Influences of Faculty on Community Service

MGMT 250-02 By: Martin Sterba, Colby Blanchette, Benjamin McKay

3rd December 2012

Executive Summary
The effects of the facultys involvement in the campus community and surrounding outside community are crucial in expanding the schools reputation as well as education. The data collected represents the opinions and feedback from professors on Wentworth Institute of Technologys campus who are full time. The purpose of this research is to explain and analyze the importance of community involvement by our school and how to influence others to do the same. All of the secondary sources used are derived from research done by students in other institutes that concentrate in figuring out incentives and benefits of involving faculty in community activities as well as a recent article in the Metro about partnerships with the local community and schools. The First hand resources were gathered from interviews of professors who are known for their community involvement. The final questions used for the interview were qualitative and could only be answered with an open ended response to fully understand the faculties point of view. Similar responses were collected from the three professors especially the key question, What personally influences you to give back to the community? The responses address the circumstance of how to get professors to get involved in campus life and the outer community near campus and even further.

Table of Contents
Executive summary Summary of the Study.....................................................................2 Table of Contents.................................................................................................................3 Chapters Body of the Report Chapter 1 Introduction..........................................................................................4 Chapter 2 Review of the Literature.......................................................................5 Chapter 3 Research Methodology.........................................................................7 Chapter 4 Results...................................................................................................9 Chapter 5 Summary, Conclusions, Recommendations........................................13 References...........................................................................................................................15 Appendices .........................................................................................................................17

Chapters: Body of the Report

Chapter 1: Introduction

A college must be a force in its surrounding community.(Walsh, 2012) The college community is affected by its surrounding inhabitants from the local business to the local crimes that occur. Could the initiation of faculty to impact the outside as well as the campus own change and create a better society? To gather information from the teaching staff regarding the amount of community service they are currently involved with, the reasoning behind their involvement and how it is beneficial towards the community. Hopefully this can provide insight on how important teachers at Wentworth provide a healthy learning environment for the students at this institution as well as the local community. Hopefully after analyzing this information, the results can provide encouragement towards the students of local communities to get a proper education for their future. The professors were asked to express their opinions and experiences from questions that emphasize the influence a faculty member has on students, society, and also other faculty members.

Chapter 2: Review of Literature

The secondary sources used were implemented to help explain the research at hand but was not absolutely necessary considering the interviews would be a sufficient amount of information to explain the research topic. One huge problem mentioned in previous work is the fact that some if not most professors only focus on academia and forget the community outside the campus. To fully understand what molds the curriculum of studies is what happens out in society. Moving professors outside the classroom to do work beyond the campus helps maintain the real life application professors need to update their students (Med.,2003). To help participate in leadership and community activities seeking the school leadership program is a great way to get started. Many schools don't just limit the work to faculty but allow faculty to work with students on campus and off. Every school tries to stress the importance of school engagement with society to create a reputation for the school (Seifer, 2002). Along the lines of other schools Wentworth Institute of Technology has a strong leadership program known as CLP. One activity from the program Professors can engage in is giving lectures at the local public schools about not only what they do at the school but encourage the young students to keep moving forward with their education and to motivate them to go to college and get a career. The Wentworth CLP program has recently been noticed for their community service and received the National Recognition of Community Service Honor Roll (Technology, 2012). An important factor to remember though is how the CLP can only get involved if there are volunteers willing to give their time to the program.

From the secondary sources it seems as if the interviews (mentioned in Chapter 3: Research Methodology) coincide with the themes presented in the literature. Since the data collected is apart of a case study all interviews will be mentioned in the next chapter. The idea of being involved in not only campus life but local community is extremely important. The Metro recently pressed in their paper an article of the criminal activity happening from exogenous source (outside community) on the school campus. The local schools are a main source of jobs, job market for the outside community. Colleges in urban areas also expand into the area of the local residents when building as well. There are some schools that dont recognize it but it has a force and impact on the local community outside of the campus community (Walsh, 2012).

Chapter 3: Methodology
Since the problem being assessed is based upon opinions rather precise quantitative data that can be collected through any form of scales, for instance a likert scale and also other questions that require a rating. For the final count three professors were used in a face-to-face interview. Using qualitative questions that required lengthy answers was necessary to achieve the full explanation. All interviews were done in two hour long blocks for each interviewee, which was done during the week of November 19th to November 30th. Since there were time restraints scheduling was important because a face-to-face interview would be more productive than sending the questions through email and getting a written response back. `The first question basically gives us a count of what professors are full time and what department, which would be the only quantitative data. After most of the questions create a guideline for the interviewee to follow as we ask. Mentioning whether they are currently doing community service is mentioned along with what they have or have done. Following that question another quantitative question is required, whether or not they have done work through the school, but could also be open ended as they further explain what they have done for work through the school. If the faculty member didnt go through the school or has done other work without the schools helps they will further explain how and why they reached out on their own. Finally the key questions were asked, influences and impacts done through their work. this part of the questionnaire takes the longest to do but produces the most crucial information. The information gathered from the key questions were also supported by all secondary sources found. The impact that the faculty had on both communities was the most important for the conclusion. The final questions also derived the trending themes necessary to explain the results of the research.

The three professors could use the time given to explain their thoughts however they wanted in whatever order they chose to answer the questions as they were asked. The broad question could also be interpreted in any way as well. This created some themes that were unique to that interviewee because they specifically could answer the question in whatever way felt comfortable to them.

Chapter 4: Results
During the case-study style interviews, it was discovered that while each of the faculty had a plethora of different views on why it is important for being part of community involvement and volunteer programs, but when it came down to the core reasons for performing these acts of goodness all of the faculty members had a common goal in mind. The subjects of this study had completely different walks of life, whether it be religion, raised in a different country, or attended different universities with unique academic concentrations. However, with all of these differences between the subjects, a common goal could be established that each of them felt was extremely important to the spirit of Wentworth. The first faculty member the research team interviewed believed that no matter what a persons reasons are for partaking in community service, the benefits will always outweigh the costs. Being a member of the Jewish community the subject found happiness in giving back to those he came to meet with weekly at the temple. It is often assumed that people of faith find solace in coming together to pray for peace and prosperity with those who take the extra mile and really go out into the surrounding area and volunteer their time to help those in need out. This faculty member rose to the occasion when the temple itself was in times or hardship and he offered his time to review their finances, make educated suggestions which quite possibly kept the doors open on the whole establishment to this day. This was one of the first volunteer projects the subject had worked on that had not only brought happiness to those around him, but also gave the subject a sense of fulfillment as well. When asked about the Wentworth community and why he felt it was important to give back to the institution, the reasons were quite enlightening. He went on to explain that staff members are required to reach a quota of community service by the school, however, most of the

faculty himself included, go far above the hours required and dont simply perform because Wentworth demands it. For this subject the benefits gained were sometimes unquantifiable. For example, as a teacher and possible mentor at Wentworth, the subject finds himself in a position to lead by example. By taking students into a volunteer environment or even simply talking with them of the benefits of giving back to the community, he can provide insight to these impressionable students on the happiness community service offers. Showing the young professionals that he actually practices what he preaches and the outcome of these deeds can inspire others to elevate themselves to make more responsible decisions. The subject then goes on to explain if none of those things the students find appealing, there are more self-gratifying benefits to volunteer work. Often times volunteering is done in a group which gives the donor an opportunity to start networking with people of status. When giving your time to another, you are often found in a position of authority that you could probably not reach in any business you may wish to work with. This is a chance to hone the students management and leadership skills which you can then present as assets to future business opportunities. While these reasons seem quite self-centered, in all actuality, both sides gain from a partnership like this. The people in need of help receive a much needed relief and the student gains invaluable experience to apply in their future careers. The faculty member then goes on to say that hopefully the students will also notice the happiness they had produced and maybe gain a sense of self fulfillment. The second faculty member interviewed is also an active member in both the Wentworth community and other communities he had lived in throughout his life. Being a member of the Christian church and also a part of the board of trustees, this subject finds himself in situations where people are in need and he is more than happy to be there for them. This faculty member goes on to explain some of the things that motivates him to help out in the various communities

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he is apart of. This professor went on several sabbaticals to Africa, working for no pay to teach underprivileged children the skills needed to become successful. The look in their eyes when they were so excited to have the opportunity to learn was happiness in and of itself. When speaking of Wentworth, the level of respect he has received from other members of the school and how inviting they have been for both him and his family, has really gave him happiness and a sense of belonging. He mentions Its not for the money; I just gain happiness through teaching others and seeing the impact on the students. Going on to describe how the affect he as a teacher can have on a student can be enormous and hopes that through his experiences he can teach others to make the right decisions. When asked why he thought it was important for faculty and staff members to give back to the community here at Wentworth, the second subject said, Because as successful individuals, you have almost an obligation to help others succeed. Someone helped you get to where you are today, so you should be able to help others do the same. Putting emphasis on the importance of how each and every one of Wentworths members, from the students all the way up to the president, have an impact on one and other and should work together to make Wentworth a healthy academic environment. This professor also wanted to portray the importance of teachers leading by example. He feels that if students can see a teacher doing well to others, the will want to do the same or at least give others curiosity to try it out. The subject feels that using what you have learned for those in the past will shape who you are in the future and that you should then take all that knowledge that was gained and give it back to others. Once again the subject came back to the influences his work had on the students of Wentworth and how he hopes they can take what they have learned and one day give it back to others to aid their growth.

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The third and final faculty member had a completely different approach towards community volunteer work and this may be due to the fact that religion was not one of the key forms of motivation to perform. This professor involves herself with community service for the opportunity to work with new people, students in particular. She currently is a part of several organizations which help students work on projects to better themselves and help others in the process. One example of this would be the Street Safe Initiative, an organization that focuses on taking children from the ages of 14 to 18 who had be previously affiliated with gangs or gang violence and then educating them to give them a chance at a better life. She puts emphasis on how rewarding the process is and that it gives a sense of fulfillment. As a teacher she has the unique position of being the subject matter expert of herself. Not only do the degrees she has earned throughout her time give here an exceptional amount of knowledge if those given fields, but her experiences and her upbringing has given her information about things that no one else could know. She feels that as a faculty member of an academic institution such as Wentworth, it is her responsibility to teach those who are willing to learn and hope that in doing so she will be able to convince others to do so.

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Chapter 5: Summary, Conclusions, Recommendations

All college campuses, surrounding societies as well as societies that dont seem connected at all are impacted by the facultys involvement in different kind of community service. From starting and running a club at institution to push students beyond themselves and provide them opportunities for their future, to teaching local middle school student or student in developed countries is something that faculty is willing to do. Without profiting from it, just to help other and to leave something behind. In gathered data from conducted interviews we can find a lot of similarities. Teachers that believe in God from different religions share the need to give back and those who did not express their beliefs, are giving the opportunity that was given to them. When they were young, someone older went the extra mile to reach out and helped them when they did not have to and now they are doing the same for others. Some of the respondents are doing it for others and also for themselves, to connect with new people. All of the professors clearly stated as well how it was important for them to get students involved to help them grow. The students need to understand how volunteering expands their resume and gives them a real world application if they can engage in leadership activities with their field of study. Volunteering provides the student with easy experience to put on their resume, which in return provides a better chance of getting a well-rounded co-op opportunity or possibly a career after graduation. Another major theme is the fact that all the professors and other faculty they mentioned do it for themselves. Usually the one aspect a lot of people feel is an important attribute to volunteering is what the incentive is. Most people would think that receiving something big in return is the reason for trying to get volunteers and creates groups to participate in leadership programs but it is even simpler than that, its just doing it for yourself.

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This case study is a foundation to prove how a faculty members volunteering can ultimately affect the outside community as well as an individual student. The faculty member should set a standard and example by their work because it will be for the greater good and make a lasting impression on someone.

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References
Med., J. G. (2003, July 18). Academic Incentives for Faculty Participation in Community-based Participatory Research. Retrieved October 02, 2012, from NCBI: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1494894/

Seifer, S. D. (2002, May). Institutional Structures for Service-Learning in Higher Education. Retrieved October 2, 2012, from National Service-Learning Clearinghouse: http://www.servicelearning.org/institutional-structures-service-learning-higher-education Wentworth Institute of Technology (2012). Community & Learning Pertenerships. Retrieved October 2, 2012, from WIT: http://www.wit.edu/clp/index.html Walsh, B. (2012, November 19). A Renewed Call For University and Community Pertnerships. Metro, p. 9.

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Appendices
Case Study Questions
1.) What department are you in? Adjunct or full time professor? 2.) Are you currently or have you done any community service? If not would there be anything to entice you to be involved in the community? 3.) Was it a part of Wentworth Institute of Technologys community outreach program? If not, through which community did you go to for the community service? Or did you do it on your own? And Why? 4.) Why do you think it is important for faculty to be involved with community service and leadership? Why or why not? 5.) What personally influences you to give back to the community? 6.) Have you done or currently are doing community service that correlates to your department/field of study? 7.) How is the campus and local community impacted by your work?

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Certifications

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