Duke University > Stanford University

Tufts University > University of California-Los

Angeles > University of Maryland > University of

Massachusetts- Amherst > University of Michigan

New Times Demand New Scholarship Research Universities and Civic Engagement

A LEADERSHIP A GENDA

The 2005 Conference on Research Universities and Civic Engagement was co-convened by Campus University of Minnesota > University of Compact and the Jonathan M. Tisch College of Citizenship and Public Service at Tufts University. Campus Compact is serving as secretariat for a network of research universities working together to elevate their Pennsylvania > University of Southern California civic engagement.

This report is available in PDF format at http://www.compact.org/resources/ research_universities. University of Utah > University of Wisconsin For additional copies of this report or for more information: E-mail: www.campuscompact.org Call: 401-867-3950 Vanderbilt University

C3 A Conference Report A Collective Initiative of Representatives of Research Universities and Campus Compact to Renew the Civic Mission of Higher Education

PUBLISHED BY TUFTS UNIVERSITY AND CAMPUS COMPACT

Campus Compact is a national coalition of college and university presidents—representing more WRITER/EDITOR: than five million students—who are committed to fulfilling the civic purposes of higher education. As the Cynthia M. Gibson only national higher education association dedicated solely to campus-based civic engagement, Campus Compact promotes public and community service that develops students’ citizenship skills, helps campuses EDITORIAL COMMITTEE: forge effective community partnerships, and provides resources and training for faculty seeking to inte- Victor Bloomfield grate civic and community-based learning into the curriculum. Through its membership, which includes Andrew Furco public, private, two- and four-year institutions across the spectrum of higher education, Campus Compact Franklin D. Gilliam, Jr. puts into practice the ideal of civic engagement by sharing knowledge and resources with the communities Ira Harkavy in which institutions are located; creating local development initiatives; and supporting service and serv- Elizabeth Hollander ice-learning efforts in a wide variety of areas such as education, health care, the environment, hunger/ Rob Hollister homelessness, literacy, and senior services. For more information see www.compact.org. Leonard Ortolano

V Timothy Stanton E N

A Tufts University’s Jonathan M. Tisch College of Citizenship & Public Service Z T

A is a uniquely comprehensive university-wide initiative to prepare students in all fields for lifetimes of Copyright 2006 R A Z active citizenship—to be committed, effective public citizens and leaders in building stronger communi- Available on-line at: D N

A ties and societies. In addition, the College is building civic engagement research as a distinctive strength of www.compact.org/resources/ , R E the University. Tisch College supports Tufts students, faculty, staff, alumni and community partners to research_universities/ H O

O develop creative approaches to active citizenship at the University and in communities around the world. D N

E For more information see www.activecitizenship.tufts.edu. E L H T A K , O K Y D O L E M :

Student research assistant Y B administers test for Y H P research on asthma in an A R

G 1 inner-city neighborhood O T O H P Research Universities and Civic Engagement A New Voice for Leadership

igher education was founded on a civic mission that calls on faculty, students, PARTICIPANTS AND ENDORSERS and administrators to apply their skills, resources, and talents to address Betsy Alden, Edwin Fogelman, Elizabeth Hollander, Cheri Ross, Special Himportant issues affecting communities, the nation, and the world. During Coordinator for Service- Professor of Political Executive Director, Campus Assistant to the Dean, Learning, Kenan Institute Science and Chair, Council Compact Trinity College; Lecturer, recent years, increasing numbers of colleges and universities have engaged in innovative for Ethics, Duke University on Civic Engagement, English Department, efforts to reinvigorate the civic mission of their institutions and their communities. University of Minnesota Rob Hollister, Dean and Duke University Victor Bloomfield, Pierre and Pamela Omidyar Associate Vice President, *Andrew Furco, Professor, Jonathan M. Sharon Shields, This movement has been fueled largely by community and liberal arts colleges and state universities. Research Civil engineering Office for Public Director, Service-Learning Tisch College of Citizenship Professor of the Practice, universities have been much quieter, despite the ambi- professor incorporates Engagement, University Research and Development and Public Service, Tufts Assistant Provost for tious efforts many have undertaken to promote and community service of Minnesota Center, University of University Service-Learning, learning in his course advance civic engagement in their institutions. California at Berkeley Vanderbilt University on soil remediation Barbara Canyes, Barbara Jacoby, Senior Recognizing research universities’ potential to pro- Director, Massachusetts Cynthia Gibson, Scholar, Stamp Student Timothy Stanton, vide leadership on this issue, Campus Compact and Tufts University in the fall of 2005 convened scholars Campus Compact Principal, Cynthesis Union and Campus Health Research and Policy, from some of the research universities that are Consulting and Senior Programs, University of School of Medicine, Terry L. Cooper, Maria Fellow, Tufts University Maryland Stanford University advanced in their civic engagement work to discuss how their institutions are promoting civic engagement on B. Crutcher Professor in Citizenship & Democratic Franklin D. Gilliam, Jr., Molly Mead, Lincoln Michael Thornton, their campuses and communities. The group not only shared their ideas; they decided Values, School of Policy, Professor of Political Filene Professor, Jonathan Faculty Director, Morgridge to take action by becoming a more prominent and visi- Planning and Development; Science and Associate M. Tisch College of Center for Public Service, ble “voice for leadership” in the larger civic engagement Director of the Civic Vice Chancellor, Citizenship and Public University of Wisconsin- movement in higher education. As a first expression of Engagement Initiative, Community Partnerships, Service, Tufts University Madison that voice, they have developed a case statement that University of Southern University of California-Los California Angeles Pamela Mutascio, Marshall Welch, outlines why it is important for research universities to embrace and advance engaged scholarship as a central Program Associate, Campus Director, Lowell Bennion *Margaret Dewar, Lorraine Gutierrez, Compact Community Service Center, component of their activities and programs and at every level: institutional, faculty, and student. Emil Lorch Professor of Professor and Director, University of Utah Architecture and Urban Joint Doctoral Program in Leonard Ortolano, This statement, which has been endorsed by the Planning, Faculty Director, Social Work and Social Peter E. Haas Director, Haas Nancy Wilson, Director entire group, argues that because of research universi- ties’ significant academic and societal influence, world- Ginsberg Center for Science, University of Center for Public Service and Associate Dean, class faculty, outstanding students, state-of-the-art Community Service & Michigan and UPS Foundation Jonathan M. Tisch College research facilities, and considerable financial resources, Learning, University of Professor of Civil and of Citizenship and Public Michigan Ira Harkavy, Associate Environmental Engineering, Service, Tufts University they are well-positioned to drive institutional and field- wide change relatively quickly and in ways that will Vice President and Stanford University *Tom Ehrlich, Senior Director, Center for *These individuals did not attend ensure deeper and longer-lasting commitment to civic There could be no better time to implement this the October 2005 meeting, but they Fellow, Carnegie Community Partnerships, John Reiff, Director, Office engagement among colleges and universities for cen- leadership agenda, the group agreed. “All of us working provided input before and after the turies to come. To advance this process, the group on these issues at research universities,” said one Foundation for the University of Pennsylvania of Community Service meeting. developed a set of recommendations as to what research scholar, “have been waiting for someone else take the Advancement of Teaching Learning, University of universities can do to promote engaged scholarship at lead in moving civic engagement work but it hasn’t hap- Massachusetts-Amherst their own institutions, as well as across research univer- pened. What we have now discovered is that we are the sities, and ultimately, all of higher education. ones we’ve been waiting for.”

2 3 Perhaps [our] greatest challenge—and the greatest opportunity—is to strengthen the connection between our research and education missions and the needs of our society.

PRESIDENT ROBERT BRUININKS, Inaugural Address, University of Minnesota, 2003

These factors, combined with growing public dissat- national, and, indeed, global movement to underscore isfaction with higher education’s ability to demonstrate and bolster higher education’s role as a leader in pre- its value, have prompted many colleges and universities serving and promoting democracy and the public good. to reexamine their conceptions of excellence, the nature “From one campus to another,”writes Harry Boyte, Co- of scholarly work, and, most important, how to better Director of the University of Minnesota’s Center for reflect the original purpose of higher education: to Democracy and Citizenship at the Humphrey Institute serve as a civically engaged and active leader in preserv- of Public Affairs, “there is increasing interest in efforts ing, promoting, and educating for a democratic society. to better prepare people for active citizenship in a diverse This ethos has a long and deep tradition that is democracy, to develop knowledge for the improvement reflected as early as 1749 in the writings of Benjamin of communities and society, and to think about and act Franklin who perceived the primary purpose of higher upon the public dimensions of our educational work” education to be an “inclination joined with an ability to (Boyte & Hollander, 1999, p. 7). serve.”William Rainey Harper, the first president of the Despite this progress, the civic engagement move- University of Chicago, declared in 1899 the university ment has miles to go before genuinely democratic, to be a “prophet of democracy.” A new generation of engaged, and civic colleges and universities characterize New Times Demand New Scholarship higher education leaders has reiterated the democratic all of American higher education. According to a report purposes of education, including Derek Bok former issued by the National Forum on Higher Education for Research Universities and Civic Engagement and interim president of Harvard University: “At a time the Public Good (Pasque, et.al., 2005), achieving this goal when the nation has its full share of difficulties…the will require higher education institutions to engage in a question is not whether universities need to concern deeper reexamination of their purposes, processes, and themselves with society’s problems but whether they are products to assess whether and to what extent they have discharging this responsibility as well as they should” aligned all three with the democratic and civic mission (cited in Gallagher, 1993, p. 122). on which they were established. A recent analysis of more than 300 college and Specifically, universities, especially research universi- university mission statements, in fact, reveals that 95 ties, must entertain and adopt new forms of scholar- The dawn of the twenty-first century has presented new opportunities and challenges for percent stipulated social responsibility, community ship—those that link the intellectual assets of higher engagement, and public service as their primary pur- education institutions to solving public problems and higher education. Rapid expansion and growth of advanced technologies is transforming the pose—one that recognizes higher education’s responsi- issues. Achieving this goal will necessitate the creation bility to educate students to be engaged citizens of a of a new epistemology that, according to Schon (1995, ways in which knowledge and information can be absorbed and distributed. Poverty, sub- democratic society and to generate the knowledge p. 27) implies “a kind of action research with norms of necessary for an optimally democratic society (Furco, its own, which will conflict with the norms of technical standard education, access to health care, and other public problems have become more com- forthcoming, 2006). rationality—the prevailing epistemology built into the plex and globally significant. Although Americans’ involvement in volunteering has increased To deliver on that mission, many colleges and uni- research universities.” versities have developed a wide range of practices, pro- New forms of pedagogy and teaching will also be T grams, and structures that engage students, faculty, and required, as well as new ways of thinking about how in recent years, their interest in and knowledge about civic and political issues and processes administrators in advancing democracy and improving institutions are structured, organized, and administered. has declined steadily (Colby, et. al., 2003; Ehrlich, 2000). society. These institutions have become part of a Additionally, institutions will need to create new ways of

4 5 determining what is rewarded and valued by universities on their campuses, these activities tend to be seen as and the larger higher education community. “special” initiatives or programs isolated from the rest As world-class leaders in higher education, especially of the institution. Many are the domain of small groups The essence of a research university is not solely its three-part mission of in generating knowledge, research universities have of faculty members or practitioners who have created the credibility and stature needed to accelerate higher and sustained them, sometimes single-handedly. Few education, research, and service but also the fact that each faculty member education’s return to its civic mission by developing, of these initiatives have received major institutional and student is expected to be engaged in all three in an integrated way. advancing, and legitimating these new and engaged support, been seen as a top priority, or have helped to forms of scholarship. It is also a natural role for research shape the larger institutional culture and structure. Community engagement is an ideal mechanism for fulfilling that distinctive universities, which help to “set the bar” for scholarship Auspiciously, a cadre of leading research universities across higher education, to play in the larger civic has begun to embrace and adopt more comprehensive and essential mission. engagement movement. While there are research uni- and sustainable approaches to civic engagement, espe- versities that can point to civic engagement initiatives cially engaged scholarship, at their institutions. The ALBERT CARNESALE, Chancellor, University of California, Los Angeles, June 6, 2006

ENGAGED HIGHER EDUCATION INSTITUTIONS

• Seek out and cultivate reciprocal relationships scholar-practitioners leading these efforts, however, University of Massachusetts-Amherst, University with the communities in which they are lack opportunities to convene with and learn from their of Michigan, University of Minnesota, University located and actively enter into “shared colleagues at peer institutions. As a result, there have of Pennsylvania, University of Southern Califor- tasks”—including service and research—to been few attempts to coalesce their energy, intellect, and nia, University of Utah, University of Wisconsin, enhance the quality of life of those communi- ingenuity toward creating a group of educators able to and Vanderbilt University shared information about ties and the public good, overall. promote engaged scholarship as a key component of the innovative work in which they had been engaged the larger civic engagement agenda across all of higher and exchanged ideas about “what works” in advancing • Support and promote the notion of “engaged education. Providing this leadership is vital, since this initiative at research institutions. The group quickly scholarship”—that which addresses public research universities receive the majority of federal sci- decided to establish a learning community that would problems and is of benefit to the wider com- ence research funding, award the bulk of the nation’s involve other research universities engaged in these munity, can be applied to social practice, doctorates, educate a high proportion of new faculty, efforts and that, collectively, could develop and pro- documents the effectiveness of community have research as their primary focus, and have a strong mote engaged scholarship as a way to advance civic activities, and generates theories with respect influence on the aspirations of other higher education engagement across research institutions, and, ultimately, to social practice. institutions. all of higher education. Recognizing research universities’ potential to pro- The group agreed that one of the most important • Support and reward faculty members’ profes- vide leadership on these issues—and the innovative and efforts they could undertake is outlining why research sional service, public work, and/or commu- exciting civic engagement efforts that leaders from universities should consider incorporating engaged nity-based action research or “public some of these institutions are undertaking—Campus scholarship approaches in their repertoires as core to scholarship.” Compact and Tufts University convened scholars their research and teaching. The group also agreed that from some of the research universities that are placing engaged scholarship at the center of their insti- • Provide multiple opportunities in the curricu- advanced in their civic engagement work to discuss to tutions would position research universities as visible lum for students to develop civic competen- what extent and how their institutions were promoting leaders in the national movement to transform higher cies and civic habits, including research civic engagement on their campuses and in their com- education institutions to reflect the civic mission on opportunities that help students create • Have administrators that inculcate a civic munities. For many participants, this was their first which they were founded. “Civic engagement,” a leader knowledge and do scholarship relevant to ethos throughout the institution by giving opportunity to talk candidly with peers from other at a larger urban research university declared, “is a core and grounded in public problems but still voice to it in public forums, creating infra- research universities—all of whom face both common function of the research university—and always has within rigorous methodological frameworks. structure to support it, and establishing problems and institution-specific challenges in been. We would do a better job of fulfilling this mission policies that sustain it. attempting to incorporate programs, curricula, and/or if we started stating it more often and, more impor- • Promote student co-curricular civic engage- initiatives focused on civic engagement, including tantly, took the lead in making it happen.” engaged scholarship, in their organizations. ment opportunities that include opportunities SOURCES: KELLOGG COMMISSION (1999); USC (2001); for reflection and leadership development. BOYTE & HOLLANDER (1999) During the course of two full days, October 24– 25, 2005, participants from Duke University, Stan- ford University, Tufts University, University of California-Los Angeles, University of Maryland,

6 7 efforts to advance this vision of what he called “New American College”—one that incorporated service and scholarship to become a “more vigorous partner in the ENGAGED SCHOLARSHIP search for answers to our most pressing social, civic, economic, and moral problems” (Boyer, 1996, p. 11) • Is collaborative and participatory To meet this goal, Boyer (1990; 1996; Ramaley, 2004; Schon, 1995) suggested a new type of scholarship was • Draws on many sources of distributed needed—one that melds: knowledge

> The scholarship of discovery, which contributes • Is based on partnerships to the search for new knowledge, the pursuit of inquiry, and the intellectual climate of colleges and • Is shaped by multiple perspectives and universities. expectations

> The scholarship of integration, which makes • Deals with difficult and evolving connections across disciplines, places specialized questions—complex issues that may knowledge in larger contexts such as communities, shift constantly and advances knowledge through synthesis. • Is long term, in both effort and impact, often with episodic bursts of progress > The scholarship of application through which scholars ask how knowledge can be applied to • Requires diverse strategies and public problems and issues, address individual and approaches societal needs, and use societal realities to test, inspire, and challenge theory. • Crosses disciplinary lines—a challenge for institutions organized around > The scholarship of teaching, which includes not disciplines only transmitting knowledge, but also transforming and extending it beyond the university walls. SOURCE: HOLLAND, 2005A, P. 7

The “Boyer Model of Scholarship” outlined above con- nects all of these dimensions of scholarship to the Engaged Scholarship:A Powerful Force understanding and solving of pressing social, civic, and particular pieces of the puzzle are solved” (Holland, ethical problems. Similarly, the National Review Board 2005b, p. 3). for Civic Engagement for the Scholarship of Engagement defines engaged scholarship as “faculty engaged in academically rele- vant work that simultaneously fulfills the campus Engaged scholarship works on mission and goals, as well as community needs….[It] several levels is a scholarly agenda that incorporates community issues that can be within or integrative across teach- At the institutional level, engaged scholarship con- ing, research and service” (Sandmann, 2003, p. 4). nects the intellectual assets of higher education institu- According to Holland (2005b, p. 3), engaged scholar- tions, including faculty expertise and high-quality Engaged scholarship is predicated on the idea that major advances in knowledge tend to ship is collaborative and participatory and “draws on graduate and undergraduate students, to public issues many sources of distributed knowledge across and such as community, social, cultural, and economic occur when human beings consciously work to solve the central problems confronting beyond the university.” Among those sources are com- development. “Through engaged forms of teaching and munity-based organizations and individuals in com- research, faculty apply their academic expertise to pub- their society. Espoused by Dewey (1927), this idea resonated with William Rainey munities where institutions are located. These and lic purposes as a way of contributing to the fulfillment other constituencies, which work in partnership with of the core [civic] mission of the institution” (Holland, Harper (1905) and many others who viewed universities, especially research universities, engaged scholars and research universities, offer 2005a, p. 7). Engaged scholarship is also “conducted in as one of the nation’s most important sources for generating and advancing knowledge knowledge or expertise necessary to explore a particu- collaboration with, rather than for or on, a community” lar research question. As a result, engaged scholarship (CSHE, 2006, p. 8), creating a reciprocal and “interactive E is “shaped by multiple perspectives and deals with dif- relationship between the academy and the community” focused on sustaining a healthy democratic society. Ernest Boyer, former president of ficult, evolving questions that require long-term effort (CSHE, 2006, p. 8)—collaborations that benefit a wide the Carnegie Foundation for the Advancement of Teaching, became recognized for his during which results may become known over time as variety of academic fields and the larger community and

8 9 public good. Engaged scholarship’s interdisciplinary > The Engaged University Initiative (EUI) at the approach—one in which students, faculty, and adminis- University of Maryland identifies opportunities trators work across disciplines, to address increasingly for the university and its surrounding communities to The University of Utah encourages social responsibility by emphasizing that complex public problems and issues—also helps to cre- engage in reciprocal and mutually beneficial learning, ate better institutional alignment and reduce the depart- research, and social action. The goal is to enhance the academic pursuits do not exist in a vacuum—the intellect is best put to use mental and disciplinary silos, fragmentation and quality of intellectual, social, cultural, and economic when students and faculty find ways to apply knowledge, innovation, and isolation that sometimes characterize research universi- life in Prince George’s County, as well as on campus. ties (Harkavy, 2005, p. 4). The activities of the EUI focus on needs identified imagination beyond the confines of campus to solve real problems. through three years of community-based research > The Jonathan M. Tisch College of Citizenship and and action that found the most pressing need to be MICHAEL YOUNG, President, University of Utah Public Service (Tisch College) at Tufts University improving the quality of public school education. The plays a uniquely comprehensive role by engaging framework for EUI activities is the university-assisted faculty and students in civically engaged scholar- community school, which combine rigorous academ- ship. Established as a school on a par with all the ics and a wide range of vital in-house services and other Tufts’ schools, Tisch College is leading the opportunities to promote children’s learning and the development of civic engagement research capacity wellbeing of their families. within and among Tufts’ schools by forging links across disciplines on pressing public problems and > Through its Neighborhood Participation Project during start-up or restructuring at critical points to engaged teaching approaches that dovetail with research, building partnerships between the university and its (NPP), the University of Southern California’s strengthen and reinforce programs for civic engage- allowing them “to see how their work matters in impor- communities—efforts that have resulted in recipro- School of Policy, Planning, and Development collabo- ment and service across the campus. “Nurtured” pro- tant ways to the lives of students and the society around cal relationships with a diverse group of partners rated with city officials and community leaders to grams move in and out of the Center over time. them” (Applegate, 2002, p. 10). As a result,“the ‘hollowed and maximized the impact on the public good. Tisch study a system of neighborhood councils established collegiality’ that characterizes much of the American aca- College does not admit or grant degrees to students; by a new city charter. As part of this project, teams > Taking a place-based, culture-change oriented demic setting no longer remains an option” because fac- instead, through leadership and collaboration with of faculty members, doctoral students, and others approach, in 1995 faculty and staff from the Univer- ulty are addressing difficult issues by working more other schools it is working with faculty to infuse worked with the City of Los Angeles to bring sity of Minnesota’s Center for Democracy and Citi- collaboratively in interdisciplinary research teams.” Fac- civic engagement into the research and curriculum together representatives of groups of neighborhood zenship and the College of Liberal Arts joined with ulty also are better able to see the impact of their work; as of every student, regardless of major, degree, or pro- councils with representatives of city departments to faculty from the College of St. Catherine to hold a a result, their “energy, their excitement, and their com- fession. engage in deliberative processes that would help series of conversations with new immigrant leaders mitment to the work skyrocket.” Even conflict can be a lead to future collaboration. University researchers on the West Side of St. Paul about what they might form of engagement because “that conflict is always dis- documented these processes and distributed them to do together in the community. These led to the cussed within the larger context of the outcomes of the participants after the meetings to develop written creation of Jane Addams School for Democracy, a work and not in the narrow context of department, uni- agreements between the two constituencies that national model for creating a culture of collaborative versity, and disciplinary politics” (Applegate, 2002, p. 10). stipulate how each would work with the other to learning, public work, and knowledge generation Faculty are also increasingly interested in the area make decisions about the delivery of public services. with immigrants. Now ten years old, the Jane of civic engagement itself as a particularly promising Techniques developed through this engaged research Addams School has involved more than 200 faculty area for developing engaged scholarship efforts such as will be applied to future efforts to encourage collab- and staff and more than 1000 students from eight research about the various forms of civic engagement, oration among immigrants, neighborhood councils Twin Cities colleges and the university in learning how people develop civic values and skills, the chal- and city agencies. The NPP has also recently been and public work projects that have catalyzed curricu- lenges and value of research produced in collaboration subsumed under a larger project, the Civic Engage- lar and pedagogical innovations, policy changes on with communities, and how public problems and pub- ment Initiative, which will expand its work beyond immigration issues and education, and new scholar- lic decision-making occur. neighborhood councils and beyond Los Angeles. ship on themes ranging from second language acqui- sition to the meaning of citizenship. > Under the direction of the Lowell Bennion Center at > The Edward Ginsberg Center for Community Service the University of Utah, study-action groups of fac- and Learning at the University of Michigan aims At the faculty level, engaged scholarship is a vehicle ulty have been appointed to coordinate colloquia on to engage students, faculty, and community part- through which faculty can participate in “academically the importance of civically-engaged scholarship. ners in learning together through community serv- relevant work that simultaneously fulfills the campus Among these have been several presentations ice and civic participation in a diverse democratic mission and goals, as well as community needs” (Sand- targeted to administrators and other key decision- society. The Center has three “connecting” programs mann, 2003, p. 4). To engaged faculty, scholarship is not making bodies such as the Council of Academic that create and strengthen initiatives with commu- defined as the scholarship of engagement—but in Deans and Department Chair Consortia. The Center nity members, faculty, or students. Four in-house engagement, making it a scholarly agenda that incorpo- also provides a $10,000 grant—funds that are provide programs offer several thousand students opportu- rates community issues that can be within or integrative by the Academic Vice President—to a Public Service nities for community service and civic engagement across teaching, service, and research (Sandmann, 2003, Professor to conduct a special civically engaged each year. The Center also nurtures programs pp 3-4.). Faculty, for example, can employ a host of scholarship project.

10 11 of quality and the community partner’s research enhances and complements it by offering a more needs. The program is currently available in five dif- nuanced and interactive blend of “discovery, teaching, In a way I have come to find quite inspiring, Duke has taught me to think of the ferent subject areas, with more planned. and engagement” (Boyer, 1990; Holland, 2005b, p. 1). This blended model of engaged scholarship is reflected University as a problem-solving place, a place where intellectual inquiry can be > At the graduate level, Stanford University’s School in Pasteur’s Quadrant, a landmark book by Stokes of Medicine encourages medical students to acquire (1999), who argues that new times demand new forms mounted with subtlety and power without shutting itself into an isolated space the knowledge and skills they will need to address of scholarship, particularly those that transcend the tra- of abstract expertise; a place where intelligence is energized by the challenges the health challenges of diverse populations in ditional dichotomy of “basic” or “applied” and, instead, underserved communities by offering a “Scholarly emphasize “user-inspired basic research” or work that is of real-world problems and exercises its powers in devising their solutions. Concentration in Community Health and Public focused on finding solutions to improve the lives of peo- Service (CHPS),” which requires service-learning, rig- ple and communities in which institutions are located— RICHARD H. BRODHEAD, President, Duke University, September 29, 2005 orous community-responsive scholarship, and civic a perspective that is at the heart of engaged scholarship. engagement. CHPS students plan and implement Stokes and others argue that such approaches are rigorous community health interventions and schol- needed if research universities are to become full partic- arly research with community partners in California, ipants in a highly complex society—one in which uni- across the United States, and overseas. All projects versities will be only one part of a “network of must be designed to have a specific and measurable learning…a fluid and changing network of different impact on community health policy and/or practice, sources of expertise” (Holland, 2005, p. 6). Gibbons, meet rigorous methodological standards, and et. al., (1994) note that engaged scholarship will not advance knowledge. replace traditional research but, rather, will become > Through Vanderbilt University’s special seminar result, engaged scholarship approaches can serve as “increasingly important” because it provides a “more series, stipends are provided for faculty members richer and more rewarding learning experiences for both It is important to underscore that engaged scholar- flexible approach to intellectual inquiry driven by the and graduate students to learn about and imple- undergraduate and graduate students who “learn by ship does not replace basic, traditional research; rather, it rapid diffusion of knowledge facilitated by the spread of ment service-learning courses, including engaged doing,” are given opportunities to reflect on those expe- scholarship methodologies, with students. Courses riences, and, ultimately, put them in their broader also include instruction in building successful com- social, political, economic, and/or historical contexts. munity partnerships, creating curricula, and design- Through service-learning programs and courses that ing syllabi with a civic engagement and engaged incorporate engaged research projects, students are also scholarship focus. This effort was so successful, it given the chance to experience the world outside the garnered considerable internal and external fund- university walls with all its complexity, diversity, and ing from sources such as HUD, FIPSE, and other gov- challenges and learn how to build healthy collaborative ernment and foundation entities. relationships with a wide range of partners.

> The University of Michigan’s Edward Ginsberg > Through the University of Massachusetts- Center for Community Service and Learning works Amherst’s “Citizen Scholars Program,” students with faculty across the university to reform curric- participate in a two-year honors curriculum that ula, revise courses, and create new programs that combines service-learning programs in local com- will incorporate community service and civic munities and research projects that work with engagement. The Center also offers grants to fac- community partners to address pressing issues or ulty to help in making innovations in teaching and problems in those areas. Supported in part by the research to strengthen community service and civic Corporation for National and Community Service, engagement. To assist faculty in these efforts, the the program was also selected by the Carnegie Center publishes the Michigan Journal of Commu- Foundation for the Advancement of Teaching as a nity Service Learning as well as monographs and model for promoting political engagement among workbooks. The annual Dewey Lecture features undergraduate students. an engaged scholar of national prominence who shares research with scholars on campus and offers > Duke University has created a three-stage under- ideas about the value of engagement in enhancing graduate research program called Research Service scholarship. Learning (RSL), a series of research courses that teaches research methods by involving students in At the student level, engaged scholarship can enhance increasingly complex research collaborations with academic learning and knowledge generation because of community partners. The program culminates with a its ability to blend research, teaching, and service. As a full research study that meets both research standards

12 13 information technology as a vehicle for knowledge Other barriers to engaged scholarship the group identi- exchange and a platform that supports new forms of fied were: collaboration” (Holland 2005b, p. 2). By adopting such Our neighborhood effort is not a matter of noblesse oblige. Rather, it is an engaged scholarship approaches—those that see teach- A focus on individual disciplines rather than on ing, learning, and engagement as integrated activities public problems or issues. Research universities have approach that acknowledges that all of us live here together as neighbors. The and involve many sources of knowledge that are gener- a long tradition of supporting and investing in objective university has resources that can help the neighborhood. And our neighbors ated in diverse settings by a variety of contributors— inquiry whose primary purpose is to add to the knowl- research universities can lead the way in setting the bar edge base of a field or discipline. As Holland (2005b, have resources that can help both the neighborhood and our campus commu- for a standard of “new scholarship” and in turn, bolster p. 2) writes: “Historically, research universities have the important role higher education overall can and emphasized scholarship that is “pure, disciplinary, nity. It is not what USC is doing for our community; it’s what USC is accomplish- should play in responding to the changing nature of expert-led, hierarchical, peer-reviewed, and university or global society and its knowledge needs. ‘lab’-based”—a direct contrast to engaged approaches ing with our community through partnerships that counts. Engaged scholarship does not imply that scholars that are applied, problem-centered, interdisciplinary, leave their rigorous academic principles at the door. demand-driven, network-embedded, and not necessar- STEVEN B. SAMPLE, President, University of Southern California, December 2005 In fact, the same principles and standards of academic ily led by universities. Unlike traditional scholars, who rigor that are applied to traditional research should tend to view problems through the lenses of specific dis- —and must—be applied to engaged scholarship. ciplines (i.e., the economist may see the causes of “Engaged research is very concerned with validity and poverty differently from the way the sociologist sees research rigor. The key is whether the research question them), engaged scholars see the problem itself as the pri- itself is valid and reflects the real concerns of the com- mary research focus rather than as a foil for advancing or munity,” Minkler notes (2005, p. 12). In short, engaged increasing knowledge about a particular field’s percep- scholarship is not concerned with results that benefit tion of it. tional measures of quality and productivity that stem Institutions are organized in ways that prohibit communities instead of academic rigor; rather, it is largely from federal funding and publication in main- engaged scholarship. A predominantly disciplinary concerned with beneficial results in addition to aca- An emphasis on abstract theory rather than stream disciplinary journals. focus has led to institutions being structured in ways that demic rigor. actionable theory derived from and useful for inhibit engaged scholarship and teaching—structures Concerted action by research universities to elevate “real-world” practice. Another challenge for engaged Few incentives exist to reward engaged scholar- that have existed, in some cases, for more than a hundred engaged scholarship can yield multiple benefits—to scholars, writes Harkavy (2004), is research institutions’ ship. Many believe that traditional disciplinary-focused years and that comprise myriad “cultures” of depart- society and also to institutions of higher education. adherence to a Platonic notion of scholarship and edu- research approaches endure primarily because of a ments, centers, institutes, and classes. Within these struc- These reasons are discussed in the next full section of cation—one that assumes pure abstract theory as supe- strong set of incentives that reward them, including tures, academic fields are emphasized, faculty work in this report, starting on page 16. At the same time, it is rior to actionable theory derived from engagement in expectations with respect to National Research Council silos, students are encouraged to “declare their emphasis,” imperative that research universities deal more strategi- “real-world” practice. This view contrasts with Dewey’s rankings and publication in academic journals. There is and classroom instruction predominates over commu- cally with several barriers to engaged scholarship and notion of education as participatory, action-oriented, also a tendency among those who make tenure or pro- nity-based learning. These structures, in turn, limit the work together to overcome these obstacles. and focused on “learning by doing”—a focus that motion decisions to value individual, rather than col- ability of scholars, practitioners, students, and adminis- engaged scholars and teachers tend to embrace. The laborative, achievement. Young scholars beginning their trators to work across the disciplines—a fundamental challenge for research universities, some believe, is to careers in research institutions, for example, are often component of engaged scholarship approaches. As Barriers to Engaged Scholarship find ways to meld and/or incorporate both approaches advised to focus their energies on conducting and pub- Harkavy notes, “Communities have problems; universi- into practice; instead, the “dead hand” of Plato lishing articles that will help position them as leaders in ties have departments” (CERI, 1982, p. 127). While scholar-practitioner leaders from research uni- (Harkavy, 2004; Hartley, et. al., 2005) has continued to particular fields or disciplines, rather than in solving versities who attended the Tufts/Campus Compact dominate and shape American research universities, complex social problems because the former is often Research universities are often cut off from meeting believe that engaged scholarship can be a pow- which, in turn, has influenced the research and scholar- their only route to promotion or tenure. Powerful the communities in which they are located. The erful catalyst for broader civic engagement across insti- ship efforts of higher education overall. financial incentives also make it more difficult to loosen tendency to compartmentalize or distinguish external tutions, they acknowledged a reluctance among some the hold traditional research approaches have on organizations and relationships as separate from the administrators and faculty of these institutions to Lack of understanding about what engaged research universities. Immediately after World War II, institution is another barrier engaged scholars in research incorporate, support, and reward these approaches. scholarship is and how it works. The factors noted research universities, for example, began to receive a institutions face. Research universities are sometimes That is because it is “difficult for research institutions to above have led many at research universities to view considerable portion of their grant funds for research in viewed as distinctly separate from the communities in embrace anything that sounds overtly political or parti- engaged scholarship as somewhat suspect and less valid science, technology, and engineering largely for military which they are located and, in some cases, where poverty san, which the terms civic engagement and engaged than traditional research. This may be due to an uncer- purposes. These government research and development and other social problems are rampant. While engaged scholarship sometimes convey,” said one scholar. The tainty about what engaged scholarship is and how to contracts dwarfed those of the largest industrial con- scholars see such issues as opportunities to work with group agreed, however, that at the very least research assess it (Finkelstein, 2001). Because engaged work is tractors (Harkavy, 2004, p. 11). As a result, they began community residents and organizations to design studies universities could and should be developing research largely interdisciplinary and involves partnerships with aligning their research activities and structures to that find solutions to these problems, they can face chal- practices—“something we do well already”—that help community-based organizations, the links to academic ensure an ongoing flow of research dollars and became lenges from institutions who view “external” organiza- institutions become more aligned with their civic mis- expertise are not always evident. In addition, these kinds less focused on the results of that research for improv- tions or non-academics as inappropriate to include as sions. of efforts do not necessarily lend themselves to tradi- ing other aspects of society. part of scholarly research efforts.

14 15 Stanford students and faculty have long been dedicated to community service … I believe we provide our graduates with both the skills and sense of social responsibility necessary to make significant contributions to our nation and the world in the coming decades.

JOHN HENNESSY, President, Stanford University, 2005

Research universities were founded and estab- about adding community members to peer review pan- lished with a civic mission. In 1749, Benjamin els and about whether “clinical research needs to Franklin wrote that the “ability to serve” should be the develop new partnerships among organized patient rationale for all schooling and for the secular college he communities, community-based health care providers founded (Penn)—a mission to which other colonial and academic researchers. In the past, all research for a colleges, including Harvard, William and Mary, Yale, clinical trial could be conducted in one academic cen- Princeton, Columbia, Brown, Rutgers, and Dartmouth ter; that is unlikely to be true in the future” (NIH, adhered, based on their desire to educate men “capable 2006). The National Science Foundation also has of creating good communities built on religious adopted criteria for proposals to address aspects of col- denominational principles” (Harkavy, 2004, p. 6). Land- laborative methods and the public impact or potential grant universities, established through the Morrill Act application of research. Specifically, the foundation in 1862, also stipulated “service to society” as their pri- requires applicants to assess how their research will mary mission, as did urban research universities that “address the broader social impacts of the proposed Why Engaged Scholarship is Important were founded in the late nineteenth century. Today, research on public understanding; policy and/or prac- research universities continue to pay homage to their tice; educational strategies; or broader participation for Research Universities civic mission in their rhetoric and published materials. in the research…” (NSF, 2006). (Ramaley, 2005, cited Astin (1997, cited in Harkavy, 2004, p. 8), found that in Holland, 2005b, p. 4). Regional higher education random samples of the mission statements of higher accreditation organizations also have begun to intro- education institutions, including research universities, duce new accreditation standards related to engaged tend to focus more on “preparing students for respon- research and teaching. National educational associa- sible citizenship,” “developing character,” “developing tions such as the American Council on Education, the future leaders,” and “preparing students to serve soci- American Association of Secondary Colleges and ety,” rather than on private economic benefits, interna- Universities, and others have also advanced engaged A growing and influential cadre of scholars and practitioners from research universities, tional competitiveness, or preparing people for the scholarship approaches (Sandmann, 2003). labor market. including those who participated in the Tufts/Campus Compact meeting in October 2005, > The University of California, Berkeley has estab- Interdisciplinary, collaborative, and community- lished the Berkeley Research Futures Program agree that there are numerous reasons that research universities should incorporate an based scholarship increasingly is becoming a (BRFP), which provides up to $50,000 in seed funding ethos of engaged scholarship in their curricula, policies, and programs. Among these are: requirement for consideration for funding, for faculty who are willing to serve as principal accreditation, and categorization. Growing num- investigators for large interdisciplinary research a growing commitment to reclaiming the historic civic mission of institutions of higher bers of major federal funding agencies are incorporat- grant applications. The BRFP was designed to main- ing criteria for research proposals that include tain the university’s competitiveness in research A collaborative approaches and stipulate the public grant funding, based on a recognition that chal- education; increasing evidence that engaged scholarship can elevate the quality of research impact or future application of the study. The U.S. lenges in the natural sciences, engineering, social on a broad range of topics; and new requirements for funding and accreditation. National Institutes of Health has begun discussions sciences, and the humanities now require interdisci-

16 17 plinary, rather than individual, investigations. > A survey conducted by the University of Maryland Through the BRFP grants process, there has been in Spring 2005 found that 90 percent of respondents increased interaction among faculty, both within a believed it to be “very important” for the university Many of the faculty we are recruiting want to come to Tufts because of our focus given discipline and across disciplinary lines; the to “provide students with opportunities for civic development of larger-scale studies that can attract engagement,” but fewer than 34 percent believe on both civic engagement and academic excellence.We don’t substitute one for attention from students, the public, community that the “university adequately prepares students to the other. Indeed, we are committed to demonstrating that civic engagement can organizations, funders, and the media; the creation be civically engaged.” In response, the Provost and of a shared infrastructure that can be more cost- Vice President for Student Affairs created the be a route to high-quality research and vice versa. effective. Approximately five grants are awarded Coalition for Civic Engagement and Leadership—a each semester for teaching relief, supplemental campus-wide group that works to increase and JAMSHED BHARUCHA, Provost, Tufts University, Opening Remarks to the Tufts/Campus compensation to current staff employees, grant enhance opportunities for students to learn about writing support, and outreach coordination. and practice civically-engaged leadership. Compact meeting on research universities and civic engagement, October 24, 2005

> The Lincoln Filene Center for Community Partner- > At the University of Southern California (USC), ships at Tufts University builds the capacity of com- administrators cite its efforts to engage with the munity residents and organizations to identify larger Los Angeles community as the reason it was research questions that address pressing community named the Times-Princeton Review College of the priorities. The Tufts Community Research Center Year in 2000. Today, more than half of USC’s under- matches faculty with community partners, helps graduates volunteer in the community, enrollment courses that, together, provide extraordinary opportu- making the results of their research useful to a spe- these teams develop research proposals, and identi- is soaring, and the quality of the applicant pool nities for students to obtain more meaningful experi- cific community or organization, or available for the fies likely funding sources. The center also trains has improved significantly …because “USC markets ence with the inquiry process and to marry theory and public interest. Students participate in the Public faculty and community partners to collaborate itself as a school at which students can live and learn practice. Through community-based research courses Service Scholars Program concurrent with their throughout the research process. The Provost’s Civic how to create positive impact on the urban environ- students gain understanding and expertise on social departmental honors program. Through seminars, Engagement Scholars program pairs students with ment” (USC, 2001, p. 3). issues by engaging in cross-disciplinary inquiry and mentors, retreats, and presentations to peers and faculty mentors and provides funds for them to con- action, accessing community situations, asking signifi- the public, students explore the public implications duct engaged research over a summer. The Faculty > During 2004 to 2005, the University of California, cant questions, collecting data and information, analyz- of their research interests. In addition, the program Fellows program provides $30,000 over two years to Los Angeles (UCLA) received more applicants for ing the data using appropriate disciplinary methods, functions as a service-learning course, where stu- selected faculty across the university who conduct admission than any other university in the country— and drawing conclusions that are transformed into dents are asked to think critically about the nature engaged scholarship and research efforts. 45,000 for approximately 3,800 slots—an upward strategic action steps. Often, these efforts build on stu- of and obstacles to “engaged scholarship” in a uni- trend that coincided with the creation of the univer- dents’ participation in high-quality service-learning versity, while simultaneously participating in efforts sity’s civic engagement initiative. courses through which students work in partnership to produce such scholarship through their honors Students and other higher education stakehold- with diverse groups of people in communities to projects. ers increasingly are asking for engaged scholar- Demographic, cultural, economic, and knowledge address issues or problems identified by those commu- ship curricula and opportunities. Increasingly, shifts in American society, as well as globally,are nities as important. As a Center for the Study of Higher > The Morgridge Center for Public Service (MCPS) at research universities that fail to incorporate civic demanding new approaches to research and Education report on a symposium for the University of the University of Wisconsin-Madison provides engagement into their work “risk having younger peo- problem-solving. Rapid and complex developments California system noted: “Providing students with envi- a combination of opportunities for students and fac- ple, who see this as a new pathway to achieving a learn- in technology, science, business, and other domains, ronments in which theory meets practice can promote ulty to become engaged scholars, among them, peer ing society, go elsewhere” (Minkler, 2005, p. 12). both in the United States and globally, have led to a greater cognitive complexity, make learning more rele- learning and training, community-based research need for research and data that is able to incorporate vant to today’s social issues, and foster the civic skills grants, assistance in designing service-learning and > According to the Washington Post (Romano, 2006), the contributions of many disciplines, addresses pub- and inclinations necessary for society’s future leaders” community-based courses and programs, and serv- urban research universities such as the University lic problems, and is sensitive to increasingly diverse (CSHE, 2006, p. 3). Research, for example, suggests ice-learning fellowships. MCPS also helps create of Pennsylvania that are investing heavily in adja- populations and communities. Technology “has made that the service-learning process promotes reflective sustainable partnerships with community organiza- cent neighborhoods and making connections with knowledge, data, expertise, and information so widely thought through which students engage in higher order tions, citizen groups, and local coalitions to meet local civic life are becoming some of the “hottest” available that much research now can draw upon thinking skills, problem solving, analysis of complex identified community needs. schools in the country. These institutions have seen dynamic, interactive networks across different organi- issues, and evaluation (Eyler and Giles, 1999). their applications rise (14 percent since 2002) as the zations, sectors, individuals, and even nations to > The University of Utah’s Lowell Bennion Center “children of baby boomers drift away from bucolic address problems that were until now unresearchable” > The Public Service Scholars Program at Stanford has created a “Teaching Associates” program that academic settings toward action” (Romano, 2006, p. (Holland, 2005b, p. 3). University’s Haas Center for Public Service serves allows students to create and deliver an introductory A1) that these institutions are providing through as a capstone experience for seniors, drawing service-learning course under the guidance of a fac- courses, programs, and initiatives focused on civic Engaged scholarship aligns traditional research together academic and public service interests from ulty member. In addition to providing students with engagement. methods with teaching to enhance student learn- their undergraduate career. The year-long program the chance to gain first-hand experience with the ing. Some research institutions are offering a combina- supports students in writing honors theses that teaching and learning process, the program provides tion of community-based research and service-learning meet both high standards of academic rigor and also academic credit and stipends for participating stu-

18 19 dents. The Center also encourages students to conduct to these problems (Harkavy, 2006). Other types of higher community-based research as a form of engaged scholar- education institutions that have adopted engaged scholar- ship. Under the guidance of a faculty member and in ship approaches, have found that doing so helped them to No one mistakes Penn for an ivory tower. And no one ever will. Through our partnership with a representative of a community clarify their scholarly agenda and enhance their quality and agency, students design and implement research projects performance in both teaching and research. In turn, they collaborative engagement with communities all over the world, Penn is poised that address critical needs in communities and create have improved their performance as measured by student to advance the central values of democracy: life, liberty, opportunity, and new knowledge. Students’ findings are presented in a learning, retention, research productivity, and increased published report. financial and political support from community leaders and mutual respect. funders (Holland, 2005b). Research universities provide the bulk of graduate AMY GUTTMAN, President, University of Pennsylvania, Inaugural Address, October 15, 2004 education and, thus, can serve as a major pipeline for > Established in 2002, the “UCLA in L.A.” program at the tomorrow’s faculty and administrators skilled in University of California-Los Angeles, is a chancellor’s engaged scholarship approaches. Research universities initiative that uses the scholarship of engagement to educate the bulk of graduate students who, if exposed to more intentionally and meaningfully connect university methods of engaged scholarship, can promulgate these interests to community interests in the greater Los approaches as faculty members, thereby serving as powerful Angeles area. Overseen by the Center for Community information and practice disseminators. An increasingly Partnerships, the initiative has several programs. It pro- prevalent motivator for undergraduates to pursue graduate vides partnership support to faculty members or profes- encouraging other institutions to implement similar school teachers and students are engaged in service- studies is the engaged educational experiences many are now sional staff (up to $75,000) and nonprofit organizations approaches to research—research universities not only learning that requires the development and applica- having and want to continue, but they are not finding them (up to $50,000) in the surrounding Los Angeles area so help to promote these models but also send a message tion of knowledge to solve problems, as well as at research institutions because of the latter’s tendency to they can work together to address issues in three areas: to the public that they are responsive to community reflection on the experience and its effects, civic edu- focus on disciplinary-oriented coursework and dissertation children, youth, and families; arts and culture; and eco- needs and committed to contributing more meaning- cation, and advocacy/community change. Launched research. This drains the excitement and meaning from stu- nomic development. Projects, for example, have produced fully and directly to public problems and issues at the in 1985, this program now involves more than 5,000 dents’ studies, and they lose the passion that led them to seek art installations in Chinatown that examine the impact of local, national, and international levels. children and youth, parents, and community leaders a higher degree or to continue to pursue a civic-oriented culture on economic development; nanotechnology kits each year at its six most intensive sites in West career path. As a result, graduate education associations are to improve math and science pedagogy in secondary edu- > Citing Minnesota’s changing demographics and the Philadelphia. Additional school-day, after-school, and now encouraging graduate educators to consider civic or cation; and medicinal gardens in East L.A. to study the increasing needs of its children, youth and families, family and community programs reach several thou- engaged scholarship frameworks in their decisions about relationship between health outcomes and cultural prac- the University of Minnesota has launched the sand more individuals annually. admissions, curricula and graduation requirements. In tices. The Center also convenes community knowledge President’s Initiative on Children, Youth and Families Recommendations from National Studies on Doctoral forums featuring the work of supported partnerships; has that includes a series of “Children’s Summits.” Education (Nyquist and Wulff, 2000, cited in Bloomfield, an undergraduate internship program; awards an annual Through these summits, university and community 2005), a major recommendation was for graduate schools to prize recognizing outstanding community-campus part- leaders from all parts of the state work together to “produce scholar-citizens who see their special training con- nership projects; facilitates faculty and community rela- research and document the most effective strategies nected more closely to the needs of society and the global tionships; and works with administrators to develop for helping children move through the developmen- economy.” The Woodrow Wilson National Fellowship Foun- standards for evaluating engaged scholarship. tal stages needed to start strong and stay strong as dation Responsive Ph.D. Initiative (2004, cited in Bloomfield, they transition from birth to adulthood. The integral 2005) also urges that “…the goal of the doctorate [be] rede- Engaged scholarship can enhance the credibility,use- role of neighborhoods and communities that sup- fined as scholarly citizenship…” fulness, and role of universities as important institu- port and sustain children, youth and families also is tions in civic life. A focus on civic engagement through recognized throughout the series. Engaged scholarship helps research universities service-learning, community-based research, or engaged align their focus on high-quality research with the scholarship can help burnish the image of research universi- > Through the University of Pennsylvania’s Center civic missions on which they were founded. Research ties, including state universities that, in recent years, have for Community Partnerships, the university has universities can be specialized, fragmented, and uninte- suffered from decreases in public funding and questions helped to create a set of community schools that grated institutions, which mitigates their potential to align about their role in society. Similarly, research universities function as centers of education, services, engage- themselves more effectively with their civic missions. have been charged with being “out of touch” with or isolated ment, and activity for students, their parents, and Working with communities to help solve universal problems from the “real world.” These perceptions persist, even in the other community members within a specified geo- which are manifested locally—such as substandard schools, face of efforts by several research universities to tackle diffi- graphic area. With its community and school collab- lack of affordable housing, poverty, crime, access to health cult public problems through engaged scholarship and serv- orators, the center has developed significant K-16 care, and others—allows research universities unprece- ice-learning initiatives, underscoring the need for leaders of service-learning programs that engage students at dented opportunities to create the kind of institutional research institutions to step forward and speak publicly all levels in work designed to advance civic skills and alignment that is needed to fulfill their civic missions. The about these efforts and the larger civic engagement context abilities through service to and advocacy on behalf resources and expertise of virtually every university unit are in which they operate (Gilliam, 2005; Holland, 2005a). of their schools, families, and communities. Through needed to identify and implement more effective solutions By speaking publicly about engaged scholarship—and the program, Penn students and faculty and public

20 21 What Individual Research What Leaders at Research Universities Can Do Universities Can Do To Advance Civic Engagement To Advance Civic Engagement at Their Institutions Across Higher Education

> Engage the university’s governing body in an > Develop research projects based on engaged placed on education research associations such appraisal of the institution’s role and effective- scholarship approaches and publish the results of as the Association for the Study of Higher ness in delivering on the civic mission of higher the research in peer-reviewed journals and other Education and the American Educational education. venues that reach a wider audience. Research Association.

> Appoint dedicated senior academic leadership > Develop and agree on a set of standards for what > Convene scholar-practitioners who are recog- (e.g., an Associate Provost or School Dean) to constitutes high-quality “engaged scholarship”— nized as leaders in this work to engage in promote engaged scholarship that addresses and then work collaboratively to ensure that these continued discussions about how research pressing public problems. Provide that leadership are used by institutions as the basis for tenure universities can fulfill their civic missions, with the platform and infrastructure to have a and promotion decisions and grant awards. especially how these institutions can be trans- meaningful impact on the entire university. formed to meet the challenges of the future. > Create journals devoted to publishing the highest Develop ways to integrate this work with that > Ensure that engaged scholarship is valued in quality engaged scholarship research, including of other leaders in the higher education civic tenure and promotion decisions, grant awards, peer-reviewed journals devoted to research about engagement movement. and public recognition, regardless of discipline. and with the communities in which research uni- > Develop university-community partnerships that versities are located. The latter would welcome > Design panels, workshops, and other forums > Create opportunities to meld engaged scholar- are of mutual benefit to the university and its local interdisciplinary work, be available on-line, and for a multidisciplinary audience that focus on ship teaching and curricula, including service- community,as well as to communities throughout provide opportunities for organizations outside engaged scholarship approaches, especially learning courses, community-based research, the world. Provide sustainable funding streams for the university to comment on research findings. discussions about the purpose of research and other civic engagement programs that offer engaged scholarship efforts through centrally- universities and how the latter can and should be students the chance to learn about this kind of funded small grant programs, endowed centers > Establish national and/or regional institutes for transformed to meet the challenges of the future, research through direct interaction and partner- for engaged scholarship and teaching, and/or faculty interested in civic engagement that particularly those that will require more cross- ship with communities working to address public interdisciplinary centers focused on addressing provides training in engaged scholarship, teach- disciplinary approaches to research and teaching. problems. public problems. ing, and curricular development, as well as infor- mation about funding streams and partnership > Create a national clearinghouse or database that > Educate graduate students, who will be the > Offer graduate degree or certificate programs in opportunities. includes data and information relevant to civic future faculty of other higher education institu- civic engagement that can be open to community engagement work in urban environments and to tions, in engaged scholarship approaches so that scholars. > Meet with and encourage disciplinary and broad- which universities have access. the latter can become standard practice across based higher education associations to promote, higher education. advance, and integrate engaged scholarship into their standards, mission statements, and goals for their constituencies. Special emphasis should be

22 23 Student volunteers preparing for an annual AIDS day

ENDNOTES

Applegate, J. (2002). Enhanced grad- Colby, A., Ehrlich, T., Beaumont, E., Harper, W.R. (1905). The trend in Pasque, P., Smerek, R., Dwyer, B., uate education: Seeing with new eyes. and Stephens, J. (2003). Educating higher education. Chicago: University Bowman, N., Mallory, B. (Eds.) Washington, D.C.: Association of citizens: Preparing America’s under- of Chicago Press. (2005). Higher education collabora- American Colleges and Universities. graduates for lives of moral and civic tives for community engagement and responsibility. San Francisco, CA. Hartley, M., Harkavy, I., & Benson, L. improvement. University of Astin, A.W. (1997). Liberal education (2005). Putting down roots in the Michigan, School of Education: and democracy: The case for prag- Dewey, J. (1927). The public and its groves of academe: The challenges National Forum on Higher matism. In R. Orrill (Ed.) Education problems. Denver, CO: Alan Swallow. of institutionalizing service-learning. Education for the Public Good and democracy: Re-imagining liberal In Service-learning and higher educa- learning in America (R. Orrill,ed.) Ehrlich, T., (2000). Civic responsibil- tion: Critical issues and directions Ramaley, J. (2005). Engagement and (pp. 210-211). New York: College ity and higher education. Phoenix, (D. Butin, ed.) (pp. 205-222), NY: the integration of research and edu- Entrance Examination Board. AZ: Oryx Press. Palgrave MacMillan. cation: A new meaning of quality. Keynote address to the Australian Bloomfield, V. (2005). Civic engage- Eyler, J. & Giles, D. (1999). Where’s Holland, B. (2005a). Scholarship and Universities Quality Forum, July st ment and graduate education, the learning in service-learning? mission in the 21 century univer- 2005. Communicator, 38 (3), 1-2, 6. San Francisco, CA: Jossey-Bass. sity: The role of engagement. Washington, D.C.: Council of Remarks made at a University of Ramaley, J. (2004). Higher education Graduate Schools. Finkelstein, M.A. (2001). Toward California Symposium sponsored by in the 21st century: Living in a unified view of scholarship: the Center for Studies in Higher Pasteur’s Quadrant. Presentation at Boyer, E. (1990, re-released 1997). Eliminating tensions between tradi- Education on June 10, 2005. the American Association of Colleges Scholarship reconsidered: Priorities tional and engaged work. Journal of Berkeley: University and Universities’ Network for of the professoriate. Princeton, NJ: Higher Education Outreach and of California. Academic Renewal Conference, Carnegie Foundation for the Engagement, 6, 35-44. March 4, 2005 (Long Beach, Advancement of Teaching. Holland, B. (2005b). Scholarship and California). Retrieved on June 18, Furco, A. (forthcoming). Institution- mission in the 21st century univer- 2006 at http://aacu.org/meetings/ Boyer, E. (1996). The scholarship of alizing service-learning in higher sity: The role of engagement. ppts/Ramaley/ppts. engagement. Journal of Public Service education. Bolton, MA: Anker Unpublished white paper based on and Outreach, 1 (1), 11-20. Publishing Co. keynote address to the Australian Romano, L. (January 9, 2006). Urban Universities Quality Agency Forum, colleges learn to be good neighbors. Boyte, H. & Hollander, E. (1999). Gallagher, J. (1995). What is the July 5, 2005. Retrieved on March 31, Washington Post, A01. Wingspread declaration on renewing purpose of higher education in 2006 at www.auqa.edu.au/auqf/ the civic mission of the American American society? ASHE reader on 2005/program/papers/holland.pdf. Sandmann, L. (2003). When doing research university. Proceedings from revisioning curriculum in higher edu- good is not good enough. Good to a conference held on December 11- cation. (C. Conrad & G. Haworth, Kellogg Commission on the Future great: The scholarship of engage- 13, 1998. Racine, WI: Johnson eds.) Needham Heights MA: Simon of State and Land-Grant Universities ment. Address to the National Foundation. and Schuster Custom Publishing. (1999). Returning to our roots: The Extension Director/Administrator engaged institution. Battle Creek, Conference, February 12, 2003 Center for Educational Research Gibbons, M., Limoges, C., Nowotny, Michigan: W.K. Kellogg Foundation. Fort Lauderdale, Florida. and Innovation (CERI) (1982). The H., Schwartzman, S., Scott, P. & university and the community: The Trow, M. (1994). The new production Minkler, M. (2005). Remarks made Schon, D. (1995). The new scholar- problems of changing relationships. of knowledge: The dynamics of science at a University of California ship requires a new epistemology. Paris: Organization for Economic and research in contemporary Symposium sponsored by the Center Change (Nov./Dec.), 27-34. Cooperation and Development. societies. London: Sage Publications. for Studies in Higher Education on June 10, 2005. Berkeley: University Stokes, D. (1999). Pasteur’s quadrant: Center for Studies in Higher Educa- Gilliam, F. (2005). Remarks made at a of California. Basic science and technological inno- tion (CSHE) (2006). Promoting civic University of California Symposium vations. Washington, D.C.: Brookings engagement in the University of sponsored by the Center for Studies in National Institutes of Health (2006). Institution Press. California: Recommendations from Higher Education on June 10, 2005. Re-engineering the clinical research the Strategy Group on Civic and Berkeley: University of California. enterprise. Retrieved on June 12, University of Southern California Academic Engagement. Retrieved on 2006 at http://www.nihroadmap. (USC) (2001). The community and March 31, 2006 at http://cshe.berke- Harkavy, I. (2006). Foreword. In nih.gov. academic life at USC. Unpublished ley.edu/publications/papers/ Strate- Creating a new kind of university: white paper by Academic Senate. gyReport.2.06.pdf. Institutionalizing community-univer- National Science Foundation (2006). Retrieved on March 31, 2006 at sity engagement (S.L. Percy, N. Merit review broader impacts crite- www.usc.edu/academe/ acsen/docu- Center for Studies in Higher Zimpher & M.J. Brukhardt, eds.) rion. Retrieved on June 12, 2006 at ments/ whitepapers/wp01_commu- Education (CSHE) (2005). Civic and (pp. viii-xvi), Boston: Anker http://www.nsf.gov/pubs/gpg/broad- nity.PDF. academic engagement in the multi- Publishing Co. erimpacts.pdf. versity: Institutional trends and Woodrow Wilson National initiatives at the University of Harkavy, I. (2005) Service learning Nyquist, J. & Wulff, D. H. (2000). Fellowship Foundation Responsive California Proceedings from the and higher education: A look for- Recommendations from National Ph.D. Initiative (2004). Retrieved University of California Symposium ward, The Generator, 23 (2), 44-45. Studies on Doctoral Education. on June 19, 2006 at http://www. held on June 10, 2005. Berkeley: Retrieved on June 19, 2006 at woodrow.org/responsivephd/agenda. University of California. Harkavy, I. (2004). Service-learning http://depts.washington.edu/envi- html. and the development of democratic sion/project_resources/national_ universities, democratic schools, and recommend.html. democratic good societies in the 21st century. In New perspectives on serv- ice-learning: Research to advance the field (M. Welch & S. Billig, eds.) (pp. 3-22), Greenwich: Information Age Publishing.

24