In keeping with the university’s Franciscan mission, faculty members are encouraged to serve both the university community and the community at large. Faculty may share knowledge and skills with colleagues and the public through presentations or participation in events. This is evidenced in the unit by development of a conference on best practices in education. The Boyer Model’s Scholarship of Application entails volunteering faculty members’ expertise to meet community needs, an example of which is serving on quality improvement teams of public schools.Lastly, service is documented and reviewed annually through the faculty self-evaluation process describe in 5e1.
The university service responsibilities of faculty members are detailed in the Faculty Resource and Orientation Guide, the FROG (Section 2.6, pg. 13). Faculty members are available for student consultation at least eight hours per week. Faculty members are expected to volunteer time for student advising, registration and recruitment to support the university in achieving enrollment goals. Faculty also participate in the shared governance system of the university by attending departmental, school, and university-wide faculty meetings and serving on committees. Faculty attend university functions, such as School Honors Convocations, Baccalaureate Mass and Commencement to support the achievements of students. Faculty also engage in university development activities by working with the Office of University Advancement to identify donors, write proposals for grants, work with program advisory councils, and foster relationships with alumni. Faculty are encouraged to inform the marketing department of noteworthy student, faculty, departmental or school achievements that may be used to promote the university in the community.
Seventy percent of full-time unit faculty in the Department of Education and School Counseling Program serve P-12 schools, either directly through volunteer memberships or as consultants. One-hundred percent of full-time faculty are participants in their respective professional associations (Faculty Service Activities). The Director of Elementary Education has presented on the topic of service learning at the national level, and is a member of a bi-lingual elementary school’s quality improvement team. A teacher education faculty member presented her research at the National Association of Gifted Children Conference, and continues to consult area schools in formulating curriculum and activities for high ability gifted and talented students. The Department of Education Chair was appointed as an Indiana representative to the Task Force for Improving Teacher Quality (CTQ), a task force organized by the Council of Chief State School Officers. Through this organization he has presented several times at the national level. As well, his work as chair has enabled him to present at the international level on the topic of professional dispositions. He also is a volunteer translator for a local elementary school.
A post-baccalaureate faculty member is a member of the International Neuropsychological Society. The Director of Exceptional Needs is a member of the Early Childhood Division/CEC and serves as a consultant to the Trinidad Ministry of Education. She also serves as a member of the boards of two child care–learning centers. A faculty member in the post-baccalaureate program provides clinical experiences to school nurse candidates. The Director of School Counseling is on the Advisory Council: Gold Star School Counseling Program at a local high school. He is also a member of the Indiana Counseling Association, the State Department of Education’s School Counselor Leadership Network and Indiana School Counselor Association, serving as session host at a recent fall conference.