TAing with Confidence

Thursday, February 23, 2017
Online Learning Lab, Building 10, Room 1102
CLICK AND REGISTER

This seminar offers strategies for planning/leading discussions and break-out sessions, and provides a chance to connect with other University TAs. This session will be presented by Dr. Brandi Denison, Assistant Professor, Department of Philosophy and Religious Studies, a Faculty Fellow in the Office of Faculty Enhancement.

Thursday, February 23, 2017
Online Learning Lab, Building 10, Room 1102
CLICK AND REGISTER

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The Shared Benefits of a College Degree

Publicly-funded education has long been considered integral to the health of our country. In 1822, James Madison noted, “learned Institutions ought to be favorite objects with every free people. They throw that light over the public mind which is the best security against crafty & dangerous encroachments on the public liberty.” He goes on to advocate for public funding of education as a path towards equal opportunity, noting “Without such Institutions, the more costly of which can scarcely be provided by individual means, none but the few whose wealth enables them to support their sons abroad can give them the fullest education… At cheaper & nearer seats of Learning parents with slender incomes may place their sons in a course of education putting them on a level with the sons of the Richest.”

How has public funding for Florida colleges fared in the past decade? According to a recent study by the Center on Budget and Policy Priorities, state funding has been cut 22.7% since 2008, a reduction of $2,132 per student (a glimmer of hope is that since 2015, Florida has increased funding 3.5%, or $244 per student). As a result of public finding cuts, institutions have been forced to raise tuition costs. Indeed, Florida’s universities increased tuition costs by an average of 64.3% between 2008 and 2016, a hike of $2,490 per student. Florida is not unique in this, and these data point to a worrying national trend in higher education: less state funding and more reliance on students to carry the load of the cost of college education – many by taking on substantial student loan debt.

In a recent article in the Chronicle of Higher Education, Philip Trostel argues that making cuts to higher education is easier when law-makers emphasize private, individual benefits of a college education (e.g., higher annual and lifetime income, longer life expectancy, more access to higher-quality healthcare, higher retirement accounts). When the value of higher education is framed on these individual benefits, law-makers and citizens alike often exclude discussions of the larger societal goods that result from higher education. Trostel argues that the notion of an educated populace as a public good has been completely omitted. With that omission, and the prevailing notion that private goods are best served by private means, financing of higher education has been deemed better-served by the free market, and not by public funding of universities.

Making higher education out of reach for those, as Madison suggests, with "slender incomes" has the consequence of inadvertently diminishing the "public mind" and threatening "public liberty." Shifting the narrative of the benefits of college education away from private gains to public gains might not change much in the short term. Over time, focusing on the shared social goods a society receives from college graduates can bring wider support for more public funding to achieve those aims, supporting a public that is ready to defend their public liberties.

By Greg Rousis

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Altitudes - Reaching to New Heights

Over 15 years ago, the Office of Faculty Enhancement was founded at UNF by efforts of the Faculty Enhancement Committee of the Faculty Association, and the efforts of the Founding Director, Dr. David Jaffee. We recently discovered the original newsletter from the founding of OFE. The thoughts of the Director at that time seem to ring true today.

"While the OFE mission statement points to the central objectives and activities, there is an underlying premise that drives the work of this office – that academic faculty do not stop 'developing' after they gain employment in the academy. Like other professionals, faculty members continue to learn, and experience intellectual and professional growth, throughout their academic career. The purpose of the Office of Faculty Enhancement is to provide the resources and support and an environment that advances all forms of continuous professional development in the various faculty roles of educator, learner, scholar, and researcher."
 - from Altitude, an OFE Newsletter, Volume 1, Issue 1, 2000, by David Jaffee, Founding Director

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Promotion and Tenure Panel Discussion

Promotion & Tenure Panel

Thursday, March 31, 2016
3:00 PM - 4:30 PM

Location: Talon Room, Bldg 16, Room 4202
RSVP to ofe@unf.edu

The Office of Faculty Enhancement invites faculty to the annual Promotion and Tenure Panel discussion. Please join faculty from across the campus for the annual Promotion and Tenure Panel discussion. Dr. Earle Traynham, Provost and Vice President for Academic Affairs, along with representatives of the University and faculty from across the campus will discuss the criteria for the awarding of promotion and tenure and will address the many factors that are involved in successfully navigating the tenure and promotion process. Assistant, Associate, and new faculty members are especially encouraged to attend.

RSVP to ofe@unf.edu

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Survey Finds Support and Concern for Contingent Faculty Wanting

Results of a recent survey from the New Faculty Majority, a national coalition for adjunct and contingent faculty equity, provides evidence that working conditions do not provide adequate resources or support for non-tenured faculty on higher-education campuses. The survey polled 400 contingent faculty members across 33 states in 2015, building on the results of the same survey administered in 2011. The results, which have changed little since 4 years ago, show some startling realities for contingent faculty members to which tenured faculty members simply are not exposed.

The conclusion here is that most post-secondary institutions do not prioritize contingent faculty when considering whom of their employees need to be supported seriously or compensated fairly for their work.

Some of the most jarring results are related to the livelihoods of contingent faculty, Despite the fact that forty-five percent of contingent faculty receive less than $20,000 per year from their teaching, seventy-three percent derive most of their income from their teaching positions and two-thirds of them have actively sought or are seeking tenure-track positions.

Other than the difficulties of supporting themselves, contingent faculty also face difficulties in securing the infrastructure and support they need to teach effectively. More than half of contingent faculty reported never being provided access to an office phone at at least one appointment, twenty four percent reported having no computer access at all at at least one appointment, and twenty-eight percent reported never being provided with office space at at least one appointment.

Contingent professors also suffer from a lack of guidance and attention from their university or department administrations. A full 70% of contingent faculty reported that they had never received any departmental or institutional orientation when they first began a new teaching appointment. More than half of contingent faculty have had to prepare to teach courses with less than three weeks' notice, and 23% percent have had to prepare to teach courses for which they never received curriculum guidelines.

All of this forces the question: Do institutions of higher education realize how much of the teaching load contingent faculty bear, and how do they support contingent faculty in lifting such a load?

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UNF SoTL Symposium - Call for Proposals

SoTL Symposium - Call for Proposals 

The Office of Faculty Enhancement is pleased to announce its 

3^rd Annual Scholarship of Teaching and Learning (SoTL) Symposium.

The Symposium will be held on Monday, April 11^th, 2016, in the Student Union. The SoTL Symposium will be held in conjunction with the 2016 Research Week (April 11^th-15^th), highlighting faculty and student research and scholarship at UNF.

Call for Proposals:

The Office of Faculty Enhancement invites proposals for the 3^rd Annual Scholarship of Teaching and Learning (SoTL) Symposium that fit the theme of “Transformational Learning.”

The deadline for submitting 250 word summaries is March 15^th, 2016.

Submit your proposal summary online athttp://bit.ly/2016SoTLUNFsub

Transformational learning helps students adopt new perspectives, develop complex representations of the world, and find new ways of interacting with others who are different than them. Transformational learning practices may take students to places they had never been before, to see things they had never seen, and to imagine concepts they had never considered. The outcomes of such experiences are integrated connections across disciplinary boundaries, the ability to use complex frameworks, and self-knowledge that supports professional and personal growth. The SoTL Symposium will highlight transformational learning at UNF and invites all faculty who have used these strategies to submit a proposal to present at the symposium. The University of North Florida through the Undergraduate Dean's office has supported Transformational Learning Opportunity (TLO) grants for the past 10 years. Grantees are especially invited to submit a proposal, but receiving a TLO grant is not a requirement to present. Presentations can focus on any area of transformational learning including study abroad, undergraduate research, community-based learning, field experiences, co-op experiences, learning communities, leadership experiences, and others.

The Scholarship of Teaching and Learning (SoTL) is the systematic investigation of questions related to teaching and student learning characterized by clear goals, adequate preparation, appropriate methods, outstanding results, effective communication, and a reflective critique.

In sum, SoTL is about bringing a scholarly approach to teaching practice and student learning.

The deadline for submitting 250 word summaries is March 15^th, 2016.

Submit your proposal summary online at
http://bit.ly/2016SoTLUNFsub

 

More on SoTL:

Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change: The Magazine of Higher Learning,31(5), 10-15. 

Glassick, C. E., & Huber, M. T., (1997). Scholarship assessed: Evaluation of the professoriate. Carnegie Foundation for the Advancement of Teaching. SF: Jossey-Bass.

http://www.unf.edu/ofe/teaching_learning/SoTL.aspx​

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New Education School Promotes Teacher Competency, But Questions Remain

The American public school system has long struggled to recruit and retain high-performing teachers, particularly in schools in lower income areas where there are less resources to go around yet more obstacles to learning to overcome. Another issue that needs improvement is that there there are not enough "high-performing" school teachers to begin with.

Critics believe that this is due to the lack of competency-based graduate level teacher education schools. As more and more teachers have some type of specialized graduate degree in education, with about 185,000 Master's in Education degrees awarded in 2010, issues with graduate education degrees have become more apparent. One planned school, created by outspoken teacher-education critic Arthur Levine, seeks to focus on critical competencies achieved rather than the amount of time spent in class learning how to teach.

The principal of establishing competency for educators may hold just as much value for those who teach in higher education as it does for those who teach in primary and secondary settings. Many faculty members at universities are in teaching positions because they are experts in their fields, but they are rarely required to demonstrate teaching competencies or educational standards. One group, , has proposed a competency-based system or teachers in higher education, including badges for mastering learning environments, assessment techniques, ethics, and leadership.
Digital Promise

Several problems with the school's proposed approach have yet to be reckoned with. First, the criteria for these competencies is nebulous, with no goals or practices specifically enumerated by the new school. Which competencies are critical, and what they are composed of, must be clearly delineated for both secondary and post-secondary educators.

Second, what is the best way to measure how good or competent a teacher is? Surely it has something to do with a unique ability to bring out the best in their students and to enable them to learn what they will need to succeed. However, although there are outcomes that reflect effective teaching, there is no set of accurate or quantifiable measurements to determine what effective or competent teaching is or how it is achieved. These issues are just as relevant for school-teachers as they are for higher education faculty.

Third, and perhaps most importantly, the proposed school is an entirely online curriculum. This format gives freedom to future teachers to work at their own pace to achieve the competencies and skills deemed necessary to graduate, but it seems unlikely that an online learning curriculum with no social interaction between teachers and no experiences with students will prepare graduates for an extremely person-focused profession. Results remain to be seen.


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Is there a Secret Sauce for Promotion and Tenure?

Is there a Secret Sauce for Promotion and Tenure?
Panel Facilitator: Judy Rodriguez, Chair/Professor, Nutrition and Dietetics
Wednesday, February 3, 2016 at 12:00 noon
President's Conference Room, Building 1, Room 2800
RSVP to mhanders@unf.edu 

Noodles and Networking: A Minority Faculty Learning Community is a pilot faculty community building initiative for tenure-earning underrepresented and ethnic minority faculty led by tenured minority faculty. The goal of this initiative is to create a network that supports the smooth transition of minority faculty at UNF and serve as an outlet for social, professional and community interactions. The President’s Office and Academic Affairs’ Office of Faculty Enhancement are sponsoring this initiative.

At this Noodles and Networking event, Dr. Judy Rodriguez, Professor and Chair of the Department of Nutrition and Dietetics will lead a panel discussion with Drs. Radha Pyati, Carolyn Ali-Khan, Claudia Sealey-Potts about the promotion and tenure process. Panelists will provide tips of navigating the process successfully and will address whether there is a "secret sauce" for promotion and tenure.
Come and join the conversation.
RSVP to mhanders@unf.edu

Is there a Secret Sauce for Promotion and Tenure?
Panel Facilitator: Judy Rodriguez, Chair/Professor, Nutrition and Dietetics
Wednesday, February 3, 2016 at 12:00 noon
President's Conference Room, Building 1, Room 2800

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OFE Launches New Service: The Huddle

Sometimes it helps to put your head together with someone to discuss new ideas and solutions.

The Office of Faculty Enhancement (OFE) announces a new service to support faculty in their teaching efforts. The OFE Huddle is an opportunity to connect with an OFE representative who can help you address issues in your teaching efforts as they arise. To access this service, simply schedule a time that is convenient to you through our online calendar https://ofehuddle.youcanbook.me/ and we will connect using an online video chat according to what works for your schedule. You now have quick and easy access to private consultation about your teaching.

So, what are you waiting for? OFE Huddle 

Get in the game. Plan to win. 

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Noodles and Networking Event: Being an Effective Teacher

Being an Effective Teacher: Tips on Class Preps, Course Design and Classroom Management
Presenter: JeffriAnne Wilder, Associate Professor, Sociology
Tuesday, December 1st, 3:00-4:15 p.m.
President's Conference Room, Building 1, Room 2800
RSVP to codi@unf.edu 

Noodles and Networking: A Minority Faculty Learning Community is a pilot faculty community building initiative for tenure-earning underrepresented and ethnic minority faculty led by tenured minority faculty. The goal of this initiative is to create a network that supports the smooth transition of minority faculty at UNF and serve as an outlet for social, professional and community interactions. The President’s Office and Academic Affairs’ Office of Faculty Enhancement are sponsoring this initiative.

At this Noodles and Networking event, JeffriAnne Wilder, Associate Professor of Sociology will address tips for being an effective teacher. She will address the benefits of intentional course design, time management, and dealing with difficult issues in the classroom.
Come and join the conversation.
RSVP to codi@unf.edu 

Being an Effective Teacher: Tips on Class Preps, Course Design and Classroom Management
Presenter: JeffriAnne Wilder, Associate Professor, Sociology
Tuesday, December 1st, 3:00-4:15 p.m.
President's Conference Room, Building 1, Room 2800

Noodles & Networking Event on Being a Proactive Mentee

Being a Proactive Mentee
Presenter: Radha Pyati, Chair/Professor, Chemistry
Monday, October 26, 2015, 3:00-4:15 p.m.,
President's Conference Room, JJ Daniel Hall, Building 1, Room 2800
RSVP to codi@unf.edu

Noodles and Networking: A Minority Faculty Learning Community is a pilot faculty community building initiative for tenure-earning underrepresented and ethnic minority faculty led by tenured minority faculty. The goal of this initiative is to create a network that supports the smooth transition of minority faculty at UNF and serve as an outlet for social, professional and community interactions. The President’s Office and Academic Affairs’ Office of Faculty Enhancement are sponsoring this initiative.

At this Noodles and Networking event, Radha Pyati, Professor and Chair of the Department of Chemistry will address how being a proactive mentee helps faculty get the most out of  mentoring relationships. Come and join the conversation.

Being a Proactive Mentee
Monday, October 26, 2015, 3:00-4:15 p.m.,
President's Conference Room, JJ Daniel Hall, Building 1, Room 2800
Please RSVP to codi@unf.edu, or contact Dedra Harris in the President’s Office at 620-2500

Florida Faculty Development Fall 2015 Conference

The Florida Faculty Development Consortium (FFDC) is celebrating its 10th year of supporting faculty at Florida colleges and universities.

The Fall 2015 meeting will be held on Thursday, November 12th at the University of North Florida; the topic is 

Reflect on the past, look into the future. 

Registration is open to anyone interested in faculty professional development in higher education. There is no cost for attending. 

If you plan on attending, please register at https://saintleo.co1.qualtrics.com/SE/?SID=SV_6rgEr4e5CKjFOip.

For travel information and to see the preliminary meeting agenda, please go to the FFDC website at https://sites.google.com/site/ffdcflorida/conferences.

UNF-UFF Faculty Social

The University of North Florida Chapter of the United Faculty of Florida (UNF-UFF) will host a Faculty Social for new and returning UNF faculty on
Thursday, Aug 20th, from 4:00-6:00 p.m.
at the UNF Boathouse.

All faculty, administrators, and staff are invited.

Free appetizers and drink tickets are available.
 Please RSVP to Caroline Guardino

Frankly Friday: The Soul of Higher Education

The Soul of Higher Education
Friday, April 10th, 2015, 9:30-10:30 a.m.
Faculty Lounge, Building 16, Room 4201
RSVP to ofe@unf.edu

In 2011, the Governor Rick Scott called on institutions of Higher Education in Florida to focus on producing more graduates in the STEM fields (Science, Technology, Engineering, and Math) and said that the State probably did not need more Anthropology majors. The stated goal of this reform was to produce students who have degrees where jobs are available. The increased emphasis on the college degree serving to provide job opportunities for graduates is a national trend. A recent article in the Chronicle of Higher Education, Dan Berret reviews evidence that college students increasingly view the college degree as an avenue to financial success and consider less and less that a college degree serves to develop a meaningful philosophy of life. As the Florida Board of Governors focuses more on performance metrics to determine State funding, the university system has increased its focus on producing graduates with jobs. These trends challenge traditional notions of universities providing a broad liberal education for students. Come and discuss the implications of these trends and how they might affect UNF. The Office of Faculty Enhancement will provide coffee and breakfast items.
Friday, April 10th, 2015, 9:30-10:30 a.m.
Faculty Lounge, Building 16, Room 4201
RSVP to ofe@unf.edu

Call for Proposals - Transforming STEM Education Conference

STEM Education has experienced a resurgence of interest, especially in the State of Florida, as Governor Rick Scott has made jobs in STEM fields a priority.  The Association of American Colleges and Universities (AAC&U) and Project Kaleidoscope (PKAL) have been leading STEM education reform for over 10 years. AAC&U has issues a call for applications to an upcoming conference on transforming STEM education. See the details below.

Crossing Boundaries—Transforming STEM Education

A Network for Academic Renewal Conference
Conference Date: November 12-14, 2015
Location: Seattle, Washington


Proposals Due March 18, 2015

The Association of American Colleges and Universities and ProjectKaleidoscope are pleased to announce their Call for Proposals for the 2015 AAC&U conference Crossing Boundaries—Transforming STEM Education.  Proposals are invited and encouraged to showcase evidence-based practices that reflect any of the themes below, and that can be adapted readily to a wide range of institution types, including community colleges and minority-serving institutions.  
We look forward to your proposals in the context of the four themes listed below.

Theme I:  Integrative Undergraduate STEM Teaching and Learning
This theme invites proposals for sessions that describe cross-disciplinary, innovative approaches for enhancing undergraduate STEM learning.  Proposals should represent research and/or practices from any disciplines that focus on achieving core STEM learning outcomes and/or development of research skills.

Theme II:  Inclusive Excellence/Broadening Participation in STEM Higher Education
This theme invites proposals for sessions that highlight theory driven models and innovations directed toward the recruitment, retention, and persistence of students from historically underrepresented groups in the STEM disciplines.  A focus on the career advancement of underrepresented STEM faculty is also appropriate.

Theme III: Supporting, Rewarding, and Building Capacity of STEM Faculty
This theme will focus on specific faculty development initiatives that are easily transferable to a diverse group of faculty and/or diverse institutions of higher education. Proposals that emphasize innovative reward systems for STEM faculty are encouraged, including rewards for work in online, hybrid, or blended venues.

Theme IV: Institutional Transformation for Undergraduate STEM Education Reform
This theme invites proposals for sessions related to campus-wide institutional change efforts designed to achieve undergraduate STEM education transformation for both faculty and students.  Proposals addressing how college is training K-12 STEM teachers to prepare students for college STEM courses and curricula are encouraged.

Visit the Call for Proposals to find out how to submit a proposal to share your work at this conference.

For more information, please call 202.387.3760, or write to Siah Annand at network@aacu.org.

Frankly Friday - Class Size in an Age of Accountability

What will happen to class size in an age of accountability and focus on performance metrics?
Friday, February 13th, 2015, 9:30-10:30 a.m.
Faculty Lounge, Building 16, Room 4201
RSVP to ofe@unf.edu

The Florida Board of Governors has set performance metrics by which funding will be determined for schools in the state university system. These metrics encourage universities to provide a college degree with lower expenditure per student and higher graduation rates. Campuses across Florida (and across the united states) are adjusting to new funding models that focus measures of success on financial bottom lines. These pressures are bound to affect what happens in the classroom. The University of North Florida has as part of its brand the notion that students can expect smaller classes, compared to other alternatives. The average class size for UNF is 32. Come and discuss the implications for faculty, teaching, and learning in the context of tightening budgets. The Office of Faculty Enhancement will provide coffee and breakfast items.

Promotion and Tenure Panel

The Office of Faculty Enhancement invites faculty to the annual Promotion and Tenure Panel discussion.

Promotion and Tenure Panel
Wednesday, April 8th, 2015, 3:00 - 4:30 p.m.
Talon Room, Building 16, Room 4203
RSVP to ofe@unf.edu
Please join faculty from across the campus for the annual Promotion and Tenure Panel discussion. Dr. Earle Traynham, Provost and Vice President for Academic Affairs, along with representatives of the University Promotion and Tenure Committee and faculty from across the campus will discuss the criteria for the awarding of promotion and tenure and will address the many factors that are involved in successfully navigating the tenure and promotion process. Assistant, Associate, and new faculty members are especially encouraged to attend. A reception will be held following the event in the Faculty Lounge.
RSVP to ofe@unf.edu

Frankly Friday Discussion - Metrics Mania in Florida

Friday, October 10th, 2014

9:30 a.m. - 10:30 a.m.

Faculty Lounge, Building 16, Room 4201
RSVP ofe@unf.edu

In January 2014, the Florida Board of Governors, a ruling body over the Florida State University System, established a set of performance metrics upon which all colleges and universities will receive future funding. A summary of these metrics can be seen at this website, http://www.flbog.edu/about/budget/performance_funding.php 

The move to performance metrics was a dramatic shift from previous state funding models, which primarily used student enrollment as the basis of funding. Since that time, universities around Florida, including UNF have been investigating ways to meet these new standards. Several universities are making changes to policies and reporting practices to meet the demands of this new funding system. Many of the metrics relate to student performance and success, which will impact what faculty do in the classroom and beyond in the coming years. Come  and discuss how these changes will impact faculty at UNF and statewide. OFE will provide the coffee and pastries. 

Friday, October 10th, 2014

9:30 a.m. - 10:30 a.m.

Faculty Lounge, Building 16, Room 4201
RSVP ofe@unf.edu

Faculty Development Teaching Grants Panel

Faculty Development Teaching Grant Panel

Thursday, October 2, 2014, 3:30-4:30 p.m.
Student Union, Building 58W, Room 3805

RSVP to ofe@unf.edu

Applications for Summer 2015 funding for Faculty Development Teaching Grants are due on October 17, 2014.  To assist faculty in preparing grant applications, the Faculty Enhancement Committee and the Office of Faculty Enhancement will host a Teaching Grant Panel to answer questions regarding the review process and evaluation criteria for the program. Faculty interested in submitting a Faculty Development Teaching Grant are encouraged to attend. For more information on faculty development grants , visit the website below.

http://www.unf.edu/acadaffairs/development_grants/Faculty_Summer_Development_Grants_Program.aspx
Faculty Development Teaching Grant Panel

Thursday, October 2, 2014, 3:30-4:30 p.m.

Student Union, Building 58W, Room 3805

 RSVP to ofe@unf.edu

Report on Recognizing Community-Engaged Scholarship

Image: Loyola.edu

One of the sticky problems with advancing community-based learning at institutions of higher education is that faculty have difficulty finding reward structures that support their important community-based work. Many faculty have mentioned the need for change in the reward structures, but university-wide systems have been resistant to such change. The New England Resource Center for Higher Education (NERCHE) has recently released a report that addresses these issues in the University of Massachusetts system and provides some guidance for universities who are interested in changing the reward structures on their campuses.

One of the guiding statements from the report is that the, "... policies and cultures that
shape faculty behavior for career advancement have not kept pace with changes in
knowledge production and dissemination."   Please see the note below from the authors of the report. The hyperlink below provides access to the full report.

"It is our pleasure to send you the report The Challenges of Rewarding New Forms of Scholarship: Creating academic cultures that support community-engaged scholarship (http://www.nerche.org/images/stories/working_papers/Challenges_of_Rewarding_New_Forms_of_Scholarship_FINAL.pdf),

which is the result of a meeting of that took place on May 15, 2014 involving over 30 faculty and staff from all five campuses of the University of Massachusetts system. The seminar was funded with a grant from Bringing Theory to Practice and was hosted by the New England Resource Center for Higher Education (NERCHE) and Boston URBAN (Urban Research-Based Action Network).

"The purpose of the seminar was to examine a wide range of faculty rewards (including promotion criteria, awards, faculty development support, and policies at various levels) that provide incentives and rewards for faculty to undertake community-engaged scholarship. Community-engaged scholarship focuses academic knowledge to address real-world issues through mutually beneficial, reciprocal collaboration with peers outside the university who have locally grounded knowledge and experience.

"The report provides a set of findings and concrete recommendations for both the system office and the individual campuses for measures that can be implemented to advance community-engaged scholarship.

"Please do not hesitate to contact us if you have any questions.  It is our hope that the report can serve as a tool for catalyzing a deeper conversation on campus about supporting and advancing community engaged scholarship. 

Sincerely,

John Wooding and John Saltmarsh

John Wooding

Professor

Department of Political Science

University of Massachusetts, Lowell

John Saltmarsh

Director

NERCHE

University of Massachusetts, Boston"