Analysis

Report
Table of Contents
Context Analysis.........................................................................................................1
Learner Analysis.........................................................................................................4
Performance Analysis.................................................................................................6
Purpose Statement for Proposed Instruction.........................................................6
Goal Analysis..............................................................................................................7
Educational Goal....................................................................................................7
Instructional Goal...................................................................................................7
Learning Context........................................................................................................8
Instruction Context................................................................................................8
Context Constraints..............................................................................................8

Context Analysis
Community engagement takes many forms across disciplinary boundaries and may be known as
engaged scholarship, service learning, or internships. The name of the experience typically
denotes what students invest in terms of time and energy. In addition, the name also indicates
what the community partner will receive. The University of Memphis has historically been an
engaged university. Knowing that engaged scholarship is built on reciprocal relationships
between universities and communities, faculty at the University of Memphis have worked
diligently to establish partnerships that benefit all stakeholders. Nonetheless, University of
Memphis studentsundergraduate, graduate, alumni, and the outside communitymay not
understand fully the tenets that support engagement, how engagement benefits the students,
community, and university and the long term benefits of it.

Engaged Scholarship is built upon reciprocal relationships between Universities and

communities. It requires that educators and students venture beyond the halls of academia to
connect with residents and community stakeholders, all of whom play an equally integral role
in the Engaged Scholarship process. At the University of Memphis, Engaged Scholarship:

Involves academic projects that engage faculty members and students in a collaborative
and sustained manner with community groups.
Connects university outreach endeavors with community organizational goals.
Furthers reciprocal relationships between the university and the community.

 Entails shared authority in the research process from design to implementation.

Results in excellence through such products as peer-reviewed publications, peerreviewed collaborative reports, documentation of impact, and external funding.
The University of Memphis Engaged Scholarship Committee, at the behest of Provost Karen
Weddle-West, needs to develop materials for university students, alumni, and outside
community about engagement and its benefits. A series of focused online modules that
introduce students to engagement at the University of Memphis and in the community at large
would be of great value to the university.

The primary issues with the introduction to engaged scholarship include: developing instruction
for an audience whose educational background and experiences have a broad range and
developing and providing content that can be comprehended and applied simultaneously.

The following individuals are stakeholders in the process and depend on quality instruction to
produce results: Nicole Thompson, Jennifer Baker, The Engaged Scholarship Committee, the
students of the University of Memphis, alumni, administration, faculty, and community
partners.

Learner Analysis
The primary target audience are University of Memphis undergraduate and graduate students.
However, these online modules will be available to the public so alumni and others who are
interested in the topics may access them.
Entry skills- Learners are familiar with some basic knowledge of computer navigation.
Prior Knowledge- No prior knowledge is needed. This is an introduction to the
Universitys Engaged Scholarship Program.
Attitudes toward content- The general level of attitude of learners will depend on their
level of prior engagement in the community and their belief in community service.
Educational Level - The educational level of the learners will be from current students,
alumni, and anyone with an active interest in learning about community engagement.
Ability Level - There will be some difference in the ability levels of individual learners.
General Group Characteristics- Learners are a very heterogeneous group of adults from
varying communities with diverse work experiences, skills, school experiences, and
roles. The learners are both English-speaking and non-English speaking adults whose
ages range from late teens through retirement. Not all learners will be attending or have
attended the university.

 Attitude toward training organization - Learner attitudes toward the training

organization will have an overall impact on its success. Dependent upon whether
learners have a positive perception of the training or disgruntled may control how they
perceive the training and retain it. Once the learner understands the overall goal of the
Engaged Scholarship program, his/her attitude towards the training may change.
General learning preferences - There is a general preference among learners to want
training via an online platform due to time constraints and the various methods
students have to take classes at the university.
Motivation for instruction - The motivational level of learners will vary. Students will be
required to complete the training as a part of certain courses and may be counted as a
credit or a grade. Other learners, such as alumni or community partners may be taking
this training for basic learning purposes. With this in mind, motivation level may be
affected if the training is worth only a grade or if it is worth a credit. If learners are
required to take the training, they may not be as motivated as if they were to take the
training voluntarily.

Performance Analysis
Engaged Scholarship is built upon reciprocal relationships between Universities and
communities. It requires that educators and students venture beyond the halls of academia to
connect with residents and community stakeholders, all of whom play an equally integral role
in the Engaged Scholarship process.
The desired performance of learners is to connect with the community outside of the
university, which will enable them to connect with university outreach endeavors with
community organizational goals, furthers reciprocal relationships between the university and
the community, and share authority in the research process from design to implementation.
All of these outcomes will result in excellence through such products as peer-reviewed
publications, peer-reviewed collaborative reports, documentation of impact, and external
funding.

Purpose:
The purpose of this instruction is to use self-paced and web-based training that explains to
University of Memphis students, alumni, and the community the importance of engagement in
the community.

Goal Analysis
Educational Goal
The goal of the Community Engaged Scholarship is to advance the understanding of community
engagement and engaged scholarship within the University of Memphis and the local
community.
Gagn's Domain of Learning: Intellectual Skills

Instructional Goals
The learner will analyze what it means for the University of Memphis to be an urbanserving research institution and how engagement enhances the undergraduate
academic experience.
The learner will analyze how people differ in their levels of power and privilege.
The learner will analyze and understand the practices associated with partnership
building.
The learner will analyze and understand how asset based community engagement is a
particular way of framing community work.
The learner will analyze and understand how capacity building represents a significant
mindset shift in community work.

Learning Context
In this web-based instructional unit, the learning context will be a learner learning the
importance of engagement in the community. The learner will go through five different
modules learning how the University of Memphis is engaged in the community and how
students and stakeholders can become involved in the community engagement. Any personal
technology device can be used to access the training, including university computers, personal
laptops/computers, and tablet devices.

The characteristics of the learner will determine how long it takes for them to complete the
modules. If there is an educator requiring the completion of the training, that will also
determine the schedule for completion. However, it is recommended that the learner complete
this training in a distraction-free environment using a computer (PC or Mac, desktop or
notebook, tablet).

Instruction Context
Instruction will be accessed via the University of Memphis web site. Learners can complete this
instruction asynchronously with a computer or device with internet access.

Context Constraints
Some limitations may include:
Because these online learning modules will be accessible to students as well as the
general public on the University of Memphiss web site, it may not be possible to track
learner-by-learner progress. This may limit how faculty members hold students
accountable for completing the modules.
Learners may have limited access to the internet on their personal devices.