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Program Review

In the Spring of 2015, The Center for Leadership and Service engaged in an external program review. An invited team of experts in the field reviewed a substantial self-study document and spent two days interviewing campus and community constituents. The review resulted in the following recommendations. Each recommendation includes a progress status, many of which have been deemed to be “ongoing” as part of our daily work. Please contact sally@utk.edu if you would like additional information, or if you are able to provide additional recommendations to strengthen the work of this department.

Clarity of Purpose

Establish a definition, framework or set of guidelines that explain the leadership implications of students’ work in the community.

Status: Complete

Evaluate the role programs play in contributing to the advancement of civically engaged leadership like, Ignite, Washington Internship Program and let go of those programs that do not advance the center’s focus.

Status: Complete

Design behavioral outcomes that guide your educational work with students and establish measures to understand students’ implementation of those outcomes in practice settings like community based work.

Status: Complete

Engage a diverse set of faculty, staff and students to review all program descriptions, curriculum, assessment focus and program marketing strategies to ensure that the center is reaching the most diverse audience at the University of Tennessee.

Status: Complete

Developmental scaffolding: Map all CLS program offerings by whom the program is serving. Identify the developmental level of programs offered and establish growth transitions for students that engage in CLS offerings over time.

Status: Complete

Longitudinal assessment design of CLS programs can represent evidence of student learning and abilities to implement program curriculum. Establish protocols to track alumni that have participated in CLS programs in an effort to better understand the learning in relation to multiple contexts like career or civic life.

Status: In progress/Ongoing

Leadership and Service for What?

Convene a campus-wide and broad-based group to serve as the intentional and strategic voice of leadership and service at UT. This group can provide a learning space to wrestle with the question “Leadership and service for what?” and reinforces that leadership and service are a shared enterprise, not one owned by any one department or division at UT. It assists in building programmatic capacity as well as clarity for curricular framework.

Status: Complete

Establish common expectations for the value and process associated with staff volunteers for CLS programs. It is the review team’s belief that staff who spend their time in the service of leadership and civic engagement work with UT students should not be required to take annual leave to do so. Having these staff present is of reciprocal benefit to student learning and staff development.

Status: Complete

Curriculum

Map each leadership workshop, retreat and course content to conceptual and contextual elements; to students’ developmental level; and to the program’s outcomes, curriculum, and learning resources.

Status: Complete

Describe and assess the underlying conceptual framework of the leadership programs; its articulation; its theoretical and practical background; its relationship to the program’s context as well as to its philosophy, purpose, and goals; and its relationship to pedagogy, content, and assessment.

Status: Complete/In progress

Review relevance of leadership competencies and proficiencies and their relationship to the program’s philosophical and theoretical perspectives, teaching/learning process and evidence of leadership learning.

Status: Complete

Explore the crucial role of leadership learning outcomes ability to position students to contribute positively to their personal / professional realms of life and society at large.

Status: Complete

Examine the role of the instructor/facilitator; the teaching methodology; the approaches to teaching; expected learning outcomes; the roles and responsibilities of the learner; and the learning activities, projects, and experiences to advance student learning and implications in practice.

Status: Complete

Ignite

Honor CLS staff members for their leadership role in the growth and impact of this powerful program.

Status: Complete

Engage key campus stakeholders in a dialogue focused on four topics: a) the intended purpose of Ignite, b) its intended outreach to all or just some UT students, c) determine sustainable staffing and resource structure, and d) determine appropriate departmental home.

Status: Complete

Review curriculum of Ignite programs to enhance and updated inclusive, outcomes-based activities.

Status: Complete

Relationships

Develop and strengthen relationships between CLS staff and staff within the Dean of Students Office.

Status: Ongoing

Develop campus and community partnerships that contribute to the shared ownership and value of leadership and service.

Status: Ongoing

Develop and sustain deep, collaborative partnerships with campus partners to enhance network of support, idea generation, and student outreach.

Status: Ongoing

Increase in number and scope both the identity of CLS staff who build partnership with campus partners and the identity of those campus partners.

Status: Complete

Diversity

Create a thoughtful, informed recruitment plan for future staffing to diversify the professional team of staff. Evaluate and establish tangible strategies for diversifying the office that are measurable.

Status: Ongoing

Identify ways to bring new perspectives into strategic thinking and decision making, such as graduate interns, external partners, student coordinators.

Status: Ongoing

Research and disseminate the history of leaders, leadership, and service efforts and their impact on UT, Knoxville, and Tennessee communities.

Status: Ongoing

Expand professional development opportunities for staff to engage in the individual and collective complex work of creating diversity within our own lives, in student development, and within the power structures of our campus and communities. Support CLS staff in identifying professional development opportunities beyond the traditional student affairs and higher education leadership and service offerings in order to continue to explore and advance their intercultural competencies/understanding of diversity and social justice education.

Status: Complete

Examine the time and effort across programs and partnerships to expand the diversity of thought that informs, and the diversity of students who are reached, through CLS initiatives.

Status: Ongoing

Seek out to learn and understand the experience of diverse students and staff who currently aren’t represented in significant numbers in programs and services in order to create change where possible.

Status: Ongoing

Evaluate departmental systems and processes to communicate and establish an opening, welcoming, and inclusive department.

Status: In progress

Intentionally design the new CLS office space with diversity and inclusion at the forefront of artwork, signage, space usage, etc.

Status: Complete

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