal include: “Fully engage USF


Health and its programs, faculty, staff, and students in the advancement of health in the community.” Inter-professional education among the USF Health Colleges of Medicine, Nursing, and Public Health is an example. A core message of the USF Health partnership is that students who learn together will practice together. Strategy 9 reads: “Establish USF as a national model for a university fully engaged with its local, national, and global communities.” The USF campuses have developed a variety of action goals in support of this strategic direction. For example, USF Sarasota/Manatee has developed annual measures of faculty effort devoted to public service, student internships, academic programs that meet community needs, and partnerships between academic units and community entities. USF Lakeland plans to establish an Office of Community Education and Outreach to better serve its community. And USF St Petersburg has established as a distinctive vision for its campus the development of a “citizen scholar” model to combine academic instruction with implementation of concepts learned in the classroom in the local community. The “local community” is broadly defined to include business, educational and social service agencies as well as the local “laboratories” faculty use to further their research agendas. The (campus) envisions that these civic and community engagement opportunities would also take the students beyond Tampa Bay, to work on projects nationally and internationally. 6. Does the institution provide professional development support for faculty and/or staff who engage with community? YES Describe The USF Collaborative for Children, Families and Communities hosts a New Faculty Orientation each fall for faculty from all USF campuses with an interest in community-based research. Established faculty and administrators participate in panels on the following topics: What is Community-Based Engaged Scholarship & How is it Approached At USF?; Supports at USF for Community-based Scholarship; and Neighborhoods of Interest. The workshop ends with opportunities for new faculty to connect with several established community partners who are invited to the Orientation to discuss their new project ideas. The Collaborative also provides faculty grant recipients with training on financial reporting, problem solving and IRB procedures and offers Faculty Research Grant pre-proposal workshops, individual consultation and Service Learning workshops for faculty.


USF Health has launched its own year-long Leadership Institute, designed to give faculty the tools to affect public debate and change the future of healthcare. This is consonant with the Vice President’s commitment to educating students to understand and shape modern healthcare. At USF St Petersburg, the campus Center for Civic Engagement works with faculty to develop new courses and programs that incorporate a civic or community engagement component. The USF Center for 21st Century Teaching Excellence offers workshops for faculty interested in teaching service learning or community-based learning courses. The following is offered in Fall 2006:

Service Learning: Engaging Students Through Community-Based Learning Facilitator: Diane Williams (C21TE) and Robin Jones Wednesday, October 4; 10:00 AM to 12:00 PM | Location: SVC1072 Service Learning, a growing movement among college instructors, is a teaching approach that enriches course work by allowing students the opportunity to include community service. Students also participate academically, building in reflective time through their community experiences, applying classroom concepts by researching, writing, and evaluating their community learning as part of their coursework. This session will help you get started with Service Learning and introduce faculty who will share their experiences incorporating Service Learning in their courses.

7. Does community have a “voice” or role in institutional or departmental planning for community engagement? YES Describe The community “voice” in community engagement planning is heard through a variety of advisory boards and committees across all campuses. From the USF Board of Trustees to individual degree programs, institutes and centers, community advisors participate in the strategic and operational planning processes of the University. Each USF regional campus has a Campus Board; each college has an advisory board or council that meets regularly with the dean and faculty. The USF Collaborative for Children, Families and Communities, which serves as the primary institutional point of facilitation for community engagement by faculty, has a Steering Committee and a Board of Directors with representation from both


the University and several community partners. The East Tampa Neighborhood Revitalization project, for which the USF Collaborative serves as the institutional coordinator, is a joint effort of the University and the City of Tampa and was initiated by the community. Faculty from all parts of the University were brought together with city staff and community leaders. City staff presented data on neighborhood conditions and demographics, community leaders provided a “wish list” for community improvements, and faculty participated in a round table discussion about applicability to current research, new research questions, and approaches to mobilizing USF faculty to support community goals. At the student level, community members help coordinate some of the larger projects and partnerships. An example is the 2006 Stampede of Service, the largest day of service in USF’s history with more than 900 students participating in community engagement during one day. This was planned by a committee of community organizations including the ETCRP, Tampa Parks & Recreation, and the Mayor’s Beautification Program. Optional documentation (Select 2 of 4) 2. Do the institutional policies for promotion and tenure reward the scholarship of community engagement? NO However, individual colleges and programs, such as the School of Architecture and Community Design and the College of Public Health, have promotion and tenure criteria that address community-based research and service. Faculty in the College of Visual and Performing Arts are assigned to and evaluated on community engagement such as working with disadvantaged youth to create neighborhood murals or service as advisors to local dance and theater companies. If no, is there work in progress to revise the promotion and tenure guidelines to reward the scholarship of community engagement? YES Describe The Research/Scholarship/Promotion and Tenure Subcommittee of the Faculty Senate Ad Hoc Committee on University-Community Engagement has produced a document containing recommendations, definitions, guidelines, and related issues regarding Promotion and Tenure reviews that will recognize and support university-community engagement activities, research, and scholarship.


3. Do students have a “voice” or leadership role in community engagement? YES Examples As a university located in a major metropolitan area, USF has a long tradition of student involvement in the community. In 2005-06, students contributed more than 85,000 hours of community service. Historically, the formal student “voice” in community engagement has been the Leadership Board of Volunteer USF, which has served as the volunteer center for the University of South Florida community, offering resources on volunteerism, service-learning and opportunities for students and student organizations to develop leadership skills and get involved in service in the Tampa Bay area.

Effective with the 2006-07 academic year, the Division of Student Affairs has established the Center for Civic Engagement & Volunteerism whose broader mission is to engage students, faculty, and staff in service activities that mutually benefit the campus and community and prepare students to become leaders in service to the global community. The Center for Engagement & Volunteerism will:

1. Serve as the University’s central coordinating body for community service, volunteerism, community partnerships, engagement and service leadership programs and activities.

2. Raise the public profile of the University of South Florida by assessing the outcomes and impact of engagement and community partnerships for the students, the University of South Florida and the community.

3. Increase the capacity of practitioners, scholars, organizations, and institutions within the campus and surrounding communities to address critical community needs.

While the Center will coordinate voluntary community involvement by faculty and staff as well as students, direction will continue to be provided by a student Leadership Board.


II Categories of Community Engagement B. Outreach and Partnerships (Outreach and partnerships describe two different but related approaches to community engagement. The first focuses on the application and provision of institutional resources for community use with benefits to both campus and community. The latter focuses on collaborative interactions with community and related scholarship for the mutually beneficial exchange, exploration, and application of knowledge, information, and resources [research, capacity building, economic development, etc.]) 1. Indicate which programs are developed for community: Learning centers The Department of Mathematics and Statistics, through its Center for Mathematical Services, offers summer programs for high achieving High School students. Tutoring Through the USF Center for Civic Engagement and Volunteerism, the Community Service Federal Work-Study program employs 70-80 federal work-study community service students each year to serve as tutors at local schools. The tutoring is offered on site to identified children at the schools. Last year, 19,850 of tutoring hours were provided to children in preschool through middle school including tutoring provided through the AmeriCorps Hillsborough Reads program. The College of Education offers service-learning courses through which students provide tutoring services in faith-based institutions or community centers in collaboration with neighborhood schools. Through the Center for Migrant Education, students from migrant farmworker communities throughout Florida who have dropped out of school are assisted in obtaining a GED and transitioning to post-secondary settings. Intervention takes place both at USF and in the communities. High school graduates from migrant farmworker communites are assisted in obtaining admission to USF and receive support throughout their freshman year. Those students wishing to be teachers receive support for their entire undergraduate career. The Department of Mathematics and Statistics offers math tutoring for K-12 students through the Urban Scholars Outreach Program. Honors College students serve as tutors in this program and also provide tutoring services to children at the University Area Community Center, a neighborhood resource center. The Office of ENLACE Plus in Undergraduate Studies offers tutoring in grades 9 and 10 and mentoring on college access issues to grades 11 and 12 in Title 1 high schools with high Latino enrollment. These services are provided by 25 students; high school participants are brought to campus each semester to experience college life.


Extension programs The Chiles Center for Healthy Mothers and Babies provides a variety of programs for the community designed to improve maternal and child health and health care. The Small Business Development Center in the College of Business Administration provides technical assistance and consultation across the Tampa Bay region in support of small business development. Noncredit courses The USF Division of Continuing Education serves approximately 11,000 members of the community a year in noncredit courses, including professional and workforce development and personal enrichment. The Osher Lifelong Learning Institute at USF, along with the Academy for Lifelong Learning at USF Sarasota/Manatee, and the Rath Senior Scholars Program at USF Lakeland, offers noncredit programs designed for senior citizens and retirees. The College of Business Administration offers an Executive Development Program for business and industry in the Tampa Bay region. In addition, the Small Business Development Center provides noncredit courses for current and prospective small business owners in the USF service region. The College of Education provides a variety of noncredit opportunities for inservice teachers and paraprofessionals. The USF Library System offers library instruction to members of the community including senior citizens and high school students through classroom lectures and workshops. The College of Visual and Performing Arts offers noncredit courses and workshops for arts professionals and arts educators in the USF service region. Evaluation Support College of Public Health faculty provided evaluation services for the MORE HEALTH health education programs in local school districts. Departments in the de la Parte Florida Mental Health Institute provide evaluation services for various community programs. An example is the Baker Act Reporting Center housed in the Department of Mental Health Law and Policy which receives, enters, and analyzes statewide involuntary mental health examination data for the Florida Agency for Health Care Administration.


The Center for Research, Evaluation, and Measurement (CREAM) in the College of Education provides a variety of evaluation services for both University and community groups and organizations. USF Tampa Library Special Collections faculty offered consultation services to the Ybor City Museum Society to assist in their collection assessment and archival processing efforts. Training programs Departments in the de la Parte Florida Mental Health Institute provide ongoing training programs for individuals, groups, and organizations in the community. Examples include “Self-care for Caregivers” and “Recognizing Late-life Depression” (Aging and Mental Health); training modules and programs on children’s mental health, positive behavioral support, and systems of care (Child and Family Studies); Functional Assessment Rating Scale Training and Certification system (Mental Health Law and Policy). The Division of Continuing Education develops customized training programs for business, industry, government, and nonprofit organizations throughout the Tampa Bay region. Programs most frequently offered include management and leadership, business and technical communications, computer programming and office computer applications. USF Library faculty and staff conduct training for the wider library community on subjects such as audiovisual techniques, digitization techniques, preservation, and cataloging tools. Institutes and centers across the University provide specialized training for professionals in the community. For example, the James and Jennifer Harrell Center for the Study of Family Violence trains health professionals in domestic violence prevention. The Jim Walter Partnership Center in the USF School of Social Work has a Grassroots Leadership Development Training program designed to develop community and neighborhood leaders. More than 75 have graduated from the program to date. Professional development centers The de la Parte Florida Mental Health Institute hosts several professional development centers. The Center for HIV Education and Research serves health care professionals throughout Florida. The Child Welfare Training Academy trains and certifies Child Welfare Trainers and administers the State of Florida Child Protection Professional Certification Program. The USF Health Office of Continuing Professional Development (OCPD) administers the continuing education activities of the Colleges of Medicine,


Nursing, and Public Health and the USF affiliate hospitals. OCPD offers professional development and certification programs in a variety of health-related fields, serving over 60,000 health professionals annually. USF Lakeland is home to the Watkins Trucking Professional Development Program, the Lakeland Regional Medical Center Professional Development program, and the Citrus and Chemical Bank Professional Development Program. Other The Coalition for Science Literacy is a collaborative effort of K-12 schools, community colleges, four-year colleges, universities, public agencies, and private businesses and industry in the Tampa Bay region to improve teaching and learning in mathematics and science K-20. The Mathematics Umbrella Group, consisting of mathematics, science, and engineering faculty, offers services to local business and industry in mathematical modeling, calculations, optimization, images, and combinatorial issues. The group provides technical assistance with industrial engineering problems, image processing, and use of mathematical methods. Prodigy is an innovative research and service project of the USF School of Social Work serving over 6000 people in 6 counties in the West Central Florida region. The project provides art programs to at-risk youth and diversion intervention programs for the Department of Juvenile Justice. The objective of the program is to improve the life chances of at-risk children and youth by exploring the extent to which the juvenile justice system and community based organizations can engage young people successfully in artistic endeavors and through art instruction, affect the quality of life, the community functioning and the school performance of those children and young people. A research team of School faculty and research assistants is studying the project in order to determine its effects on children, families, and the community. The Jim Walter Partnership Center in the USF School of Social Work focuses on community revitalization through its community indicator project, affordable housing activities, the provision of planning and technical assistance, and other educational, social and economic development programs. This comprehensive and strategic approach to revitalization is most effective when there is sufficient data for analyzing each unique situation. The indicators project, a project with the School of Social Work and the United Way, will provide key indicators on several strategic initiatives designed to improve the life of families in the community. These indicators, along with the research JWPC is currently doing for Hillsborough County on Affordable Housing and for their HUD Consolidated Plan, provide a solid empirical database that greatly informs the planning process. JWPC then facilitates this planning process with the neighborhood partners, engages University research resources (including faculty and students), and assists in raising the funds needed to implement the strategies.


2. Which institutional resources are shared with community? Cocurricular student service Cocurricular student service is made available to the community by the USF Center for Civic Engagement and Volunteerism, the USF St Petersburg Center for Civic Engagement, and the USF Health Office of Community Engagement. Students in the Colleges of Medicine, Nursing, and Public Health are involved in a variety of community-based projects to improve health and health care, such as working in K-12 classrooms to build health and safety programs. Other students participate in tutoring and mentoring programs or other volunteer activities with one of the 350 community agencies registered with the Center for Civic Engagement and Volunteerism. Cultural offerings The College of Visual and Performing Arts offers nearly 320 performances, lectures, symposia, and exhibitions annually, which are attended by over 50,000 people. These events are widely publicized to the community, through website, mailings, and the media. The events are reasonably priced for the community, and proceeds from the events are used to support academic study and research in the arts. The University’s arts programs also share their facilities with community cultural organizations such as the Master Chorale and Moving Current. The University Lecture Series, featuring notable speakers such as Archbishop Desmond Tutu, is open to the public. USF regional campuses also invite their local communities to lectures and performances by distinguished speakers and artists. The USF Libraries provide a wide variety of cultural programming that is free and open to the public. Recent programs include a Native American artist; an exhibition of hand-made books from Cuba; an exhibition featuring the first classically educated African-American scholars, and an exhibition of illuminated manuscripts. Other units such as the Humanities Institute, the School of Architecture and Community Design, and other academic departments offer lectures, symposia, and conferences that are free and open to members of the community. The Institute for the Study of Latin American and the Caribbean (ISLAC) recently organized a Cultural Celebration of the Spanish Language. Athletic offerings USF Intercollegiate Athletics offers approximately 185 athletic competitions annually. All are open to the public, and no admission is charged for track, golf, tennis, or sailing competitions. USF football games are played at the Raymond


James Stadium in Tampa, home field of the Tampa Bay Buccaneers professional football team. In addition to representing USF on the fields of play, the student-athletes are encouraged to give time to their Tampa Bay community in the form of volunteer service with a hope for impacting lives, especially those of children. Several USF football players visited the Levine’s Children’s Hospital while in Charlotte, NC for the 2005 Meineke Car Care Bowl, Members of all 18 athletic teams at USF and the athletic department staff regularly speak to a variety of groups, ranging from school children to civic clubs and senior citizens. Members are also regular visitors to the Shriners Hospital on the USF campus, and USF student-athletes have participated annually in Tampa’s Paint Your Heart Out. The football team has also helped build a home with Habitat for Humanity. Library services All library facilities are open to the public. Community members may visit the libraries and access all library resources free of charge. Reference services are available at no charge on site and via the web site. Special Borrower cards are available to community members who wish to check out print materials. Remote document delivery services are also available to the public. Staff provides reference assistance and library instruction via the reference desk, telephone, e-mail, and online chat. USF Health Library provides services to physicians in the community. Technology USF Health’s Area Health Education Center provides computers and web-enhanced audioteleconference services for clinicians in underserved communities. The USF Division of Educational Outreach makes institutional resources and services available to community clients on a cost recovery basis. The unit’s instructional designers, multimedia specialists, web developers, and video production experts staff projects with community partners. Audiovisual, conferencing, streaming, and teleweb services are also available to community clients. The USF Tampa Library is home to the USF Information Commons. The facility has a number of public computer workstations, printers, and scanners. The Digital Collections and Imaging Unit provides digitization services to private collectors and institutions with collections of regional or national distinction. Faculty consultation Through the Area Health Education Center (AHEC), USF Health clinical faculty provide direct patient care services in underserved areas.


Education faculty on all campuses provide ongoing consultation to local school districts. Recent activities include assisting corporate partners with development of hardware and software for K-12 education, staff development, and collaborative partnership planning. College of Business faculty provide consultation to community business and industry through class projects. For example, the MBA program requires a 2-semester capstone course in which student teams are paired with local business and provide in-depth strategic marketing and financial analysis under the supervision of a faculty member. Faculty in the School of Architecture and Community Design are regularly called upon to provide professional opinions and advise on issues affecting the community. The School has developed a Design-Build course that focuses on a community project. The current project is the construction of a park structure. The community benefits from the faculty’s advice and consultation and students gain practical design and construction experience. The Office of International Affairs makes the expertise of faculty available to the community in various ways. Most recently, USF faculty and members of Tampa’s legal, military, and political communities attended a luncheon and round table discussion with a high-level visiting delegation from the Jordanian Ministry of Justice. Also in the past year, the Dean of International Affairs accompanied the Mayor of Tampa on a trade mission to Panama and worked with a group of community leaders drafting a model trade proposal between Tampa and Panama. The USF Collaborative for Children, Families and Communities brings faculty and community members and groups together around shared interests. Recently a Criminology faculty member with an interest in mining large databases to identify characteristics which determine later criminal behavior was introduced to government leaders with interest in the same topic and desiring help with data analysis. The Collaborative is currently recruiting faculty and students from across the university to offer consultation and support to the East Tampa Community Revitalization Partnership in social services and education, criminal justice, esthetics, and economic development. 3. Using the grid below, describe representative partnerships (both institutional and departmental) that were in place during the most recent academic year (maximum 20 partnerships). See Attachment A.


4. Does the institution or do the departments work to promote the mutuality and reciprocity of the partnerships? YES Describe The USF Collaborative on Children, Families and Communities holds detailed discussions with community partners before a partnership project begins. The meetings are formal, with agendas, minutes, and action timelines. Individual projects are evaluated against the plans, and community partner feedback is solicited on an ongoing basis. Large, comprehensive projects such as the East Tampa Initiative, a collaboration of USF and the City of Tampa involving multiple colleges, departments, and faculty, require a significant amount of monitoring and discussion between the institution and community partners in order to ensure that the goals and purposes of both sides are being met. This is frequently accomplished by a steering group with membership from both sides. Most departments state specifically that mutuality and reciprocity are necessary for successful and effective partnerships; thus significant attention is given to ensuring that they are maintained. Various strategies are used. Most partnerships include a written agreement that specifies mechanisms for joint planning and ensuring that expected outcomes are achieved. Meetings and events related to partnerships are often held in community venues. There is general agreement that active engagement of both institution and community in planning and ongoing communication during the course of a partnership are most likely to result in joint “ownership” of the effort and continued mutuality and reciprocity. b. Are there mechanisms to systematically provide feedback and assessment to community partners? YES Describe In addition to feedback on specific partnership projects provided through mechanisms such as program liaisons, steering committees, advisory committees, and status reports, most USF centers and institutes with strong community engagement missions publish annual reports as well as reports on faculty research and publications resulting from community partnerships. Colleges and other units hold annual events to recognize and celebrate


community partnerships. The institution’s media relations staff issues news releases to highlight specific partnership outcomes of interest to the community. 5. Are there examples of faculty scholarship associated with their outreach and partnership activities? (Technical reports, Curriculum, Research Reports, Policy Developments, Journal publications, etc.) Conference Presentations Armstrong, M.I., Yampolskaya, S., Vargo, A.C. & Wallace, F. (2005, April) Not just privatization: Florida’s child welfare system and community based care. Paper presented at the annual meeting of the National Conference on Child Abuse and Neglect: “Supporting Promising Practices and Positive Outcomes: A Shared Responsibility” Boston, MA. Beck, J., and Roggenbaum, S. (2005, February). Preventing a deadly silence: Suicide prevention training. Paper presented at the meeting of the Broward County One Community Partnership: “Recovery & Resilience: Bridging the Divide to Support Families” Tampa, FL. Liller, K.D., & Pintado, I. Kids and Communities Count: A farm safety intervention for migrant children and families. American Public Health Association 133rd Annual Meeting, Philadelphia, PA, November 9, 2005. Baggerly, J. (2005, October 21). The Real World: Counselor Educators and Students Service in Communities of Poverty, Presented at the Association for Counselor Education and Supervision. Pittsburgh, PA. Greenbaum, S. (2006). Scattering New Orleans’ Evacuees: The Politics of Neoconservative Housing Policies, Annual Meeting of the Society for Applied Anthropology, Vancouver, Canada, March 30, 2006 Green, T. (2006) “Lake and Watershed Planning Using GIS” and “The Use of New Technologies to Optimize and Improve Lake Diagnostic Assessments”, and “The Use of New Technologies to Design, Develop and Implement a Florida Water Atlas.” Florida Lake Management Society, 17th Annual Conference, St. Augustine Florida, June 2006. Crummett, M. & Rodriguez, E. “Free Trade Agreements and Regulations: Preparing Business, Faculty and Students for 2005 and Beyond,” Business and International Education Directors Meetings, U.S. Department of Education, Quebec City, Quebec, Canada, July 6-8, 2005. Meisels, G., Kersaint, G., Lewis, J. & Potter, R. (2006). “Identifying and Keeping Teachers Most Likely to Resign.” Southeastern Association of Employers in Education (SAEE). Huntsville, AL. January 2006.


Publications Anderson, C. M. & Kincaid, D. (2005) Applying behavior analysis to school violence and discipline problems: School-wide positive behavior support. The Behavior Analyst, 28(1) 49-63. Boccaccini, M. T., Christy, A., Poythress, N. & Kershaw, D. (2005). Rediversion in two postbooking jail diversion programs in Florida. Psychiatric Services, 56, 835-839. Christy, A.C., Poythress, N. G., Boothroyd R.A., Petrial, J., & Mehra, S. (2005). Evaluating the efficiency and community safety goals of the Broward County Mental Health court. Behavioral Sciences and the Law, 23, 227-243. Robinson, F., Sandoval, N., Baldwin, J., & Sanderson, P. (2005). Breast cancer education for Native American women: Creating culturally relevant communications. Clinical Journal of Oncology Nursing, 9(6), 689-692. Reid, W. M., Ruzycki, S., Haney, M., Brown, L., Baggerly, J., Mescia, N., & Hyer, K. (2005). Disaster Mental Health Training in Florida and the Response to the 2004 Hurricanes. Journal of Public Health Management and Practice, November (Suppl), S57-S62. Allsopp, D.H., DeMarie, D., Alvarez-McHatton, P., & Doone, E. (2006). Bridging the gap between theory and practice: Connecting courses with field experiences. Teacher Education Quarterly, 33(1), 19-35. Greenbaum, S. (2006). Anthropology at Home Can Be Successful. Anthropology News 47: 1, January 2006, p 18. Baker, T.A. & Green, C.R. (2005). Intra-race differences among Black and White Americans presenting for chronic pain management: The influence of age, physical health, and psychosocial factors. Pain Medicine, 6, 29-38. McMillan, S. C., Small, B. J., Weitzner, M., Schonwetter, R. S., Tittle, M., Moody, L., & Haley, W. E. (2006). Impact of coping skills intervention with family caregivers of hospice patients with cancer: A randomized clinical trial. Cancer, 106, 214-222. Potter, R. and Meisels, G. (2005) Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Outcomes and Lessons Learned from Implementing “Science That Matters” a Standards Based Interdisciplinary Science Course Sequence. Journal of Science Education and Technology ISSN: 1059-0145 (Paper) 1573-1839 (Online) Volume 14, Number 2’ June 2005;Pages: 191 - 204 Other


The USF Libraries Digital Library Software project began at a time when there were relatively few non-proprietary software packages available in which to catalog, manage, and present digital collections. This applied research into the creation of digital libraries has been used in three primary ways: 1) to enable a consortium of Tampa Bay-area libraries to catalog and present their own digital collections; 2) to enable the USF Library to digitize and present collections owned by regional historical societies and other cultural institutions; 3) to partner with Addis Ababa University to enable Ethiopian scholars and librarians to create their own Ethiopian National Research Databank project. Institute for the Study of Latin American and the Caribbean faculty member Timothy Smith has been working with the Indigenous Municipality of Sololá in Western Guatemala, assisting them with the codification of municipal materials and records in Kaqchikel Maya, and clean-up efforts following the devastation left by Hurricane Stan in 2005. He was also awarded a grant from the USF Publications Council to publish 1,000 copies of a bilingual textbook (Mayan-Spanish) to be used in regional schools to teach children about autonomy and indigenous governance in their mother language. Joint College of Business Administration/Exide Foundation Sustainability Symposium, April 2006. This event grew out of a Management Department course on Societal Law and Sustainable Enterprise taught by Dr Sharon Hanna-West, in which teams of 2-4 students conduct a study of a corporation that includes identification of ethical issues concerning sustainable development in Florida; stakeholder analysis; assessment of key stakeholder rights and duties; major challenges for the corporation/industry; major challenges for government and regulatory agencies, and recommendations for sustainability. The goal of the symposium was integrating environmental stewardship and sustainability issues into the business curriculum and business practice. The symposium was designed to challenge business, government and academic leaders to integrate sustainability considerations into their planning and discussions. 150 business professionals, students, and faculty attended the symposium. A similar event is planned for Spring 2007. Faculty and graduate students involved in the STARS (Science and Technology in Academics, Research and Service) program, a joint project of the Colleges of Education and Engineering funded by the National Science Foundation designed to engage graduate students in reinvigorating K-12 science and engineering education have given presentations of programmatic activities and results in a variety of venues. Faculty from the College of Visual and Performing arts exhibit their work in local museums and galleries and perform in various community venues such as the Tampa Theatre, Palladium Theatre, and the Performing Arts Center.


The USF Contemporary Art Museum and the USF Humanities Institute collaborated on the development of a Public Art Forum sponsored by the Arts Council of Hillsborough County, City of Tampa Public Art Program, the Florida Humanities Council, Hillsborough County Public Art Program, and the USF Institute for Research in Art. 2005 USDOE Proceedings on New Teacher Induction. Effectiveness of an Induction Program for Career Change Mathematics and Science Teachers Measured by Student Performance. Gerry G. Meisels, Robert L. Potter, Gladis Kersaint, and Denisse L. Thompson, Coalition for Science Literacy at the University of South Florida Janet Boatman, Michael Smith, Andi Ringer, Nancy Marsh, Marian Lauria-Davis, John Hilderbrand and Michelle Watts, School District of Hillsborough County, Judith Lombana and Angela Walters, Tampa Museum of Science and Industry.


Attachment A

USF Community Engagement: Representative Partnerships for Academic Year 2005-06

Partnership

Name Community

Partner Institution

Partner Purpose Length of

Partner- ship

# 0f Faculty

# 0f Students

Grant Funding

Institution Impact

Community Impact

Stageworks Stageworks Theatre company

School of Theatre and Dance

Support a transition theatre company

4 years 4 12 N/A Provided opportunities for students and faculty, and some PR for the school

Provided interns, artistic staff and consultants for the company

East Tampa Community Revitalization Project

City of Tampa

Various depts through USF Collaborative for Children, Families and Communities

Asset mapping, service-learning, action research; oral history; documenting social capital of a community.

2004- present

5 55-60 per semester

Internal grants of $2,000 each for service learning; $15k internal research grants.

Service learning opportunities, on-going research; external grant submiss-ions; curriculum enhancement; recognition for USF and its programs.

Asset maps; technical assistance; community grants; additional collaborative partnerships brokered; community problem-solving; community perceptions changed.

Attachment A -- USF Community Engagement: Representative Partnerships for Academic Year 2005-06


Partnership

Name Community

Partner Institution


Partner-ship

# 0f Faculty

# 0f Students

Grant Funding

Institution Impact

Community Impact

Summer Seminar for Teachers

Various local school districts

Dept of Secondary Education and Institute for the Study of Latin America and the Caribbean

To teach educators about Latin America and the Caribbean

1 year 12 40 National Endowment for the Humanities

New graduate students enrolled

Improved curriculum development

All Children’s Hosp Therapy Center Clinics

Dept of Sociology

Study of mothers with disabled children

4 years 1 0 No Published scholarship

Program assessments

American Cancer Society

Dept of Ed Measurement and Research

Evaluation of web-based clinical trials information system

2 years 1 2 Yes Evaluation experience for graduate students

Improvement in web-based system, data based support for additional grant funding


Partnership

Name Community

Partner Institution


Partner-ship

# 0f Faculty

# 0f Students

Grant Funding

Institution Impact

Community Impact

Annual Productivity Improvement Conference

CEO Council of Tampa Bay, Medical Manufac-turers’ Consortium, Greater Tampa Chamber of Commerce, Tampa Bay Technology Forum, Tampa Bay Partnership

USF Colleges of Business and Engin-eering, Center for Entrepreneurship

Productivity improvement techniques

1 year 15 10 $20K Community engagement opportunities for faculty

Direct training of community leaders

CSE Volunteers

Hillsborough County Public School System

Dept of Computer Science & Engineer-ing

Provide student technical services to schools

2 years 2 56 (over two

years)

N/A 48 student credit hours generated over two years

3720 person hours of technical assistance provided over two years

MASTRACI Local School Districts

Coalition for Science Literacy

Math & Science Teacher Recruitment, Alternative Certification, and Induction

2005-6 varies N/A $1.15m from USDOE

Enrollment enhancement

Increase supply of qualified teachers


Partnership

Name Community

Partner Institution


Partner-ship

# 0f Faculty

# 0f Students

Grant Funding

Institution Impact

Community Impact

CSD at Metropolitan Ministries School

Metropolitan Ministries (family resource center)

Dept of Communication Sciences and Disorders

Screen and evaluate students at risk for academic difficulties at the Metropolitan Ministries Academy

Approxi-mately 8 years

2 6 No Clinical education experien-ces for graduate students in evaluating school age children with possible communi-cation disorders affecting academic success

Free services to the charter school for children of homeless families

Adamo Corridor Redevelopment Project

Private Corporation

School of Architecture and Community Design

Design studio focused on redevelopment scenarios for a brownfield site

4 months 1 15 $30,000 Valuable real-world learning experience for students; enhanced community exposure for the School.

Identification of scenarios for sustainable redevelopment practices and urban design enhancements.


Partnership

Name Community

Partner Institution


Partner-ship

# 0f Faculty

# 0f Students

Grant Funding

Institution Impact

Community Impact

GEOPARK Southwest Florida Water Manage-ment District

Dept of Geography/Botanical Gardens/ Dept of Geology

Develop signage and trails connecting GEOPARK with Botanical Gardens for educational purposes

1 year 3 10-12 Yes Develop-ment of a park on campus dedicated to ecosys-ems, hydrology, karst, watershed manage-ment, and geology of the region. Develop-ment of a hands-on classroom

Community-wide education on ecosystems, hydrology, karst, watershed mgt, and geology of the region. Develop-ment of a hands-on classroom

Water Atlas Program

Multiple county governments

Florida Center for Community Design and Research

Provide communities, scientists and planners with information on water quality, hydrology, and ecological data

Ongoing 4 15 $800k annually

Direct interaction with community

Water resource management tools


Partnership

Name Community

Partner Institution


Partner-ship

# 0f Faculty

# 0f Students

Grant Funding

Institution Impact

Community Impact

GEAR UP Hillsborough County Public Schools and Children’s Board of Hillsborough County

Dept of Child and Family Studies

Develop, implement, and evaluate an intervention to promote post-secondary education in high-risk students

5 years 5 3 $800K per year

Enhanced relationship of faculty with schools, strength-ened capacity to understand needs of high-risk children, resulted in publica-tions and presenta-tions

Assisted schools in achieving improved outcomes for an important population

Corporate Partnership Program

Local business and industry

USF Contemporary Art Museum (CAM)

Companies borrow USF artwork in exchange for tax-deductible donations

20 years varies varies N/A Revenue source for CAM; allows collection to be showcased in public spaces

Art work accessible and free to the public. A “museum without walls.”


Partnership

Name Community

Partner Institution


Partner-ship

# 0f Faculty

# 0f Students

Grant Funding

Institution Impact

Community Impact

Treatment for Homeless-Keystone Dual Recovery

Agency for Community Treatment Services

Dept of Mental Health Law and Policy

Conduct and evaluate the Keystone Dual Recovery Program

2 years 4 0 $129, 762 (2006)

Staff enhanced their understand-ing of the treatment of persons with co-occurring disorders & had access to evaluative data for presenta-tion and publication

Assisted ACTS in determining which components of its program were working well, which needed to be revised and how to best make the changes

USF Patel Charter School

Dept of Childhood Education

Staff development, curriculum development, and research

7 years 3 for 2005-2006

33 for 2005-2006

N/A Research presentations

Improved standard-ized test scores of at-risk children

Central Park Village Redevelop-ment

Tampa Housing Authority

Dept of Anthro-pology

Assisting with relocation planning

1 year 4 1 $15,000 Hands-on training for graduate students

Not yet realized


Partnership

Name Community

Partner Institution


Partner-ship

# 0f Faculty

# 0f Students

Grant Funding

Institution Impact

Community Impact

Prodigy Cultural Arts Demo Project

University Area Community Center

School of Social Work

Deliver visual and performing arts programs to at-risk children.

3 years varies varies $1.3million Florida Dept of Juvenile Justice

Research experience for students, faculty scholarship

Services to at-risk children

Total Quality Management Program

Industry Dept of Industrial/ Management Systems Engineering

Provide training in quality for manufacturing and service industry

Approx. 10 years

2 CoE faculty 4 ad-junct

200+ N/A Supports USF by increasing student credit hour funding

Provides knowledge-able leaders for quality programs in industry

Area Health Education Center (AHEC) Clinical Training

Multiple Community/migrant health centers in the 9-county area

Depts of Family Medicine, Internal Medicine, Pediatrics, OB/GYN, Psychiatry; Colleges of Nursing and Public Health; School of Social Work

Clinical training of students/residents. Provision of direct primary care services

12 months; ongoing

Approx 100

(includ-ing

comm.-nity

based clinical faculty)

871 (medical, nursing,

ARNP, PA dental, social work,

pharmacy, public health,

and more)

$450,000 AHEC coordinates a significant amount of student/resi-ent clinical training in medically underserved clinical sites in a 9-county area

Students/residents during clinical training activities provide direct primary care services to a significant number of patients in underserved community-based sites

The complete reports submitted by all the units on all the campuses can be accessed at http://www.ods.usf.edu/Committee/Carnegie/Engagement/

Documents

University of South Florida Application to Carnegie ...system.usf.edu/board-of-trustees/health-sciences... · 9/1/2006 · A. Institutional Identity and Culture 1. Does the institution