Faculty of Extension Academic Plan

A C A D E M I C

PLAN

2009 FA C U LT Y O F E X T E N S I O N U N I V E R S I T Y O F A L B E R TA

extension is engagement.

academic plan

2009

message from the dean:

Pardon the obvious bias, but I would like to open by saying I am a huge fan of

the University of Alberta’s Faculty of Extension. From humble beginnings and noble intentions nearly 100 years ago, Extension has witnessed some of the most fascinating eras in recent human history, and with the complement of talented staff and community expertise, we have weathered the tough times, celebrated the best, and placed ourselves in a unique position to join the University of Alberta’s charge into its second century.

And what a fascinating time to pause for renewal: World-wide, the roles and personae of universities are changing with new technologies and new discoveries.

It is no longer sufficient, for example, for scholars to study and ponder alone in ivylined towers; rather, we realize that for a university to truly contribute to the global citizenry, to the uplifting of the whole

we have weathered the tough times, celebrated the best, and placed ourselves in a unique position to join the university of alberta’s charge into its second century.

people, we must open our hands, ears, and minds to every person in every community to invite and create dialogue that will enable a truly holistic perspective on the world that we share.

Today, Extension is building on its 100-year history of bringing community concerns and expertise into the University of Alberta, and vice-versa. For example, in 2008, the Faculty adopted the Community-University Partnership for the Study of Children, Youth and Families (CUP). Just take a look at some of CUP’s activities benefitting our region’s communities at www.cup.ualberta.ca. The City-Region Studies Centre (CRSC), at www.crsc.ualberta.ca, works with diverse communities to explore complex relationships with the goal of informing public policy and improving the well-being of the city-region’s citizens. And the “Citizen’s Panel,” a collaborative pilot project with the City of Edmonton, is the first step in a proposed shared Centre for Public Involvement. Each of these initiatives needs support to develop innovative ways to contribute to community well-being through participatory research.

As Dean of the Faculty of Extension, I am proud to present an Academic Plan that summarizes the goals, mission, and vision that will lead us into our new century, along with measures of success that will ensure we realize the potential we see in one another. I sincerely hope you will join us in achieving these goals, celebrating our successes, and realizing our first President’s goal of making the University of Alberta “the most practical of all institutions.”

With greatest thanks,

Dr. Katy Campbell Dean, Faculty of Extension

university of alberta, faculty of extension

3

T

he Faculty of Extension has embraced, as its guiding ideal, “community engagement, near and far”, one of four commitments identified in the University of Alberta’s academic plan to support Faculties in advancing their own plans for excellence in teaching, research and community service. It has done so enthusiastically, in what we think is the manner our predecessors welcomed President Henry Marshall Tory’s call in 1912 “to find out from the people what the University can do for them beyond the classroom and laboratory.” We believe, and intend to foster and put into practice, the idea that transforming societal communities and organizations (including the University) into learning communities equips us all for effective citizenship, including a capacity for social action.

Over the past twenty years there has been a growing awareness in North America that it is no longer sufficient for publicly funded universities to serve citizens by simply extending knowledge to those who wish to access it, a process sometimes referred to as outreach. There is a realization that communities have issues that need to be addressed collaboratively by those communities and their universities.

Communities generally have expertise relevant to the issues. Universities have people with knowledge, methodologies, and resources that can be brought to bear, thereby complementing and augmenting community expertise. In contrast to the more limited idea of outreach, bringing the problems and expertise of the community together with the knowledge,

it is no longer sufficient for publicly funded universities to serve citizens by simply extending knowledge to those who wish to access it.

The University of Alberta’s Faculty of Extension has served the citizens of the Province of Alberta for 96 years. It responded to President Tory’s challenge through consultations with communities throughout the Province, and then made it happen. Using the most advanced communications technologies of the times for delivery of academic programs and resources appropriate to the needs of Albertans, the Faculty reached out, and continues to reach out, to tens of thousands of Albertans and to our national and international students and partners.

Much has changed in Alberta since 1912. From a sparsely populated, largely agriculturally oriented province with one university, Alberta has developed into a province with 3.5 million people and a diversifying economy. It now has twenty-two publicly funded post-secondary institutions involved in education and training , including four universities that are engaged in the discovery and dissemination of new knowledge to enhance understanding and to contribute to quality of life – economically, socially, and culturally.

expertise and tools of universities to address problems collaboratively is known as community – university engagement. Within universities this is increasingly referred to as community engaged scholarship, by which is meant teaching , research and service that relate to the aspirations and concerns of people external to the traditional boundaries of campuses. Many university professors in many academic departments are already involved in this kind of work, at least for some of their time. Staff members in Extension have been involved with communities in this way for many years, and will continue to be so involved. Recent examples include responding to a provincial need expressed by physicians, dentists and physiotherapists for the creation and provision of a certificate program in Medical Acupuncture (endorsed by the Faculty of Medicine and Dentistry and recognized by the Alberta College of Physicians and Surgeons); and the development of a partnership with the Edmonton Lifelong Learners’ Association for the offering of a Spring Program of academic courses for older adults.

engaging our communities

academic plan

2009

engaging our communities T

here is another scholarship that is critical to community – university engagement, and that is the study of the actual processes and practices of engagement. Such study recasts the traditional university functions of teaching , research, and service as learning , discovery and citizenship. Its purpose is to improve the practices and outcomes of engaged scholarship and to contribute to the scholarly and professional understanding of them.

It includes the study of processes, outcomes, the pedagogies of engaged teaching and learning , and the study of policies that make for successful university-community engagement.

This kind of scholarship is called the scholarship of engagement. It is this intellectual domain that will frame the Faculty’s scholarship and practice in the years ahead. A more complete description of this domain may be found in Attachment 1: From Outreach to Engagement: The Faculty of Extension and the Scholarship of Engagement.

While many academics, as noted above, are involved in engaged scholarship, relatively few are involved in the scholarship of engagement Those who are, either alone or in small clusters, may be found in areas as health care, business, communications, education (K-12), adult education, continuing education and social work. As Extension adopts, elaborates and implements the scholarship of engagement as its intellectual domain, it can provide the opportunity for these academics to join with a cadre of Extension academics whose core scholarship is the scholarship of engagement. In this regard, the Faculty sees itself becoming the University of Alberta locus for the study of what is required for successful engagement.

university of alberta, faculty of extension

It also sees itself as becoming a national centre for this scholarship as there is no other university extension unit in Canada as well positioned to take this on at this time.

5

vision: To be an exemplary centre for the scholarship and practice of community -university engagement.

mission:

To provide leadership for social and individual betterment through community – university collaborations in learning, discovery and citizenship.

values:

The Faculty of Extension’s values encompass academic rigor, accessibility, accountability, collaboration, cooperation, equity, excellence, relevance, respect, responsiveness, environmental sustainability, and social justice.

academic plan

2009

learning, discovery and citizenship.

learning

The Faculty initiates, stimulates, supports, and facilitates the learning of others through collaborations with organizations and individuals both internal and external to the university. Learning opportunities that it provides include non-degree, undergraduate and graduate education programs on campus, in communities, and via electronic technologies to home, work, libraries, and other places that can be reached by the Internet. They also include informal and informal learning opportunities through websites, projects, consultations, information services and multimedia materials. Emphasis is given to new, innovative, and creative approaches to learning, including the application of new technologies for teaching and learning.

citizenship is embedded in learning and discovery.

university of alberta, faculty of extension

discovery Discovery in the Faculty of Extension consists of creating, interpreting and synthesizing knowledge, and developing technology in fields of study and practice relevant to adult and continuing education, extension, engaged scholarship, and the scholarship of engagement. The outcomes of discovery are made known through direct application to learning materials, refereed publications, reports, expositions, productions, and presentations to appropriate professional, academic, and public audiences.

citizenship Citizenship, or service as it is sometimes known, is embedded in learning and discovery; it is part of the cycle of scholarship which constitutes communitybased research and community-based learning. It is also expressed in terms of providing leadership that encourages capacitybuilding in external communities as well as participation on government committees and special task groups, and on committees and boards of technical, professional, and academic bodies, including service on committees and task groups internal to the University of Alberta.

7

goal one:

ultivate a Faculty of Extension and university-wide culture that promotes and supports C community–university engagement in learning, discovery and citizenship (i.e., engaged scholarship).

Strategies: •

•

Staff members consult broadly and continuously throughout external communities (local, provincial, regional, national and international), the Faculty’s students, instructors and clients, and the University about the meaning of community -- university engagement for community-based research, community-based learning and citizenship.

Establish a systematic environmental scanning activity to support the Faculty’s academic programs, academic service units, research and learning centres and appropriate external groups “to identify signals of change in all sectors of the external environment - social, economic, technological, political – internationally, regionally and locally.”

•

Continue and enhance the practice of establishing advisory committees made up of university and community members for the academic programs, centres and service units of the Faculty.

•

Encourage and reward, and in the case of faculty and executive directors require, ongoing participation on community, external organization, and academic committees and boards.

•

Recognize, reward and celebrate the accomplishments of Faculty of Extension and University faculty, staff and students with respect to successful community – university engagements. These celebrations will also recognize achievements of community leaders and organizations external to the university.

•

Host national and international conferences and public addresses related to community – university engagement and encourage Faculty of Extension and University of Alberta staff and students to attend.

•

Encourage and support faculty, staff and students to make presentations at national and international conferences about community – university learning and discovery projects.

•

Work with the University’s Research Office to identify sources of funding to support faculty and graduate student discovery and learning in community – university projects.

academic plan

2009

goal two:

Cultivate a Faculty of Extension and university-wide culture that promotes and supports excellence in the study of the processes, pedagogies, policies, practices and phenomena of meaningful community–university engagement (i.e., the scholarship of engagement).

Strategies: Provide training within the Faculty, and for external groups, about the nature of community – university engagement and successful techniques that may be used to engage others in learning, discovery and citizenship.

Establish a Dean’s advisory council of senior university and community representatives, including national and international members, to advise the Dean on matters related to the scholarship of engagement.

Identify and explore new ways in which to engage with communities that result in improved partnerships, enhanced learning, and positive community – university outcomes.

Establish a peer-reviewed Canadian Journal of the Scholarship of Engagement as a companion to the Canadian Journal of University Continuing Education, which we edit and publish.

Host national and international conferences and public addresses about the scholarship of engagement and encourage University of Alberta faculty, staff and students to attend.

Encourage and support faculty, staff and students to make presentations at national and international conferences about the scholarship of engagement Work with the University’s Research Office to identify sources of funding to support faculty and graduate students research about the scholarship of engagement.

Obtain funding to establish university-wide graduate student scholarships for the scholarship of engagement.

Develop relationships with university departments and centres and local, regional, national, and international community organizations and government departments that share an interest in community – university engagement.

Establish a publications program – electronic and/or print-based newsletter, magazine, website, annual report – that provides information, including exemplars, about community -- university engagement.

university of alberta, faculty of extension

9

goal three:

reate an organizational structure that enables the Faculty of Extension to serve as a catalyst for C university-wide community engaged scholarship and the scholarship of engagement.

Strategies: •

•

Establish a centre, perhaps in collaboration with University Teaching Services, to familiarize and train university staff and graduate students about effective community – university engagement for learning, discovery and citizenship Establish a number of joint and adjunct appointments with other Faculties for the purposes of engaged scholarship and the

scholarship of engagement.

•

Develop and showcase a model of assessment for tenure, promotion, and merit incrementation purposes that includes engaged scholarship and the scholarship of engagement.

•

Create a Community – University Engagement Scholar in Residence program.

goal four:

nhance the Faculty’s ability to incorporate meaningful community – university engagement Eopportunities in its learning activities.

Strategies: •

Review existing and proposed learning activities for opportunities to enhance or further engage with communities (e.g., service learning, communication networks, and learning resources relevant to community issues).

•

Provide support to incorporate or enhance opportunities for community –university engagement in learning activities.

•

Develop and implement assessment methods to determine the effectiveness of community–university

engagement opportunities for meeting learning objectives in its learning activities.

academic plan

2009

goal five:

M ake the scholarship of engagement the focus of faculty renewal and faculty development.

Strategies: •

Recruit one or two senior academics with a proven track record in the scholarship of engagement.

•

Require that all new academic hires have an interest in and commitment to the scholarship of engagement.

•

Invite Community-University Partnership for the Study of Children, Youth, and Families to join the Faculty of Extension.

•

Encourage and support current faculty members to develop and enhance skills in the scholarship of engagement.

•

Revise the Faculty of Extension’s Standards for Tenure, Promotion and Merit Incrementation to recognize and reward learning, discovery and citizenship in university-community engagement.

goal six:

Engage in graduate level learning and discovery related to community – university engagement.

Strategies: •

Ensure that any graduate programs offered through the Faculty of Extension have opportunities for meaningful community– university engagement.

•

Develop a graduate program in the theory and practice of community engagement, including community-based research and community-based learning.

goal seven:

Develop a supportive administrative infrastructure for community–university engagement for the Faculty, a model that might also be of interest to others involved in community engagement.

Strategies: •

Establish a three-year rolling human resource, facilities and financial plan.

•

Implement the systematic environmental scanning activity (see Goal 1).

university of alberta, faculty of extension

•

Provide appropriate training for all staff members who engage directly with members of communities (see Goal 2)

•

Provide infrastructure support for community engagement events and activities (e.g., facilities, registration services, organization of catering ).

11

measures of success

•

We will be a portal for university staff and departments to link with individuals and organizations in the community and vice versa for community-engaged scholarship.

•

We will be able to point to a significant number of our community – university engagement projects that have made a difference to society and to individuals.

•

Our alumni will be highly valued by the communities in which they reside for their economic, social and citizenship contributions to the public good.

•

The expertise of our faculty, graduate students, and staff members will be sought out and used by other organizations involved in engagement.

...how will we know when we’re there?

•

Our faculty, staff and students will be invited to make presentations to community and academic groups locally, provincially, nationally and internationally about the scholarship and practice of community -- university engagement through learning, discovery and citizenship.

•

Faculty, staff and students from beyond the University of Alberta and members of community organizations and government departments will ask to visit us in order to study what we do and how we do it, and may even ask to join us as faculty, staff or students or as a partner organization.

academic plan

university of alberta, faculty of extension

2009