Names of team members:
Dr. Maresa Murray, IU School of Public Health Bloomington
Dr. Virginia Githiri, IU School of Public Health Bloomington

Goals of the project
The title of our project is "Interpreting Pedagogical Excellence Among Generation Z Students at Indiana University-Bloomington: Examining Meaning in the Intersections of Academic Achievement, Social Responsibility, and the Use of Social Media." The goal of the project is to answer the following questions: How can colleges refocus to train successful and productive citizens? How does social media influence their level of civic engagement as they prepare for professional life after college?

Expected outcome/product
The expected outcome is to produce recommendations that will be distributed to IUB Schools and Departments. Some committees include, but are not limited to: Committee on Teaching, Committee on Service, and Committees of Community Engagement. In addition, results will be distributed to student associations so we can gather ideas for implementation in course curricula and campus events.

Plan of Action
Our team selected one of the Big Bold Ideas framing the 2016 Indiana University School of Public Health-Bloomington’s inaugural Strategic Plan. One of the eleven Big Bold Ideas states that social responsibility includes “Moving beyond the idea of social justice into the area of social generosity, mercy, and gracious space.” Thus, we will conduct 6-8 focus groups to examine the interpretation of these social civility from the standpoint of IUB Generation Z students.

Focus groups will be conducted with Generation Z students to assess if and how the term "successful productive citizen" is defined and exploring its relevancy to their professional pursuits. We will also examine issues related to social responsibility, with attention to the use of social media as one of the relevant communication tools identified by peer-reviewed literature. Since the majority of peer-reviewed literature indicates a strong digital dependence of Generation Z individuals, often referred to as "digital natives," The research project will explore the extent to which generation see students indicate a bridge of understanding between social responsibility and social media.

 Steps Completed
1) Created project timeline 
2) Conducted preliminary literature review
3) Met with community leaders engaging youth in civics/government
4) Met with IU School of Public Health-Bloomington Officer of Diversity and Inclusion to gather ideas about civic engagement
5) Identified pilot sites (student groups, campus organizations, and classrooms)
6) Identified facilitator
7) Developed "Chat and Chew" guide

Steps Remaining
1) Submit IRB protocol
2) Advertise focus group sessions to freshmen and sophomores through student groups, campus organizations, and classrooms
3) Conduct "Chat and Chew" groups
4) Transcribe data
5) Interpret results

Areas where you could use help (if there are any)
Our group is planning "Chat and Chews" (focus group sessions) beginning January 2018. We identified facilitators to assist with this endeavor, but need funding ($5,000) for transcription and light refreshments. Funding will ensure speedy analysis so we can present results at the May 2018 FACET Retreat.

Names of Team Members:
Jonathyne Briggs
WIlliam Allegrezza
Joseph Alexander Ferrandino

How is your work progressing?
Our team piloted a citizenship learning component in two different capstone courses. One course used Campus Labs while the other one used Canvas to track student participation and the submission of student reflections. Some of our findings are being used in our Re-imagining the First Year project and the implementation of a co-curricular transcript for our campus.

Goals of the project
Add a learning outcome related to citizenship learning to capstone courses to reflect the addition of the citizenship learning component. There were three types of citizenship utilized for this project:
1. Scholarly Citizenship
2. Community Citizenship
3. Campus Citizenship

Expected Outcome/Product
To incorporate citizenship learning across campus and reflect it on a co-curricular transcript.

Plan of Action
We are in the process of working with our Faculty Organization to implement the citizenship learning outcome on our campus and start recording it on a co-curricular transcript.

Steps Completed
We piloted citizenship learning in two classes. 
We are using Campus Labs as a platform for tracking student participation and reflection.
We are involving student government into this project.
We are scheduled to meet with Campus Lab to create a co-curricular transcript to reflect citizenship learning.

Steps Remaining
Implement citizenship learning across campus.

Areas where you could use help (if there are any)
Faculty buy-in. We are not sure how that is going to work.

Names of team members: 
Faye Camahalan
Lisa Russell
Bernie Jessie
Gloria Murray

How is your work is progressing?
It is looking really good.
1. We have established campus participation to apply for Newman Civic Fellow (this is L. Russell's initiative). See https://now.ius.edu/2017/04/iu-southeast-student-named-2017-newman-civic-fellow-for-work-with-homeless/
2. We conducted a Service Learning Survey on campus in Fall 2016 for needs assessment and to know where/how to start our project.
3. Fellows Program is about to start in November 2017 (see more information in the next sections of this report)
4. We plan to create a LibGuide for Service Learning - 2017-2018
5. Book Chapter on Service Learning has been accepted for publication (F. Camahalan collaborated with colleagues in the School of Education)
6. We presented in 2 regional conferences: 1. Campus Compact in February 2017, and 2. Scholarship of Teaching in September 2017. 
7. We are actively involved with the campus' Office of Service Learning and Community Engagement in preparation for the application for Carnegie Classification in 2019.

Are you running into difficulties we can help you overcome?
Thank you for the additional money we received in 2016-2017. We will use FACET's $2500 to fund 5 FACET Service Learning Fellows. We might need help with the assessment tools to measure the outcomes of our projects. L. Russell applied for one of our internal grants and received $1000 from the IUS Research Grant-in-Aid Fund. We will use this money for office supplies and service learning token (for example, coffee mugs, sticker/poster) at the FACET Symposium 2018. F. Camahalan will apply for Mack Fellowship to receive mentoring on scholarship of teaching and learning. Note: We started late in the semester because F. Camahalan applied for CNCS grant this summer for the amount of $90,000 but was not selected. I waited a little bit to see if we can get funded but was not. F. Camahalan also applied for IU Bicentennial Grant (for $10,000) but the application is still "on hold".

Goals of the project
Project Title: FACET Service Learning and Community Engagement Fellows Program 
Start Date: November, 2017
End Date: June 30, 2018
Abstract 
The program will provide an opportunity for faculty, administrators, and professional staff to engage in and teach using service learning and community engagement learning approaches across two semesters. Fellows will collaborate to advance their own teaching, work closely with other Fellows, and contribute to the development of service learning and community engagement at IU Southeast.
2017-2018 SLCE Fellows will meet synchronously as a cohort through the 2017-2018 academic year.
Program Goals
• Prepare faculty, administrators and professional staff members to teach service learning and community engagement in courses/programs. 
• Build a community of faculty/staff leaders who promote service learning and community engagement in courses and programs.
• Promote evidence-based teaching by encouraging faculty to study the impacts of service learning and community engagement on student learning.
Each Fellow will receive a $500 stipend (one time grant money) paid into a research account for conference travel, teaching/research support, and other fellowship-related needs. Payment is incremental based on successful progress throughout the program. The program aims to award 5 Fellows. We hope to equally distribute the award per School/Office.
Fellows responsibilities
• Teach a service learning and community engagement course.
• Meet regularly with other Fellows to collaborate/provide feedback on teaching, research projects, and recommendations for classroom design.
• Assist with the dissemination of best practices for teaching service learning and community engagement.
• Assess student learning to determine the impact of service learning and community engagement in courses and/or programs. 
• Allow data collection as part of larger research studies.
• Present at the Annual FACET Teaching-Learning Symposium in spring 2018, a half-day workshop, held on campus, focusing on service learning and community engagement teaching approaches. 
• Submit a report at the end of the program offering recommendations for service learning and community engagement course design and support, for future research, and other issues related to the Fellows Program initiative.

Expected outcome/product
1. Announcements of five Fellows selected for the program through campus website and email to all faculty/administrators/staff.
2. Invitations to faculty, administrators, and staff and promotional campaigns, before and after the events, for the whole campus to attend the FACET Symposium in January 2018.
3. Recognition of Fellows who successfully completed the program. Certificates will be awarded at the Welcome Back Professional Development Day in August 2018.
4. Fellows information and project reports will be available to the campus community on the Office of Service Learning and Community Engagement website.