Institutionalizing Community Engagement in Higher Education: The First Wave of Carnegie Classified Institutions. New Directions for Higher Education, Number 147. J–B HE Single Issue Higher Education

  • ID: 2213700
  • Book
  • 112 Pages
  • John Wiley and Sons Ltd
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Leading scholars of engagement analyze data from the first wave of community–engaged institutions as classified by the Carnegie Foundation for the Advancement of Teaching. The analyses collectively serve as a statement about the current status of higher education community engagement in the United States. Eschewing the usual arguments about why community engagement is important, this volume presents the first large–scale stocktaking about the nature and extent of the institutionalization of engagement in higher education. Aligned with the Carnegie Community Engagement Classification framework, the dimensions of leading, student learning, partnering, assessing, funding, and rewarding are discussed.

This volume recognizes the progress made by this first wave of community–engaged institutions of higher education, acknowledges best practices of these exemplary institutions, and offers recommendations to leaders as a pathway forward.

This is the 147th volume of the Jossey–Bass higher education quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher–education decision–makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

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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 the purpose and potential of the Carnegie Community Engagement Classification.

2. Leading the Engaged Institution 13Lorilee R. Sandmann, William M. PlaterThe experiences of successful institutions highlight the importance 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 of teaching, scholarship, and service used in faculty promotion and tenure.

4. Innovative Practices in Service–Learning and Curricular Engagement 37Robert G. Bringle, Julie A. HatcherBecause service–learning is the most important curricular vehicle of community engagement, new approaches must be devised to assess its quality.

5. Issues in Benchmarking and Assessing Institutional Engagement 47Andrew Furco, William MillerAn assessment process provides the means to conduct a status check of a campus′s overall level of community engagement.

6. Understanding and Enhancing the Opportunities of Community–Campus Partnerships 55Carole BeereA former outreach administrator examines campus–community partnerships and suggests how to make them productive and sustainable.

7. Engagement and Institutional Advancement 65David Weerts, Elizabeth HudsonStrong advancement programs are critical to providing necessary resources for engagement.

8. After the Engagement Classification: Using Organization Theory to Maximize Institutional Understandings 75Courtney H. Thornton, James J. ZuichesEngagement efforts can be well served by attending to all aspects of the structure, politics, culture, and human resources that enable institutions to fulfill this mission.

9. Will it Last? Evidence of Institutionalization at Carnegie Classified Community Engagement Institutions 85Barbara A. HollandAs community engagement emerges as a central philosophy and practice in higher education, the experiences with it provide a complex portrait of organizational change.

10. The First Wave of Community–Engaged Institutions 99Lorilee R. Sandmann, Courtney H. Thornton, Audrey J. JaegerThis chapter summarizes the key findings from the volume′s examinations of the Carnegie applications and offers considerations for the future of engagement in higher education.


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Academic advisors often encourage students to participate in service–learning, study abroad, internships, and other activities that help build their skills as global citizens and help them apply the concepts they learn in classrooms to the world around them. In line with theorists like Pascarella and Terenzini (2005), academic advisors advocate for engagement as a core component of student development in the creation of academic plans for students. In this engagement, students often participate in activities that require them to be part of what happens outside the institution. In order to do this effectively, academic advisors must have an understanding as to the overall mission and vision of community engagement.Institutionalizing community engagement in higher education: The first wave of Carnegie classified institutions provides a backdrop for the nature and extent of the institutionalization of engagement across all levels of the university.

From NACADA Journal, Review by: Shannon Lynn Burton, Academic Advising Specialist, School of Criminal Justice, Michigan State University
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