The Carnegie Elective Classification for Community Engagement 2010 by cuiliqing


									The Carnegie Elective Classification for Community Engagement
2010 Documentation Reporting Form
This documentation framework is intended to gather information on your
institution's commitments and activities regarding community engagement.
Use of data: The information you provide will be used to determine your
institution's community engagement classification. Only those institutions
approved for classification will be identified. At the end of the survey, you will
have an opportunity to authorize or prohibit the use of this information for other
research purposes.
Please provide your contact information (for Carnegie Foundation use only):
Name: Dr. Donna A. Gessell
Title: Executive Director of Regional Engagement
Telephone: (706) 864-1528
City: Dahlonega
State: Georgia
Institution: North Georgia College & State University
Institution President/Chancellor: Dr. David Potter
President/Chancellor’s Mailing Address: President’s Office, North Georgia
College & State University, 82 College Circle, Dahlonega GA 30597

I. Foundational Indicators
A. Institutional Identity and Culture
Required Documentation (Complete all 5 of the following)
1. Does the institution indicate that community engagement is a priority in its
mission statement (or vision)?
Quote the mission (vision): (705/710)
North Georgia College & State University develops and educates leaders through
strong liberal arts, pre-professional, professional, and graduate
programs....NGCSU provides an environment of academic excellence that
develops leaders who respect all people, maintain high ethical standards,
continue intellectual and personal growth, and serve the community, the state,
the nation, and the world.
Vision: NGCSU provides education for life and leadership in a global community.
It implements its vision...[through] teaching and learning innovation; educating
engaged citizens; contributing to regional development; and creating an
organizational culture that is a living reflection of our mission and values.
2. Does the institution formally recognize community engagement through
campus-wide awards and celebrations?
Describe with examples: [2097/2100)
Campus-wide awards and celebrations occur annually to recognize a variety of
forms of community engagement. Student Affairs celebrates community
engagement each fall with a Service and Volunteer Expo: in 2009 students met
with representatives of 20 community organizations. Faculty Affairs hosts a
Faculty Awards Ceremony, which includes the Center of Teaching and Learning
Excellence (CTLE) presenting two community engagement peer-nominated and
reviewed awards: Best Practices in Service-Learning and Scholarship of
Engagement. Service-learning practitioners from throughout the previous
academic year are recognized, with first-time adopters having already been
awarded certificates and gift cards. CTLE also showcases service-learning
projects at its annual Retreat: in Fall 2009, 11 practitioners presented their
projects. Staff Council recognizes community engagement during its annual
White Christmas breakfast and its Chili Cookoff, both of which fundraise for
community non-profit organizations. Also, the two Greek Life councils annually
recognize a sorority and a fraternity organization performing the most
volunteerism in the community. Students’ community engagement is also
celebrated in the annual Honors Day academic conference, which features
presentations and poster sessions by discipline discussing various projects and
their products. The Paul M. Hutcherson Outstanding Student Award selection
criteria includes accomplishments in community life, exemplifying the highest
ideals of citizenship. In its magazine, the university’s Points of Pride recognizes
campuswide achievements, including community engagement. Through its
Georgia Appalachian Studies Center partnership, volunteers, donors, and friends
of the Center are celebrated at its Dinner on the Grounds event. North Georgia
celebrates its local community government and K-12 partners with its annual
community Existing Leaders breakfast. In August 2010, the North Georgia
Foundation hosted “Celebrate North Georgia,” a dinner to recognize volunteer
leadership among faculty, staff, alumni, and others in the region.

3. a. Does the institution have mechanisms for systematic assessment of
community perceptions of the institution’s engagement with community?
Describe the mechanisms: (2956/2960)
North Georgia is well connected with its community through a variety of
relationships, all of which provide valuable feedback, some more formally than
others. Consultants interviewing students, faculty, staff, alumni, and community
members determined that feelings ran so strongly connecting the importance of
community ties with the university's identity that community engagement was
one of the three recommendations for positioning our institution in its 2006
Institutional Identity Report. The recommendation for “consciously claiming a
‘high community intimacy/community-country focus’” was made after extensive
surveys of the community, both internal and external, including individual
interviews and focus groups, including local and regional community members.
Before embarking on our Quality Enhancement Plan, the committee surveyed
community perceptions to determine its focus. The 2008-2013 Strategic Plan
implemented this recommendation to claim community, defining it to include the
region/state, nation, and the world, as stated in the university’s mission
statement. These relationships continue to be formalized and perceptions
monitored. For instance, the Mike Cottrell School of Business, through its Center
for the Future of North Georgia, has formed the Mike Cottrell School of Business
Advisory Council to identify economic development needs throughout the region.
Before building a parking deck and other public partnership projects, the
university through its NGCSU Real Estate Foundation Board conducted extensive
research to ascertain Dahlonega's perceptions of its relationships, both physical
and emotional, with the campus. Other campus groups that help to assess
community perceptions of campus engagement include the NGCSU Foundation
Board of Trustees, NGCSU Alumni Council, Corps Advisory Council, School of
Science & Health Professions Advisory Board, Information Technology Advisory
Board, Georgia Appalachian Studies Center Advisory Board, Athletic Hall of Fame
Advisory Board, Department of Visual Arts Council, and Planned Giving Advisory
Council. Additionally, the institution also monitors reports of community
organizations through its memberships and participation; for instance, the
Dahlonega Downtown Development Authority annually awards community
engagement, and in 2010 North Georgia was recognized for Investments in Major
Maintenance Projects for updating the infrastructure of a building in the historic
section. In the past year Forsyth County residents and Forsyth County High
School juniors were surveyed to determine their perceptions of the university’s
involvement and potential involvement in the community. To systematize these
mechanisms for assessment of community perceptions more and to optimize
engagement activities, the upper administration was recently restructured to
create a Vice President for Executive Affairs to include the existing Offices of
Regional Engagement and Global Engagement.

b. Does the institution aggregate and use the assessment data?
Describe how the data is used: (2083/2100)
The institution uses the assessment data in planning, from the level of the
Strategic Plan to partnerships, academic programs and to individual events. In
addition to those named above, the Quality Enhancement Plan committee found
that the community values graduates who have mastered information literacy
skills, which determined our institutional academic focus. Two years of
investigation by a university-led community group helped initiate the
Appalachian Nurse Practitioners’ Clinic on campus in 2007 and its sister non-
profit Free Clinic, started by the Community Helping Place in 2008. Similarly, a
community process precipitated the founding of the Georgia Appalachian Studies
Center (GASC), following a yearlong exploration of surveys, community focus
groups, and interviews to determine its mission and areas of focus; it continues
to survey its partners and constituents, refining its mission and programs. The
Mike Cottrell School of Business Center for the Future of North Georgia is
planning business incubators and accelerators for the region. The Professional
Education Committee, which includes K-12 educators from area schools, guides
the School of Education, and their input has brought about changes in academic
programs at every level to respond to educational needs. The Office of Career
Services uses assessment data to improve the quality of the internship
experiences, to market internship as a career-building experience to other
students, and to recruit new internship sites in the region. The university is
currently expanding its capacity to collect, aggregate, and use assessment data
from the community to enhance its community engagement. Led by the Vice
President for Executive Affairs, the process for shaping strategic planning
includes a series of focus group meetings with community leaders at all levels to
ensure that the planning includes “a range of activities where the university
interacts with, connects, and collaborates, or ‘engages’ with the larger
community (local, regional/state, national, global) to achieve wider benefits for

4. Is community engagement emphasized in the marketing materials (website,
brochures, etc.) of the institution?
Describe the materials: (2097/2100)
Engagement is a strong theme in the university’s identity and strategic plan.
Banners across campus proclaim "Education for life and leadership in a Global
Community." Both the offices of Admissions and Cadet Recruiting feature
YouTube videos stressing engagement. The Admissions viewbook features the
university's values, including service to community, and the Corps of Cadets
viewbook stresses “We’re looking for Scholar-Athlete-Leaders to be North
Georgia Cadets” and insists “You must be willing to lead others . . . evidenced by
your participation in student leadership, school organizations, or community
activities.” The Regional Engagement website features engagement resources,
including public services/continuing education and sponsored programs. Pages
for student organizations, community boards, and partnerships feature
engagement. The Office of Career Services promotes internships with a separate
link specifically for regional employers to request interns; its postcards and
flyers promote the internship program as mutually beneficial. Greek Life and
Community Outreach, Regional Engagement, and Career Services jointly present
a slideshow promoting volunteerism, service-learning, and internships to non-
profit groups. The Honors Program touts its K-12 tutoring program. Individual
academic departments market their programs as engaged with the community:
the graduate programs in nursing, physical therapy, and community counseling
are designed especially for rural practitioners, and business, political science,
criminal justice, art marketing, exercise science, international affairs, and public
administration programs stress internships. On its homepage, the Department of
Physical Therapy links to its three partnerships. North Georgia Leader, the
university magazine, features articles on engagement, as does The Saint, the
student online newspaper. The 2009 President’s Report provides engagement as
rationale for giving: “For generations, we have been developing professional,
civic and military leaders who skillfully serve their communities and country
with pride.”

5. Does the executive leadership of the institution (President, Provost,
Chancellor, Trustees, etc.) explicitly promote community engagement as a
Describe examples such as annual address, published editorial, campus
publications, etc. (2027/2100)
In the 2010 North Georgia Leader, President Potter states, “The 2009-2010
academic year marked the second year of implementation of our university’s
Strategic Plan. Our work is being guided by four strategic themes based on our
leadership mission, derived from our mission designation by the Board of
Regents as a ‘leadership university.’...We plan to develop and extend our
emphases on experience-based learning through increased internships, service
learning, undergraduate research conducted by student-faculty teams, and
building career-related connections between students and North Georgia
alumni....Through all of these efforts, we will strive to improve our organizational
capacity for service and professionalism.” The same publication includes a story
on the restructuring of the upper administration to create the Office of Executive
Affairs “to enhance the university’s programs focused on regional and global
engagement.” The president commented, “The reorganization will provide the
university’s regional and global engagements a visible and centralized
organizational focus under vice presidential leadership.” Recently, academic
engagement plans have been developed: the internationalization plan has been
published, and the undergraduate research and community engagement plans
will be published in Spring 2011. Academic Affairs has also announced, in a
variety of venues including New Faculty Orientation program, Faculty Senate,
and Celebrate North Georgia, its focus on three key institutional initiatives:
internationalization, undergraduate research, and service-learning. As part of
that focus, Academic Affairs will engage in strategic panning in Spring 2011 and
has created a new collaborative partnership with Regional Engagement,
supporting external activities, and with the Center of Teaching and Learning to
create and fund Faculty Fellows, supporting internal activities. The Faculty
Fellow for Service Learning will work internally to promote service learning, in
tandem with Regional Engagement.

B. Institutional Commitment
Required Documentation (Complete all 6 of the following)
1. Does the institution have a campus-wide coordinating infrastructure (center,
office, etc.) to support and advance community engagement?
Describe with purposes, staffing: (2956/2960)
Created in July 2007, the Office of Regional Engagement supports and advances
community engagement. The Executive Director serves in an administrative
position with teaching responsibilities of one course each semester. The position
reported to the Vice President for Academic Affairs until July 2010, when
restructuring created the Office of the Vice President for Executive Affairs, who is
responsible for Regional and Global Engagement. The Office of Regional
Engagement coordinates the infrastructure for academic community
engagement, including promoting to faculty and community members the
pedagogies related to experiential learning in the community; developing
community relationships and assessing outreach, partnerships, service-learning;
scholarship of engagement; and promoting the scholarship of engagement.
Activities include conducting faculty workshops, presenting at department
meetings, and working with individual faculty to develop community
engagement academic projects. To promote engagement across the campus, the
Executive Director serves on campus wide committees, including Academic
Activities, General Education, Graduate Council, and the Professional Education
Committee. The office liaises with campus partners; those in Academic Affairs
include directors of the Center for Undergraduate Research and Creative Activity,
Center for the Future of North Georgia, Library Services, Center of Teaching and
Learning Excellence, and Leadership Minor. Membership on partnership projects
includes the Georgia Appalachian Studies Center Board and the Georgia
Appalachian Center for Higher Education CORE team. Partnerships in Student
Affairs include those with Residence Life, Career Services, Commuter Student
Services and Student Organizations, and Greek Life and Community Outreach.
The Executive Director is Faculty Secretary for Omicron Delta Kappa, an
interdisciplinary honors society, and community advisor for Alpha Phi Omega, a
service fraternity. Additionally, the Director of Public Service/Continuing
Education and the Director of Sponsored Programs report to the Executive
Director of Regional Engagement to collaborate on engagement efforts in the
region and to identify opportunities for projects and funding. They, along with
the Executive Director, develop partners within the region and participate as
board and committee members in a wide variety of regional community, civic,
and government organizations, including economic development boards at the
Chamber of Commerce and the County, educational partners committees for
regional chambers, the Career, Technology, and Agriculture Education Advisory
Committee at the county high school, leadership development programs in two
counties, Rotary, literacy board, and recreational trails development committees.
Office of Regional Engagement staffing includes a graduate intern from the
Masters of Public Administration program and two undergraduate work-study

2. a. Are there internal budgetary allocations dedicated to supporting
institutional engagement with community?
Describe (percentage or dollar amount), source, whether it is permanent, and
how it is used, etc. (1202/360)
North Georgia spent over $864,300 in programs and initiatives in Regional
Engagement dedicated to engagement in AY 2010. Public initiatives in other
units (including staffing and outreach programs) cost at least $1,576,600 more.
Of the estimated total of $2,440,900, $1,741,400 is temporary. The total spent on
engagement in this tough budget year was over 3.4% of North Georgia's $71
million operating budget. In addition to the Office of Regional Engagement,
Public Services, and a portion of the Office of Sponsored Programs, the amount
includes community outreach programs through Student Affairs, Academic
Affairs, and Institutional Advancement, including portions of our partnership
programs, public programs of the Corps of Cadets, performing arts, visual arts,
lecture series, and other community events sponsorships. This amount is only an
imprecise estimate of the budget dedicated to community engagement; it is
impossible to capture all of the campus resources used in the various individual
efforts of faculty and staff who engage in service-learning, volunteerism, or
partnerships in the community. Nor does the amount include in-kind
contributions of facilities, volunteer services, etc.

b. Is there external funding dedicated to supporting institutional engagement
with community?
Describe specific funding: (1403/1410)
Institutional engagement has proven a strong focus for external funding appeals.
The Mike Cottrell School of Business established its Center for the Future of
North Georgia in 2008 with a $10m endowment to facilitate sustainable
economic development in north Georgia, annually funding 15 student interns in
economic development authorities throughout the region. Federal Work Study
funds placements in community service, with 13% of its budget last
year. Applications for grants related to community engagement activities have
increased, particularly in the areas of partnerships, amounting to $792,500 in AY
2010 and including the Appalachian Nurse Practitioner Clinic, the Appalachian
Teaching Project, Art Exhibitions and Events, Environmental Leadership Center,
Georgia Appalachian Center for Higher Education, and Georgia Appalachian
Studies Center. This amount excludes the North Georgia Network, with its $33.5
million funding from federal stimulus funds and $2.5 million from GeorgiaOne
funding. Other grants applied for include a Math-Science initiative in K-12
schools in Hall and Forsyth counties. Other sources of funding include $28,500 in
individual contributions for the work of the Environmental Leadership Center
and $5,000 in contributions from local businesses for the Lumpkin County High
School Army Junior ROTC Program and Lumpkin County Middle School
Leadership Initiative Program.

c. Is there fundraising directed to community engagement?
Describe fundraising activities: (1399/1410)
In addition to those mentioned above, our capital campaign, Living Our Values:
The Campaign for North Georgia, launched last fall, all specifically makes an
appeal for Community Building, "to take a leading role in regional development
through partnerships for sustainable economic and community development,
while partnering with community leaders to enhance the quality of life and
provide educational, citizenship and career opportunities for students." The
casebook designates two funds specifically for community building: service
learning partnerships and regional development programs. The $1 million
endowment for service learning partnerships will fund "mutually-beneficial
relationships that successfully bolster the community and teach students
effective academic and life lessons. The regional development programs' $10
million endowment, already realized, will create "new opportunities to partner
with and support community leaders who are working to strengthen the region's
economy in ways that will also preserve the special nature of the area and
provide training and applied research related to key issues facing the region."
Other components tying into community engagement include undergraduate
research, global learning, visiting scholars, and outreach technology. Individual
university advisory councils also identify fundraising opportunities focusing on
community engagement.

3. a. Does the institution maintain systematic campus-wide tracking or
documentation mechanisms to record and/or track engagement with the
Describe: (2599/2960)
Systematic campus-wide tracking and documentation mechanisms are in place
and others are in the process of being implemented. The Faculty Annual
Activities Report form requires faculty to report community engagement
activities as teaching, service, or scholarship, depending on its emphasis (e.g. a
published peer-reviewed article would count as scholarship; service on a local
non-profit organization's board as service, if it is related to the professional
field). The annual Staff Employee Evaluation requires managers and their direct
reports to record and review community service. The Office of Regional
Engagement each semester collects information on service-learning. The Office of
Greek Life and Community Outreach collects information from Greek
organizations on their service projects and volunteer hours, as does the Office of
Commuter Student Services and Student Organizations. The Office of Career
Services tracks internships. Staff Council keeps track of its volunteer hours. The
Office of Public Service/Continuing Education tracks engagement with the
community, including the public use of campus facilities, for instructional,
recreational, meeting, and residential purposes. The Office of Institutional
Effectiveness has administered the NSSE to first-year students and seniors
in 2002, 2005, and 2008 and the FSSE in 2005 and 2008, each of which provide
data on engagement both in and out of the classroom, and the office has begun a
key performance indicator project, which includes items related to community
engagement, to measure how well the university is meeting its 2008-13 Strategic
Plan. The Vice President for Institutional Advancement's office also has begun to
track engagement with the community to promote North Georgia's engagement
as a fundraising focus. The university's Public Private Venture program uses
needs based assessment in the community to determine future building projects.
The Mike Cottrell School of Business tracks its community engagement as part of
its Center for the Future of North Georgia; the School of Education tracks its
community engagement through NCATE-related assessment measures; the
School of Arts and Letters tracks community engagement on a department-by-
department basis, as does the School of Science and Health Professions.
Departments use employer surveys, advisory council meetings, and needs based
assessments to determine the future directions for curriculum. The Leadership
Council, made up of senior administrators, formally tracks community
engagement with an annual review of an overview of all of the data collected.

b. If yes, does the institution use the data from those mechanisms?
Describe: (1562/2100)
The data are used in a variety of ways ranging from continuous improvement
planning at the departmental level to assessment of meeting our strategic plan
goals. Tenure and promotion criteria as well as annual evaluation processes
value community engagement in determining roles and rewards for employees.
The data provides the basis for awards and celebrations, and it is used widely for
public relations purposes, including print and media marketing, for recruitment
of students and faculty and for fundraising. The institution uses a variety of data
to plan its engagement within the region to provide mutual benefit in the areas of
economic development, education with K-12 partners, health care, and
social/cultural programs. The data provides information for the university's
Public Private Venture (PPV) program, which has resulted in $150m in campus
improvements including a parking deck/recreation center and the Tennis
Complex at Yahoola Creek Park that are shared with the community and were
funded through placements with the City of Dahlonega and the Downtown
Development Authority. In Forsyth County, a PPV program renovated the third
floor of the Cumming City Hall building to supply classroom space that the Mike
Cottrell School of Business leases to house its MBA program. Because of data
identifying common needs, the university is building a new Dining Hall and
planning to build a Regional Reserve Training Facility in partnership with the
Georgia Army National Guard and a Convocation Center, all of which will be
available for community use.

c. Are there systematic campus-wide assessment mechanisms to measure the
impact of institutional engagement?

d. If yes, indicate the focus of those mechanisms:
Impact on students
Describe one key finding: (1408/1410)
NSSE results from 2002 to 2008 report higher student engagement with the
community. Significant applicable findings include the following: student
participation in a community-based project as part of a regular course has
significantly increased 9.2% for freshman and 17.2% for seniors; students who
have done or plan to do a practicum, internship, field experience, co-op
experience, or clinical experience has significantly increased 15.9% for seniors;
students who have done or are planning to do community service or volunteer
work has increased 21.1% for seniors. In addition to higher levels of community
engagement, feedback collected by the Office of Career Services indicates that
students are connecting real life experience with classroom learning to better
understand the value of their education and take ownership of materials upon
returning to the classroom. Understanding the needs of the community they
serve, students better understand those of their own communities. And, the
community better understands students, evidenced by an internship employer:
"It's refreshing to work with a young man who has so much drive. We feel that he
has learned a lot and his work, I believe, has been mutually beneficial. We are
very interested in continuing the intern program and would like to extend our
company as a resource for your students to gain practical experience in the
business environment."

Impact on faculty
Describe one key finding: (1337/1410)
Applicable significant findings from the FSSE, administered in 2005 and
2008, include the following: student participation in a community-based project
as part of the faculty member’s course has significantly increased for upper
division students, and the idea of upper division students doing a practicum,
internship, field experience, co-op or clinical assignment as being very important
or important has significantly increased 15% for seniors. Faculty have embraced
different ways of thinking about teaching and learning, wedding the abstract to
practice, which is manifested in most programs adopting requirements for
engagement in capstone experiences, including internships, field experiences,
and clinical practice. Service-learning has greatly increased: when first surveyed
in Spring 2008, only 9% of the faculty had ever engaged in service-learning; in
Spring 2009 the total had risen to 27%. Tenure and promotion processes have
expanded to recognize the value of community engagement, and the Office of
Academic Affairs is placing more emphasis on high-impact best practices,
including those related to engagement, especially internationalization,
undergraduate research, and service-learning by creating faculty fellowships
to to recognize faculty engagement and support the depth and breadth of that

Impact on community
Describe one key finding: (1408/1410)
The regional community embraces increased community engagement,
particularly in areas of identified need: education, economic development,
health, and social/cultural opportunities. For instance, in Hall County, the World
Language Academy, a public charter elementary school that hosts both a dual-
immersion school and a world language academy, boasts of its teacher-
development center partnership with North Georgia, the first in our region and
mutually beneficial, fitting both institutions' missions. Providing increased
economic development opportunities through increased internet access for the
North Georgia region, the North Georgia Network partnership provides a
national model for campus engagement to provide an anchor for a large multi-
county infrastructure project to transform the communities involved. Since its
inception, the Appalachian Nurse Practitioner Clinic has increased from two
days/week serving 45 patients/month to 44 hours/week, including evening and
off-site clinics, serving over 300 people, with over 250 labs performed per
month. Social/cultural opportunities for engagement have included a
partnership with the Appalachian Regional Commission, which held last year's
meeting on the campus. Our largest benefactor, whose gift endowed the Center
for the Future of North Georgia states "What this university does every day is
connected to the quality of life in this community."

Impact on institution
Describe one key finding: (1396/1410)
At all levels, the institution is moving forward to fulfill our mission of improved,
positive relationships with our community. Assessing the impact of engagement
on the community makes possible mutually beneficial projects so that we
become partners in progress. Assessment revealed that the university presented
its "back side" to the town, so the master plan now features structures that face
both ways and welcome people into a "communiversity," including a recreation
center/parking deck, bookstore, dining hall/banquet facility, performing arts
center, and art museum. Other projects provide infrastructure for both entities,
including tennis courts as part of the county park complex, baseball and softball
stadiums, and the library-technology center. Future projects with use for both
the university and the community include a convocation center and regional
Reserve training facility. Likewise, internal partnerships have grown around
engagement to benefit multiple partners both external and internal. For instance,
the Office of Regional Engagement works with members of the Office of
Advancement to identify existing and potential engagement projects to publicize
community engagement and to pursue fundraising opportunities among alumni,
grant makers, and other donors within the community. Our community literally
sees concrete evidence of our strengthened community relationships.

e. Does the institution use the data from the assessment mechanisms?
Describe: (2097/2100)
The data are used to improve co-curricular and curricular programs. Student
Affairs has increased its focus on community engagement: the Office
of Commuter Student Services and Student Organizations has expanded its
Service and Volunteer Expo and its assessment of student group engagement, as
has the Office of Greek Life and Community Outreach, which has expanded its
work with Residence Advisors and their programming through the Office of
Student Life. From assessment feedback, the Office of Greek Life and Community
Outreach changed its name last spring after discovering that its previous name,
Community Service, carried punitive associations. The Fall Student Convocation
focuses on community engagement, featuring presentations by engaged students
and give-aways of t-shirts with engagement themes. Academic departments each
employ extensive and rigorous assessment systems of student learning, course
review, and instructor and program evaluation. For instance, the School of
Education (SOE) faculty participate in an annual retreat to review assessment
data and develop program and course modifications, such as the development of
master's program in school improvement. Program changes also are precipitated
by faculty involvement in field activities of students, particularly in settings
where students have extensive and innovative field placements in teaching roles
for extended periods, far beyond the state requirements for regular practice
teaching. For example, several senior Early Childhood/Special Education majors
are in yearlong placements at the World Language Academy (WLA) in Hall
County, a placement emerging from an initial partnership with WLA in which
SOE faculty members taught education classes on site and served as site-based
supervisors. Reviewing assessment with the WLA faculty and staff, it was
determined that our students and faculty, as well as the students and faculty of
WLA, would have a much more productive and rewarding experience if our
students were placed at the school all day for the entire year, realizing a 50%
increase in practice teaching.
4. Is community engagement defined and planned for in the strategic plans of the
Describe and quote: (2471/1410)
The 2008-2013 Strategic Plan is organized around four strategic themes, two of
which directly address community engagement. “Leadership in educating
engaged citizens” includes Strategic Direction 2.1 “Sustain and enhance Corps of
Cadets as a signature leadership and service program” with the action to
“Enhance transferability of the Corps experience to citizenship” and Strategic
Direction 2.2 “Promote community engagement and development” calls to
“Expand service-learning and experiential learning opportunities, international
experiences, and leadership programs; Build knowledge base for civic
engagement and information literacy; Develop structures and strategies for
faculty, staff, and community involvement in support of student engagement;
Support student organizations that foster engaged citizenship; and Connect
North Georgia’s Student Learning Outcomes to citizenship issues.” The third
strategic theme also directly addresses engagement: Leadership in Regional
Development. Strategic directions include “3.1 Enhance university activities,
programs and services to advance regional engagement and development” with
strategic actions “Enrich the quality of regional cultural and social life; Expand
university-based research and development in support of regional enterprises;
and Establish programs and partnerships in support of economic development”;
and 3.2 “Establish public-private and public-public educational partnerships that
benefit both the university and the region” with strategic actions “Strengthen
engagement between the university and regional K-12 partners; Collaborate with
other higher education organizations to provide a regional structure for post-
secondary/post-graduate education; Increase continuing education offerings and
service outreach programs for local residents.” Other parts of the Strategic Plan
also address community engagement, including sections under the first strategic
theme “Leadership in Innovative Teaching and Learning,” to “Increase student
opportunities for multiple and varied learning experiences,” by “Extend[ing]
learning focus from classroom to other venues (library, community, residence
hall, distance education, internship)” and “Establish[ing] co-curricular and
residential programs that provide life learning experiences.” Another strategic
direction is to “Institutionalize undergraduate research” which includes “Build
collaborative participation across disciplines and with external partners.”

5. Does the institution provide professional development support for faculty
and/or staff who engage with community?
Describe: (2070/2100)
In 2008, the university sent the Executive Director for Regional Engagement to
the Engagement Academy, hosted by Virginia Tech’s Center for Organizational
and Technological Advancement. For three of the past four years, representatives
from the university have attended the Gulf-South Summit on Service-Learning
and Civic Engagement through Higher Education. Likewise, we have participated
in regional Campus Compact conferences, making presentations and working to
establish a Georgia chapter. Faculty in the Department of Political Science and
Criminal Justice regularly attend American Democracy Project conferences. And,
university representatives participated in the AAC&U "Greater Expectations"
Institute in 2006 to focus on educating our students to become better citizens
and to engage them in the community through first-year experience. Annually,
faculty and staff members participate in Leadership Lumpkin and Leadership
Forsyth, affiliated with chambers of commerce to promote the development of
local community leadership skills. Likewise, two faculty and staff members
participated in the Georgia Academy for Economic Development, a program that
educates civic leaders about regional issues related to economic development
while fostering professional relationships among participants. The university
hosted the Appalachian Studies Association’s international conference, “Engaging
Communities,” and over one hundred university faculty and staff members
attended. The Center for Teaching & Learning Excellence provides on-campus
professional development connected to engagement, including seminars on
developing service-learning courses, using the VALUE rubric for Community
Civic engagement, and pursuing the scholarship of engagement. Public
Services/Continuing Education staff attend the annual Learning Resource
Network (LERN) conference for providers of lifelong learning programs. Also,
they provide professional development seminars for faculty and staff, to upgrade
skills for more effective engagement.

6. Does the community have a “voice” or role for input into institutional or
departmental planning for community engagement?
Describe: (1955/2100)
The process for developing the 2008-2013 Strategic Plan included opportunities
for community feedback, including its community engagement strategic actions.
Similarly, the development of the university’s master plan focused on community
perceptions of the institution’s engagement with the community, and the plan
reflects the university’s commitment to enhance ties with the community
through public and private partnerships. Regularly, administrators meet with the
University System of Georgia’s Board of Regents and government representatives
at the local, state, and national levels to assess our engagement with our
community. Because of the institution’s designation as the Military College of
Georgia, we regularly seek input from the military community. During the
formulation of our Quality Enhancement Plan, the committee held community
focus groups to determine perceptions of gaps in our curriculum to serve the
community. Annually, an existing leaders breakfast is held to encourage input on
engagement from local community leaders. Across the campus, various boards
and advisory committees, made up of community members, seek input on the
institution’s engagement with the community. Public Service/Continuing
Education analyzes public input to make decisions about course offerings for
professional development and personal enrichment. At the School level, the Mike
Cottrell School of Business Advisory Board and the Professional Education
Committee provide input for community engagement. The North Georgia
Network partnership is a collaboration of representatives from the university,
eleven counties, and various utility companies; public input gathered at the
county and business levels drives its work. At the departmental level, the
Community Arts Advisory Committee provides input to the Departments of
Visual Arts and Performing Arts. These groups meet regularly and are provided
multiple opportunities for input, including surveys.

At this point, applicants are urged to review the responses to Foundation
Indicators I A, 1 through 5 and I B, 1 through 6 on pages 1-17 and determine
whether Community Engagement is "institutionalized." That is, whether all or
most of the Foundational Indicators have been documented with specificity. If so,
applicants are encouraged to continue with the application. If not, applicants are
encouraged to withdraw from the process and apply in the next round in 2015.

Supplemental Documentation (Complete all of the following)
1. Does the institution have search/recruitment policies that encourage the
hiring of faculty with expertise in and commitment to community engagement?
Describe: (1990/2100)
Because of its strategic plan, the institution ensures that each School hires faculty
members who are able to meet requirements of community engagement.
Specifically, applicants are sought who can engage students in “multiple and
varied learning experiences.” Recent hires include faculty in modern languages
who lead summer intensive-language learning institutes, which have community
engagement components involving native speakers in activities that promote
language learning for both students and community members. Other faculty
members are recruited for their experience with undergraduate research and
other creative activities, including a filmmaker who is teaching classes in visual
arts that require students to make films responding to a community needs
assessment. New faculty in biology are institutionalizing undergraduate research
by creating “discipline-specific expectations to include regional development as
appropriate through projects monitoring water quality in rivers and reporting
their students’ research on the effects of methamphetamines to regional civic
groups." Because of the direction to “promote community engagement and
development” faculty are being sought who have had experience with “service-
learning and experiential learning opportunities, international experiences, and
leadership programs”; thus, new faculty members come with the expectation to
engage the community and are reassured by the infrastructure that assists them.
For instance, a business faculty member has a multi-year partnership with
regional non-profit and business leaders to use service-learning to teach
leadership and other skills to improve their business practices. Programs in
business, health professions, and education—which the community has indicated
will enhance regional enterprises and economic development—all hire faculty
with expertise in community engagement because of the nature of their
profession and the emphasis placed on engaged-learning in those programs.

2. a. Do the institutional policies for promotion and tenure reward the
scholarship of community engagement?
Describe: (1963/2100)
Because institutional policies for promotion and tenure are tied to our
institutional mission and our strategic plan, community engagement is rewarded
in all three areas considered: scholarship, service, and/or teaching. The area
depends on how the individual project is represented by the faculty member. In
order to be rewarded in the category of scholarship of community engagement,
the work must meet both the definition of community engagement and
scholarship. Our definition of community engagement is modeled on the
Carnegie definition: the collaboration between the university and our larger
communities (local, region, state, nation, and world) for the mutually beneficial
exchange of knowledge and resources in a context of partnership and reciprocity.
The definition of scholarship is determined by each department based on its
mission, its school’s mission, and the university’s mission. Individual
departments sometimes also must meet professional organization accreditation
criteria; for example, the Department of Physical Therapy's CAPTE accreditation
criteria includes "Each core faculty member has a well-defined, ongoing scholarly
agenda that reflects contributions to:...5) the identification and resolution of
pressing social, civic, and ethical problems through the scholarship of
engagement. In general, the university abides with Ernest Boyer’s commitment
to service articulated in the scholarship of engagement, as well as the other four
types of scholarship—discovery, integration, application, and teaching. Finally, in
order to be rewarded for promotion and tenure, the scholarship of community
engagement must relate to the faculty member’s profession. The policies for
promotion and tenure are discussed with each candidate in workshops offered
by the Vice President for Academic Affairs and the Center of Teaching and
Learning Excellence, made available to those undergoing review for pre-tenure,
promotion, tenure, and post-tenure.

b. If yes, how does the institution classify community-engaged scholarship?
(Service, Scholarship of Application, other)
Explain: (690/710)
To be considered as scholarship, the community-engaged scholarship must meet
individual department’s standards of scholarship. Standards vary from
department to department; however, in general, the following criteria apply. If
the work is presented at a regional, national, or international conference where
proposals are peer-reviewed, the work counts as scholarship. Likewise, if the
work is published in a peer-reviewed journal, it is considered as scholarship.
Also, if the work does not meet these qualifications, but the community
engagement is properly documented, it is considered as service. Likewise, it
could also be claimed as evidence of high-impact teaching practices as well.

b (cont’d). If no, is there work in progress to revise promotion and tenure
guidelines to reward the scholarship of community engagement?
Describe: (na/1410)
Not applicable

3. Do students have a leadership role in community engagement? What kind of
decisions do they influence (planning, implementation, assessment, or other)?
Examples: (2098/2100)
Perhaps one of the most extensive examples of the leadership role students have
in community engagement is the PSYC 1001 course, Leadership, which is
required of all students completing core education requirements at North
Georgia, or about 700 students each semester. The Director of the Leadership
Minor directs the one credit hour course, and student leaders, who are enrolled
in or have completed the leadership minor, lead individual sections. These
student leaders select, plan, implement, and assess the leadership project for the
entire course. They also teach the pre-planned leadership curriculum leading up
to the project and ascertain that the project implementation ties practice to
theory. In Fall 2009 the project was for the Dahlonega/Lumpkin County Habitat
for Humanity and in Spring 2010 the project was for Hope for Haiti. Students also
have leadership roles through the Office of Commuter Student Services and
Student Organizations, the Office of Greek Life and Community Outreach, and
Residence Life. For instance, resident advisors provide residence hall
programming to include community engagement; one long-standing activity is
the Halloween Trick-or Treating for community children, whose rural isolation
would otherwise preclude the opportunity. Involvement, through service and
engagement, is an expectation for students as individuals and in campus
organizations. Perhaps the most notable role of student leadership in community
engagement was the pivotal role taken by the president of the Student
Government Association in the building of the Parking Deck/Recreation Center
which is a public private venture program through the City of Dahlonega and the
Downtown Development Authority. In its original plans, the project was to build
only a parking deck; however, under the leadership and vision of the SGA
president, the project was expanded to include a much-needed recreation center.
The facility meets the needs of students and the community, providing parking
on weekends for tourists who support the local economy and recreation facilities
for the paying public.

4. Is community engagement noted on student transcripts?
Describe: (366/710)
The Vice President for Student Affairs has convened a group to meet throughout
the AY 2011 to recommend a program to track student community engagement
so that community engagement will be noted on student transcripts. Movement
toward documentation on some form of curricular transcript is supported by the
Vice President for Academic Affairs and the academic deans.

5. Is there a faculty governance committee with responsibilities for community
Describe: (880/1410)
The faculty governance committee responsible for community engagement is the
Faculty Affairs committee. Its purpose, as stated in the Bylaws of the NGCSU
Faculty Senate, is “to review policies affecting faculty welfare.” It is “composed of
eight tenured faculty, with at least one from each School. The CEO of the Faculty
Senate will also be a member.” Four of the members are elected by the Faculty
Senate and four are appointed; each group has staggered two-year terms.
Because community engagement is considered to be a part of every faculty
members’ responsibilities, the committee deemed that it should not be singled
out for special governance. Also, the Faculty Senate overall has a role in its ability
to recommend policy, and especially as its CEO sits on the President's Leadership
Council and participates in all strategic planning discussions and leadership

II. Categories of Community Engagement
A. Curricular Engagement
Curricular Engagement describes the teaching, learning and scholarship that
engages faculty, students, and community in mutually beneficial and respectful
collaboration. Their interactions address community identified needs, deepen
students’ civic and academic learning, enhance community well-being, and
enrich the scholarship of the institution.
NOTE: The terms community-based learning, academic service learning, and
other expressions are often used to denote service learning courses.
1. a. Does the institution have a definition and a process for identifying Service
Learning courses?
Describe requirements: (1397/1410)
Each semester, faculty members self-report service learning courses. The survey
collects faculty name, community partner name, course number and designation,
number of students participating, and brief description of the project. North
Georgia defines a service learning course as one using the pedagogy of service-
learning to connect class outcomes, active student learning, and community
partners. Students apply theoretical constructs to real-life situations. The results
are projects, products, or processes that mutually benefit learning and the needs
of our community partners. Faculty members consult with the Executive Director
of Regional Engagement to ensure that courses meet the definition of service
learning and to transform appropriate courses to meet the needs of community
partners while meeting course outcomes. Faculty members determine whether
students work in groups or individually, what types of activities are assigned,
and amount of the course grade determined by the project. Faculty members are
encouraged to consider what student preparation is necessary for the project,
including content-related, personal or social, and process-oriented. Special
attention is given to provide adequate preparation within the course for students
to engage in meaningful planning and cognitively challenging reflection, as well
as an appropriate celebration with the community partner.

b. How many formal for-credit Service Learning courses were offered in the most
recent academic year? __125___
What percentage of total courses? __5.6%___

c. How many departments are represented by those courses? __13__
What percentage of total departments?_76.5%__

d. How many faculty taught Service Learning courses in the most recent
academic year? _34__
What percentage of faculty? _10%____

e. How many students participated in Service Learning courses in the most
recent academic year? __3938 (includes duplication)___
What percentage of students? _29.23%_

The count of formal for-credit service learning courses includes all sections
because many involve different service learning projects. Faculty numbers are
based on actual headcount of 344 faculty, which includes part time faculty. The
number of students participating in service learning courses is the total number
of students in service learning and not unique individuals.

2. a. Are there institutional (campus-wide) learning outcomes for students’
curricular engagement with community?
Provide specific learning outcome examples: (1372/1410)
Learning outcomes for students’ curricular engagement parallel the NGCSU
Learning Outcomes, reinforcing ways of knowing and being that characterize our
graduates: The student will communicate effectively using multiple literacies and
forms of expression: service-learning involves writing, speaking, multi-media,
technology, and cross-cultural dialogue; will demonstrate analytic, contextual,
and holistic thinking: service learning activities require the use of argument,
quantitative reasoning, diverse viewpoints, problem solving, and research to
help develop these skills; will engage in integrative learning: service learning
helps make connections across courses, disciplines, and co-curricular activities
and to make connections between liberal arts and professional fields; will reflect
critically and take informed action individually as a citizen: through service-
learning activities the student learns to analyze issues, to consider the role of
competing values in these issues, and to contextualize them within real-life
perspectives; will analyze ethical interactions in local and global communities:
service-learning involves examining personal values and bases for choice,
considering questions in the student’s chosen filed, and participating in group
decision making, and these experiences shape the student’s ideas about the role
of civic values in a diverse democracy.

b. Are there departmental or disciplinary learning outcomes for students’
curricular engagement with community?
Provide specific learning outcome examples: (1401/1410)
Most departments include curricular engagement with the community. For
example, the Nursing department has adopted the following conceptual
framework that captures “the essence of professional nursing practice in a
myriad of roles. The 8 Concepts foundational to nursing are: health
promotion/disease prevention, communication, analytical, contextual and
holistic thinking, human caring and relationships, teaching, resource
management, leadership and information literacy. These 8 concepts provide
umbrella concepts to capture dynamic content that nurses need for
contemporary practice. An axis through all the great eight concepts is a arrow of
ongoing cultural awareness and sensitivity striving for cultural competency in all
our nursing practice and teaching.” Political Science and Criminal Justice
Department requires a capstone internship for each of its majors, including
political science, criminal justice, and international affairs. For example, the
criminal justice program requires a 12 credit hour experience of each of its
approximately 60 majors. The internship includes linking concepts and theories
learned in the classroom to a practical, real-world experience by demonstrating
through a research paper the history of the agency, linking specific theories to
their job duties, addressing the pertinent scholarship in the field, and
recommending future changes for the organization.

c. Are those outcomes systematically assessed?
Describe: (1388/1410)
For instance, the graduate nursing program uses course outcomes in NURS 7160
Cultural Competence in the Community to assess its graduates’ curricular
engagement with the community: 1. Identify personal and institutional biases
that contribute to dialogues of difference and may potentiate racial/ethnic
disparities of care; 2. Complete a cultural assessment for either an individual or a
community based upon the needs of your service learning site; 3. Prepare and
implement an educational project that reflects health care needs of a cultural
group adequately integrating knowledge of the group and addressing an unmet
need; and 4. Contribute to addressing professional diversity issues in
communicating/teaching a cultural issue to professional colleagues. Political
Science and Criminal Justice assesses the outcomes of each of its internships.
Outcomes for CRJU 4485 state, Upon completion, students should be able to: 1.
link classroom concepts and theories to what they experienced in the internship;
2. identify, evaluate, and use the pertinent scholarship in the discipline, linking it
to their experience; 3. be prepared to gain employment in the various fields of
criminal justice; and 4. understand future trends pertaining to their chosen
career field." Students are assessed based upon weekly reports from their
supervisor, weekly journal entries, and a major research paper.

d. If yes, how is the assessment data used?
Describe: (1388/1410)
Assessment data are used to improve the quality of engagement experiences, the
course, and the program. Specifically, students in NURS 7160: Cultural
Competence in the Community must earn an A or B in the course in order to pass
it, and the course must be completed to earn a masters of science in nursing. The
outcomes validate that the student has developed a sense of cultural competence,
and each student is given feedback on their experience, as represented through a
paper (some of which have been submitted for publication), portfolio, and
presentation, using the rubric of a cultural competence model. Each student has
chosen a site based on its difference in culture from his or her own, so that
cultural competence can be assessed. The Presentation and Celebration Day
includes student presentations, awards, and reflections, in addition to a
luncheon; the event involves campus administrators and community partners,
who are also invited to contribute to the process of continuous improvement.
In Political Science and Criminal Justice, evaluation of assessment data has led to
a complete overhaul of internship requirements for the course, including the
increased use of technology in students' documentation and evaluation of the
experience as well as higher expectations for theoretical underpinning of the
experience with peer-reviewed literature related to the profession.

3. a. Is community engagement integrated into the following curricular activities?
X Student Research
X Student Leadership
X Internships/Co-ops
X Study Abroad
Describe with examples: (2074/2100)
The Center for Undergraduate Research and Creative Activities provides
incentives for student research across the campus. As part of the rubric for
considering internal funding for projects, community engagement receives
consideration under "significance" of project. An example is a water quality study
completed by undergraduates, presented at the Georgia Academy of Science
Conference, and followed up with a study to determine the host organism for
bacteria contamination, so that the identification enabled the city to better
remedy the problem and improve safety for visitors. Another example of student
research that engages the community is “The Effects of Oscillating Energy Annual
Therapy on Symptoms Associated with Carpal Tunnel Syndrome: A Randomized,
Double Blinded, Placebo Controlled Study,” conducted by graduate physical
therapy students with patients who are residents of the region. Student
Leadership is taught in a leadership course, required of all undergraduate
students completing their general education courses at North Georgia; it teaches
the principles of service learning and includes a service-learning project. Last
year the two partners were Habitat for Humanity and Hope for Haiti. Also,
minors in leadership are either civilian or military, both requiring significant
community engagement projects. Internships/Co-ops depend on community
engagement; in the 2010 academic year, 191 academic internships included the
Department of Natural Resources, Forsyth County Victim/Witness Assistance
Program, Greater Hall Chamber of Commerce, Art Cart Studio, Georgia Mountains
YMCA, Drug Enforcement Administration, Embracing Hospice, Alpha Hope
Counseling, and the Dahlonega Senior Center. Study Abroad includes community
engagement in its Internationalization strategic plan: to develop service-learning
that engages regional heritage communities and organizations, develops
international service-learning opportunities, and results in a twenty-five percent
increase in international service-learning, both abroad and in international

b. Has community engagement been integrated with curriculum on an
institution-wide level?
If yes, indicate where the integration exists:
X Core Courses
X Graduate Studies
 First Year Sequence
 Capstone (Senior level project)
 X In the Majors
 X General Education
Describe with examples: (2100/2100)
As discussed in II.A.3.a, all students completing North Georgia general education
courses must complete PSYC 1001: Foundations of Leadership, which introduces
concepts of service-learning and community engagement, including skills for
planning, action, reflection, and celebration. As a result, almost 1500 students
participated in service-learning, and 35 students minoring in leadership, under
faculty supervision, helped guide the projects, fulfilling course credit in the
process. Graduate Studies incorporates community engagement in most of its
graduate programs in practicum and clinical experiences or internships. For
example, community counseling requires its students to complete an applied
practice sequence, requiring 100 hours of counseling practicum and 600 hours of
counseling internship, with placements in the region, branding the program with
a rural emphasis. In the majors, most have developed requirements for
internships and all include the opportunity for internships. For example, in
Summer 2009, criminal justice made 35 different intern placements in state and
local agencies, all related to criminal justice, to expose students to the realities of
the discipline and provide them with hands-on experience in the field. The
agencies enjoy a “performance preview” of our graduates, and many offer jobs to
previous interns. Although not all majors require community engagement as part
of their capstone courses, several have begun to do so; for example, the senior
seminar for the English with Writing Concentration degree requires a service-
learning project. General Education learning outcomes encourage community
engagement with one of the North Georgia Learning Outcomes: “The student will
analyze ethical interactions in local and global communities.” To achieve this
goal, faculty provide learning experiences requiring each student to examine his
or her values and bases for choice, considering questions in the chosen field and
participating in group decision-making. These experiences shape each student’s
ideas about the role of civic values in a diverse democracy.

4. Are there examples of faculty scholarship associated with their curricular
engagement achievements (action research studies, conference presentations,
pedagogy workshops, publications, etc.)?
Provide a minimum of five examples from different disciplines: (2100/2100)
North Georgia’s CTLE devoted its December 2009 issue of The Teacher to the
Scholarship of Engagement: “Putting Excellence Into Practice: Reflection for a
New Year,” P. Donat, psychology; “Foundation of Leadership Evolving Success,”
M. Hill, psychology; “Engaging Students through Undergraduate Research,” R.
Shanks, biology, and S. Lloyd, psychology; “Methods of Engagement,” B. Bailey, K.
Briggs, and D. Spence, mathematics; “Experiences with Wimba Classroom
Student Feedback: Hints for Success” and “Service Learning,” N. Henderson, math
and computer science. At its September 26, 2009 Faculty Retreat, in the session
“Reaching Students and Community Through Service-Learning” eleven faculty
members presented their curricular engagement: C. Dockery, visual arts
“ArtStream Project to Take Art to the Community”; L. Williams, English
“Developing Marketing Materials for the Literacy Coalition”; D. Gessell, English
“Touring Jane Austen’s England”; M. Hill, psychology “Leadership and the
Yahoola Creek Trails Projects”; N. Henderson, math and computer science
“Making Math Manipulatives for Area Schools”; G. Izzo, business “The Business of
Community Events Planning”; D. Hayes, physical therapy “Physical Activity
Wellness and Seniors: A Partnership with Lumpkin County Senior Center”; K.
West, biology “Going Green”; C. Robertson, psychology “Appalachian Teaching
Project and Greening a Conference” and “Yoga and Walking Project”; E. Combier,
modern languages “Communicating in Spanish: Expectations and Barriers”; and
P. Sachant, visual arts “Art Marketing and Community Relations Building.” D.
Young, institutional effectiveness and D. Gessell, regional engagement led two
workshops on curricular engagement achievements at North Georgia:
“Transforming Campus Culture Through Integrative Learning” at the Association
of American Colleges and Universities Network for Academic Renewal on
October 23, 2009, and “Integrative Learning as a Pedagogy in a Changing
Environment” at the 2009 Annual Meeting of the Southern Association of
Colleges and Schools Commission on Colleges on December 7, 2009.

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 outreach programs are developed for community:
 learning centers
X tutoring
extension programs
X non-credit courses
X evaluation support
X training programs
X professional development centers
X other (specify)
Describe with examples: (2097/2100)
The planetarium and the observatory learning centers provide community
programming. The North Georgia Honors Program conducts a tutoring program
for local public school students. Public Services/Continuing Education programs
provide personal non-credit courses and professional development: in AY 2010,
560 programs served 3180 participants (duplicated). In 547 of the programs,
2322 participants received Continuing Education Units (CEUs). Personal
enrichment classes include creative activities from photography to music,
courses for the Appalachian Communities Studies Certificate, and recreational
courses from SCUBA to travel. The total number of programs includes 13 camp
programs for 842 community youth, including band, sports, and academic-based
camps. Additionally, 78 community groups held functions on campus, using
classrooms, meeting rooms, dining facilities, and recreational areas. The Center
for Continuing Education provides professional development courses including
computer courses, business courses, and Professional Learning Units (PLUs)
courses for teachers. Certificate programs include online programs for legal
assistant, administrative assistant, veterinary assistant, and leadership in
business as well as 6 contract training programs. Evaluation support is provided
by the Environmental Leadership Center, conducting lab reports and surveys.
Other outreach programs include educational programming relayed through
the Georgia Public Radio station, WNGU. Writing in the community is supported
by Stonepile Writers, a writing group involving faculty, staff, students, and
members of the community, and our participation in and support of the
Dahlonega Literary Festival, as well as the University Press of North Georgia,
which has published books related to the visual arts, history, and social activism
and is planning a publication of regional fiction and creative non-fiction. For
eleven years, the Office of Financial Aid has offered Financial Aid nights
throughout the region, and they host College Goal Sunday for anyone seeking
advice in filling out FAFSA forms.

2. Which institutional resources are provided as outreach to the community?
X co-curricular student service
X work/study student placements
X cultural offerings
X athletic offerings
X library services
X technology
X faculty consultation
Describe with examples: (2071/2100)
Co-curricular student service is a hallmark of North Georgia student
organizations. For example, in the 2010 academic year, eleven Greek
organizations reported over 12,600 hours of volunteer service hours, not
including hours completed for school, discipline, or fundraising purposes. Service
sites included the Adopt-A Highway litter project, PAWS Humane Society/Animal
Shelter, Dahlonega Gold Museum, Achasta Southern Living Home (conducting
tours to benefit the United Way, “Songwriters Under the Stars” benefit concert
for the Rainbow Children’s Home, Lumpkin County Schools Athletics (middle and
high school concession booths), “Feeding America” Program, Lumpkin County
Senior Center, Lumpkin County Elementary School “Old Fashion Day,” Blackburn
Elementary School “Fall Festival,” and Habitat for Humanity. Work/study student
placements included NOA women's shelter, Lumpkin County Head Start, Division
of Family and Child Services, and Lumpkin County Geographic Information
Systems project. Cultural offerings include concerts and performances on and off
campus, visual arts exhibitions, the Visiting Authors series, the Hoag Lecture
series, and the Great Decisions lecture series. The Great Decisions lecture series
featured six North Georgia faculty members who presented in both Hall County
and Forsyth County, on issues chosen by the Foreign Policy Association; over 100
community members attended the series. Athletic offerings include
baseball/softball, basketball, golf, rifle, soccer, and tennis. Library services
include a North Georgia Common Book program, community borrowing
privileges to allow community access to our circulating collection of books and
library-owned audiovisual materials, the use of the library during all hours of
operation, including information, research assistance, and computers, and the
use of eight meeting spaces. The North Georgia Network resulted from our
partnership with the regional community. Faculty consultation is also an
institutional resource offered to the community through Public
Services/Continuing Education.

3. Describe representative partnerships (both institutional and departmental)
that were in place during the most recent academic year (maximum 15
partnerships). Use the attached Excel file to provide descriptions of each
See Google doc Partnership spreadsheet.

4. a. Does the institution or do the departments work to promote the mutuality
and reciprocity of the partnerships?
Describe the strategies: (1621/2100)
Both the institution and the departments work to promote the mutuality and
reciprocity of the partnerships. Using its definition of community engagement,
North Georgia promotes the collaboration between the institution and our larger
communities for the mutually beneficial exchange of knowledge and resources in
a context of partnership and reciprocity. In fact, in 11 of the 15 representative
partnerships, the partnership began with a single faculty member's passion for a
particular need in the community, growing out of professional knowledge and
developed in a collaborative partnership with community members and/or
organizations. North Georgia's leadership encourages this entrepreneurial
approach, understanding that well managed organic approaches based on solid
relationships often result in the best return for all involved. The 4 others resulted
from departmental missions, as with the Foreign Language Day and the Art
Exhibitions and Events, or were in direct response to a community initiative with
the university's involvement specifically requested, as with the North Georgia
Network. Under the leadership of a new director, the internship partnerships
have intentionally worked to promote mutuality and reciprocity. For each
partnership, the institutional partner and the community partner continuously
work to educate each other regarding opportunities so that they can work
together to discover and implement solutions, tailored to the situation and in the
best interest of all concerned. For all partnerships, the institution annually
assesses progress and needs, including mutuality and reciprocity.

b. Are there mechanisms to systematically provide feedback and assessment to
community partners and to the institution?
Describe the mechanisms: (1977/2100)
Each partnership has systems in place to provide feedback and assessment to its
community and institutional partners. In some of the partnerships, advisory
boards and councils primarily perform this function. For instance, the Center for
the Future of North Georgia uses its Advisory Board to identify how it can best
support the economic development of the region. To meet the identified needs, it
has developed an internship program and is in the process of developing a
entrepreneurial program for business incubators and accelerators, and the Non-
Profit and Small Business Leadership Workshop Program provides valuable
information as does the Internship Program: at every phase, the Advisory Board
is considering feedback, including questionnaires, exit interviews, and phone
calls. Other partnerships use the grant application process as a time for feedback
and assessment. The Georgia Appalachian Center for Higher Education is funded
annually through a standard grant process; however, with university and
community representatives, it has developed an internal grant process, requiring
partner high schools to assess and voice their needs to apply for funding and
then present their findings on the results of the programs at the end of the grant
cycle in order to be eligible for funding in future years. Other partnerships, such
as Saving Appalachian Gardens and Stories and the Appalachian Teaching Project
provide feedback and assessment to all partners through annual scholarly
presentations. Although not as formal as a centralized database of findings for all
partnerships, the varied processes are dynamic and responsive, with face-to-face
activities that foster mutual agreement. Again, the university annually reviews its
partnerships as part of its assessment and budgeting processes, and, as an
umbrella for engagement with all community partners, Celebrate North Georgia
provides academic, facilities, and military updates to its volunteers and

5. Are there examples of faculty scholarship associated with their outreach and
partnerships activities (technical reports, curriculum, research reports, policy
reports, publications, etc.)?
Provide a minimum of five examples from varied disciplines: (2025/2100)
Mark Jordan and Bob Orwig, business administration, published “Service
Learning: Informing the Science and Art of Leadership: Groundbreaking
Research Highlights the Way to Partner with Students to Strengthen Nonprofit
Leadership” in the NonProfit World (28.2); Terrie Millard and Dawn Hayes,
physical therapy, along with four students published “A Comparison of the
Cardiorespiratory Response of Children Using Hippotherapy and the Panasonic
Core Trainer” in Pediatric Physical Therapy (22.1, 129-130); Nancy Dalman and
Karrie Ann Fadroski, biology, presented a poster session, “The River Rendezvous:
Using Community-Based Monitoring to Foster Integrative Learning,” at the
Association of American Colleges and Universities’ Integrative Learning:
Addressing the Complexities, in Atlanta, October 23, 2009. North Georgia hosted
the Thirty-Third Annual Appalachian Studies Conference on its campus Friday,
March 19 to Sunday, March 21, 2010, attended by over 700 participants. The
theme for the conference was “Engaging Communities.” North Georgia faculty
who presented on their outreach and partnership activities included Chris
Dockery, visual arts “Making Places: Pedagogical Implications and Educational
Qualities of the Southern Highlands Craft School”; Donna Gessell, English
“Integrating Community Engagement into the Curriculum”; and B. J. Robinson,
English and Pamela Sachant, visual arts “The University Press of North Georgia:
Dreams and Realities.” Also at the ASA conference, other community engagement
projects included Jo-Marie Karst, visual arts and four students presenting an
interactive session “Handweaving Colonial Overshot”; Chris Dockery, Paul
Dunlap, and Jon Mehlferber, visual arts presenting a panel on “Art and
Community Engagement”; Chuck Robertson, psychology and Alice Sampson,
education leading a discussion “Greening the ASA Conference”; and Michele Hill
and Chuck Robertson, psychology along with four North Georgia students
presenting a panel “Creating Green Maps for Appalachian Communities.”

III. Wrap-Up
1. (Optional) Use this space to elaborate on any short-answer item(s) for which
you need more space. Please specify the corresponding section and item
( /2960)

2. (Optional) Is there any information that was not requested that you consider
significant evidence of your institution’s community engagement?
If so, please provide the information in this space.
North Georgia has always had close relationships with its community; however,
because of our current strategic plan, the relationships are even more
pronounced, and the community regularly interacts with the university on a wide
range of projects. For instance, the Department of Public Safety has expanded its
jurisdiction to move campus boundaries into the Dahlonega community,
resulting in closer working relationships with the Lumpkin County Sheriff's
Office and other agencies that benefit both communities. The partnerships range
from backing up each other on calls as necessary to a campus officer attending
the sheriff's daily briefings. Public Safety also hosted the Governor's Office of
Highway Safety's kick off of the statewide HEAT campaign and was the test site
for the Board of Regents' Emergency Operation Committee to evaluate University
System of Georgia's public safety departments. Tourism is one of the major
economic drivers for the community, and the university annually hosts the
Southeastern Tourism Society Marketing College, which brings over 300 tourism
professionals to Dahlonega for a week. Not only does the community directly
benefit from their stay, they indirectly benefit from referrals the professionals
make once home. The university made a regional economic impact of more than
$300 million, including $80 million in capital outlay for construction projects,
and accounted for nearly 3,000 jobs in a six-county area during AY2009, the last
year for which figures are available.

3. (Optional) Please provide any suggestions or comments you may have on the
documentation process and online data collection.
( /2960)

4. May we use the information you have provided for research purposes beyond
the determination of classification (for example, conference papers, journal
articles, and research reports), with the understanding that your institution's
identity will not be disclosed without permission? (Your answer will have no
bearing on the classification decision.)

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