Leading scholars of engagement analyze data from the first wave ofcommunity-engaged institutions as classified by the CarnegieFoundation for the Advancement of Teaching. The analysescollectively serve as a statement about the current status ofhigher education community engagement in the United States.Eschewing the usual arguments about why community engagement isimportant, this volume presents the first large-scale stocktakingabout the nature and extent of the institutionalization ofengagement in higher education. Aligned with the Carnegie CommunityEngagement Classification framework, the dimensions of leading,student learning, partnering, assessing, funding, and rewarding arediscussed.
This volume recognizes the progress made by this first wave ofcommunity-engaged institutions of higher education, acknowledgesbest practices of these exemplary institutions, and offersrecommendations to leaders as a pathway forward.
This is the 147th volume of the Jossey-Bass higher educationquarterly report series New Directions for HigherEducation. Addressed to presidents, vice presidents, deans,and other higher-education decision-makers on all kinds ofcampuses, New Directions for Higher Education provides timely information and authoritative advice about majorissues and administrative problems confronting everyinstitution.
About the Author
Lorilee R. Sandmann is associate professor in the Department of Lifelong Education, Administration and Policy at the University of Georgia and director of the National Review Board for the Scholarship of Engagement.
Courtney H. Thornton is director of research for the University of North Carolina system.
Audrey J. Jaeger is associate professor of higher education and founder of the Center for Research on Engagement at North Carolina State University.
Table of Contents
EDITORS'NOTES 1Lorilee R. Sandmann, Courtney H. Thornton, Audrey J. Jaeger
1. Carnegie's New Community Engagement Classification:Affirming Higher Education's Role in Community 5Amy DriscollA leader in the engagement movement offers insights on thepurpose and potential of the Carnegie Community EngagementClassification.
2. Leading the Engaged Institution 13Lorilee R. Sandmann, William M. PlaterThe experiences of successful institutions highlight theimportance and practices of strong organizational leadership.
3. Rewarding Community-Engaged Scholarship 25John Saltmarsh, Dwight E. Giles Jr., Elaine Ward, Suzanne M.BuglioneCommunity engagement should be included in the definitions ofteaching, scholarship, and service used in faculty promotion andtenure.
4. Innovative Practices in Service-Learning and CurricularEngagement 37Robert G. Bringle, Julie A. HatcherBecause service-learning is the most important curricularvehicle of community engagement, new approaches must be devised toassess its quality.
5. Issues in Benchmarking and Assessing InstitutionalEngagement 47Andrew Furco, William MillerAn assessment process provides the means to conduct a statuscheck of a campus's overall level of community engagement.
6. Understanding and Enhancing the Opportunities ofCommunity-Campus Partnerships 55Carole BeereA former outreach administrator examines campus-communitypartnerships and suggests how to make them productive andsustainable.
7. Engagement and Institutional Advancement 65David Weerts, Elizabeth HudsonStrong advancement programs are critical to providing necessaryresources for engagement.
8. After the Engagement Classification: Using OrganizationTheory to Maximize Institutional Understandings 75Courtney H. Thornton, James J. ZuichesEngagement efforts can be well served by attending to allaspects of the structure, politics, culture, and human resourcesthat enable institutions to fulfill this mission.
9. Will it Last? Evidence of Institutionalization at CarnegieClassified Community Engagement Institutions 85Barbara A. HollandAs community engagement emerges as a central philosophy andpractice in higher education, the experiences with it provide acomplex portrait of organizational change.
10. The First Wave of Community-Engaged Institutions99Lorilee R. Sandmann, Courtney H. Thornton, Audrey J.JaegerThis chapter summarizes the key findings from the volume'sexaminations of the Carnegie applications and offers considerationsfor the future of engagement in higher education.