NC Campus Compact Engaged Faculty Scholars Program 

North Carolina Campus Compact is offering a unique opportunity for faculty interested in public scholarship, engagement and service-learning.  Annually two individuals from the NC Campus Compact network will be selected to serve a one-year term.   The program supports the integration of service-learning and community engagement in teaching, research, and service.

The application is now closed.We will announce the 2017-18 cohort of Faculty Scholars the first week in June. 

2016-17 Scholars

Dr. Margaret Commins, Associate professor of political science, Queens University of Charlotte

Excerpt from the motivational statement Dr. Commins submitted with her application.

I believe strongly that higher education has a critical role in promoting a strong democracy. As a political scientist, I worry about students’ apathy about political engagement, lack of knowledge about political systems, and reported consensus that they lack political efficacy. According to the Carnegie Foundation’s Political Engagement Project, teaching political action skills and using those skills in active learning situations is the best way to promote students’ sense of political efficacy (Colby, et al., 2007). I know this from my own work teaching about immigration politics. I design my courses to include several community engagement components, and my students consistently point to these components as most important to furthering both their understanding of the issues and their desire to pursue solutions to complex immigration problems. I have held workshops and published papers in this area.

Dr. Cara Kozma, Assistant Professor of English, High Point University

Excerpt from the motivational statement Dr. Kozma submitted with her application.

My interest in SL began as an undergraduate student at The Evergreen State College, where my coursework offered opportunities for me to do innovative projects within the local community. Prior to doing this community-based learning, I felt disengaged from the educational process. Most of my time seemed to be spent memorizing information that I would need to pass a test. When my coursework became connected to issues within the local community, I became an energized, motivated student, and for the first time I was able to understand the relevance of different fields of study to the “real world.” I credit these experiences for my desire to obtain a doctorate. I have published articles and chapters related to SL and high-impact practices; and I frequently present at conferences on issues related to SL and community literacy. As a faculty member and SL Program administrator, I want to create high-quality SL opportunities for as many students as possible.

Learn more about the 2016-17 Scholars here. 

See an article on Dr. Kozma on the HPU website

 

Scholars' News

On April 21, the 2016 scholars facilitated an Engaged Faculty Institute at their cohort's partner campus, Davidson County Community College. Fourteen DCCC faculty and administrators attended this half-day gathering. The Engaged Faculty Institute allows faculty and instructors to engage in dialogue around student-centered, experiential learning that enhances classroom learning while addressing community needs.  Learn more

 

March 23 - 24, 2017, at the Gulf-South Summit on Service-Learning and Civic Engagement Through Higher Education in Greensboro, NC, Dr. Kozma presented on "How Does Socioeconomic Status Affect Student Achievement of Service Learning Outcomes? A Case Study". She was joined by her colleagues Dr. Joe Blosser and Dr. Alixandra Yanus. Dr. Annie Jonas, 2015-16 Scholar, presented on "Launching a Civic Identity in the First Year Seminar."

On February 17, 2017, Dr. Kozma, gave a presentation, "Teaching for Equity: The Impact of Socioeconomic Status on Service," during the Sunshine State Teaching and Learning Conference in St. Petersburg, FL. She shared the results of a survey of service learning students, which shows that middle income students reported more modest gains than upper and lower income students. The highest gains came among upper-middle and upper income students. 

On April 14, 2016, the 2015 Faculty Engaged Scholars presented at the Gulf-South Summit on Service-Learning and Civic Engagement Through Higher Education in Savannah, GA. Dr. Oliphant facilitated an interactive workshop with Kelly Misiak (Pfeiffer University) on "The Nuts and Bolts of Building a Meaningful Service-Learning Core for the First-Year."  Dr. Oliphant and Dr. Jonas, with Brooke Millsaps (Warren Wilson College) and Kelly Misiak, served on a panel discussing "Community Engagement and First Year Students: Exploring Initiatives that Deepen Impact."

Photo: L to R. Brooke Millsaps, Annie Jonas, Kelly Misiak, and Ashley Oliphant.

Previous Scholars

2015-16 (inaugural)

Dr. Annie Jonas, Warren Wilson College

Bio    News article about Dr. Jonas' selection

Dr. Ashley Oliphant, Pfeiffer University

Bio    News article about Dr. Oliphant's selection

Program Goals

  • Promote and deepen the scholarship of engagement at his/her own institution
  • Assist in building the infrastructure for faculty engagement on another NC Campus Compact member institution

Each Scholar is expected to work toward these two goals. At the end of the program year each Scholar will share resources and materials with North Carolina Campus Compact to assist others in the network.

Goal One: Promote and Deepen the Scholarship of Engagement at Scholars Own Institution

The Scholar can fulfill this expectation in at least one of the following ways:

  • Develop or enhance an academic service-learning course component.  The service-learning must be a new integration or for a new class. 
  • Conduct a community-based applied or participatory research project.
  • Form a new community-campus partnership or expand a current partnership. We are especially interested in ideas that build or increase the depth of the partnership.  
  • Design and implement a plan to enhance public scholarship as a legitimate and rigorous form of scholarly work on campus.
  • Promote the use of service-learning as a teaching pedagogy by facilitating professional development.
  • Create or build upon civic engagement initiatives on campus.
  • Conduct research on the impact of service-learning/community engagement/public scholarship on participants (students, faculty, community partners).

Goal Two: Assist in building the infrastructure for faculty engagement on another NC Campus Compact member institution

  • Provide technical assistance to a member institution (identified by NC Campus Compact) that is in the early stages of promoting the scholarship of engagement to include, but not limited to:
  • At least two in-person consultations
  • Regular correspondence (phone and/or email) throughout the year 

Other opportunities for engagement are available throughout the program year.  Participation in these opportunities is not required but encouraged.

Program Benefits

Each Scholar will receive the following compensation after successful completion of the program:

  • Financial stipend of $1500
  • Up to $500 travel reimbursement for visiting the partner institution (the mileage reimbursement rate is .555 per mile)
  • Up to $500 for professional development (e.g. conference or training attendance support)  
  • At least one free civic engagement publication

Colleges and universities are encouraged to provide a match of cash, course release, and/or other resources and recognition.

Terms and Conditions

The stipend will be given at the conclusion of the program, upon fulfillment of program expectations.

North Carolina Campus Compact will ask for a report at the end of the program period that will be posted on our website (along with other provided materials) and used as a resource for future Faculty Scholars. 

Program Eligibility

This program is only open to faculty from North Carolina Campus Compact member institutions. This is a competitive application process.  Faculty who demonstrate that their scholarship is responsive to community need, with the potential to establish long-term benefits to North Carolinians, will receive preference. Two individuals will be selected annually. 

Desired qualities in nominees:

  • History of engaged teaching or scholarship
  • A desire for new learning about service and engaged scholarship
  • An interest in working with faculty at other institutions in the state
  • The capacity to effectively communicate and disseminate the results of their research and engaged scholarship to public, academic, and external audiences
  • Commitment to actively participate in the program 

Program Timeline 

  • Application released: 1st week in March 
  • Application Deadline: 2rd week in May
  • Acceptance Notification: 1st week in June 
  • Program Period: July 1 to June 30

Contact

Contact Leslie Garvin, Executive Director, with any questions, (336) 278-7278.