Civic and Community Engagement
Publication Year: 2013
The terms “civic engagement” and “community engagement” have various definitions, but they are united by the sense that individuals who are civically engaged not only are concerned about the quality of life in their communities but also take action to improve conditions for the common good. In the United States, to be civically engaged means to actively participate in a civil democratic society. Going Public examines programs related to civic engagement and the ways in which faculty and students participate in communities in order to improve them. Engagement scholarship is a scholarship of action, a scholarship of practice that takes place both in and with the community. Within the framework of this new scholarship, the mission of the academy does not begin and end with intellectual discovery and fact-finding. Rather, the academy joins forces with the community, and together they use their knowledge and resources to address pressing social, civic, economic, and moral problems. Each chapter in this book tells a unique story of community engagement and the scholarship of practice in a diverse range of settings, documenting successes and failures, the unintended consequences, and the questions yet to be answered.
Published by: Michigan State University Press
Part 1. Scholarship-Focused Civic Engagement and Service Learning
Introduction - Hiram E. Fitzgerald and Judy Primavera
The founding of Campus Compact in 1985 was intended to connect students to the “civic purposes of higher education.” Whether Campus Compact sparked higher education’s efforts to reconnect with society will be debated by historians, but it seems that Campus Compact stoked more than kindling when it encouraged higher education to develop stu-dents’ citizenships skills by providing them with opportunities to work as volunteers in com-munity contexts. Shortly after Campus Compact was founded, Ernest Boyer (1990) was ...
The Challenges of Scholarship - Cynthia Jackson-Elmoore
What is scholarship? Or perhaps the question really is: what is valued scholarship? Aca-demic achievement for faculty and increasingly graduate and undergraduate stu-dents is typically measured in terms of scholarship. However, there continues to be a lack of clarity and consistency in defi ning and assessing scholarship on university campuses world-wide. Many people have a good sense of the term; others will tell you that they know it when they see it. However, this does not speak to the various forms of scholarship that persist. At ...
Undergraduate Research: Blending the Scholarship of Discovery, Teaching, Application, and Integration - Cynthia Jackson-Elmoore, Korine Steinke Wawrzynski, Katy Luchini Colbry, and Juliette C. Daniels
I gained a really specifi c set of skills and deepened my understanding of a lot of concepts. . . . I Traditionally, academic research has focused on discovery—uncovering new knowledge, fi nding new ways to solve problems, or using new data to revise and clarify previous understanding. In a seminal discussion of the professoriate, Boyer describes this process of discovery as “the commitment to knowledge for its own sake, to freedom of inquiry and to following, in a disciplined fashion, an investigation wherever it may lead” (Boyer, 1990, ...
From Passive Transfer of Knowledge to Active Engaged Learning: A Reflection and Commentary - Cyrus Stewart and Karen McKnight Casey
This chapter offers one professor’s personal refl ection on almost 20 years of service learn-ing methods and experience in the context of general education courses at Michigan State University, followed by a response regarding the future of civic engagement and service learning by the director of Michigan State University’s Center for Service-Learning and Civic The following provides my personal refl ection on almost 20 years of service-learning experi-ence in the context of general education courses I teach at Michigan State University. It is ...
Intersecting Civic Engagement with Distance Education - Derryl Block and Linda Lindeke
This chapter examines opportunities and challenges of integrating community-based research and civic engagement in higher education programs where students are distant from faculty and campus. Such programs often rely on technology-enhanced teaching/learning delivered through the Internet or interactive television. Building rela-tionships between faculty, students, and communities involves special opportunities and challenges when interactions are mediated by technology and parties are geograph-...
Can Civic Engagement Rescue the Humanities? - David D. Cooper
The relationship between the civic engagement movement and the contemporary humanities reminds me of a Nora Ephron movie like Sleepless in Seattle or You’ve Got Mail. Typically, the movie begins with two single, upwardly mobile characters who face a growing void in their otherwise successful lives. Serendipity steers them to each other. Cir-cumstance or plain dumb luck often intrudes and keeps them apart. The plot becomes a study of their romantic, often heroic, and sometimes comic journey to fi nd each other. Just ...
Service Learning through Public Work and Public Deliberation - David D. Cooper and Eric Fretz
During the spring semester of 2002, we both taught integrated classes in the Writing, Rhetoric and American Cultures (WRAC) program at Michigan State University. That course is described at length below. This experience turned out to be a watershed teach-ing experience for each of us. Coo per was a veteran of service-learning pedagogy at that time, and Fretz, through Cooper’s mentoring, was just beginning to experiment with the pedagogy. Now, a decade later, we are taking this opportunity to refl ect on how these ...
Service Learning and Civic Engagement as Preparation for a Life Committed to Working for the Common Good: The Michigan State University/Rust College Student Tutorial Education Project, 1965–1968 - John S. Duley and Nicole C. Springer
During the summer months of 1965–68, 97 student volunteers and 10 faculty members from Michigan State University volunteered in a service-learning project at Rust College, a small African American liberal arts college in Holly Springs, Mississippi. The college was founded by the Freedman’s Aid Society of the Methodist Episcopal Church in 1866 and celebrated its 145th commencement ceremony in May 2011. Like many colleges, Rust adheres to the three pillars of education: teaching, research, and community service. ...
Part 2. Community Engagement and the Scholarship of Practice
Introduction - Judy Primavera and Hiram E. Fitzgerald
The “new scholarship” set in motion by Boyer, Lynton, and the Kellogg Commission is a scholarship of action, a scholarship of practice that takes place both in and with the community. This scholarship of practice challenges higher education’s age-old accepted epistemologies and requires a new set of norms regarding what counts as legitimate knowl-edge and what methodologies are acceptable means of acquiring such knowledge (Schön, 1995). It is a scholarship that frees the academy from the confi nement of its myopic, reduc-...
Wiba Anung: Co-creating a Sustainable Partnership with Michigan’s American Indian Head Start Programs - Hiram E. Fitzgerald, Patricia Farrell (Taos Pueblo), Jessica V. Barnes, Ann Belleau (Ojibwe), Hope K. Gerde, Nicole L. Thompson (Menominee/Mohica
Hiram E. Fitzgerald, Patricia Farrell (Taos Pueblo), Jessica V. Barnes, Ann Belleau (Ojibwe), Hope K. Gerde, Nicole L. Thompson (Menominee/M ohican), Kyung Sook Lee, Mary Calcatera (Sault Saint Marie Ojibwe), It is often the case that an event planned for one purpose leads to unintended conse-quences. In this chapter, we describe an unintended consequence that has produced a multi-year partnership between researchers at Michigan State University and the Early Head ...
Cross-Cultural Community Engagement, Elizabeth Kübler-Ross’s Model of Death and Dying, and Racial Identity Development - Michelle R. Dunlap
Scholars have proposed that Elizabeth Kübler-Ross’s model of death and dying can be applied to any change that requires loss or, vice versa, to any loss that requires change (Goldsworthy, 2005). The community engagement process is one that involves signifi cant change, negotiation, adaptation, and even loss. Within the community engagement process, constituents are challenged to try to understand one another, to work in partnership, and to evolve. Many times partners are traversing socioeconomic, racial, ethnic, cultural, gender, ...
Hard Time: What We Can Learn from Long-Range Community Involvement in Prisons and Jails - Patricia E. O’Connor
I wrote that poem as I become sharply aware of the privilege I had as a college educator coming from Georgetown University and going inside a maximum security penal institu-tion. Astonished that our goodwill as volunteers was being questioned, we grumbled as the zealous guards reported to the “white-shirt” offi cers that we had given away books to inmates in our college courses instead of carrying those books back out with us when we left. We were struck by their underlying image of education as something that occurred only in a ...
Illuminating the Terrain of Community Engagement in Landscape Architecture Education - Pat Crawford, Warren Rauhe, and Patricia Machemer
...“Illuminating the Terrain” is an exploratory study of how professional academic pro-grams integrate community engagement around the issues of community design and land use. Real-life design projects are a mainstay of landscape architecture (LA) studio courses across North America and a lively topic with many CELA (Council of Educators in Landscape Architecture) members. However, a systematic look at how we do it, why we do it, and what we know does not exist. The perception of engagement activities as less schol-...
Beyond Tomorrow: Charting a Long-Term Course toward Community Impact in Local Public Education - Mary Beckman and Joyce F. Long
An important reason for “going public” is to improve the “public” with whom universities and their constituents are engaged. Although service learning and community-based research (CBR) have at least an implicit aim to do just that (Ehrlich, 2000; Parks Daloz, Keen, Keen, & Daloz Parks, 1996; Peters, 2005), many who are involved in all manner of higher education community engagement voice the concern that effects on communities simply do not get enough attention. Critics of common modes of higher education community ...
Steppin’ Up: The Oneonta Community Alliance for Youth, Grassroots Democracy, and the Battle for Public Space - Katherine O’Donnell
Understanding the social forces that bring us together or keep us apart and the role of communities in that dynamic are central foci of the discipline of sociology. Connecting young people to their communities through institutions and traditions is a key task for soci-eties, one with which we struggle as some of the formerly integrative dimensions of com-munities, like neighborhoods, crumble and new ones emerge, including youth culture itself. As families work longer hours and experience more stress in dealing with the demands of ...
The Ocmulgee River Initiative: Engaging the Community in Aquatic Research - Brian E. Rood
The greatest joys of a researcher-e ducator are to “solve problems” and to see our students transform from pupils to professionals. For so many research scientists, the professional focus follows a reductionist perspective, asking questions about specifi c problems, develop-ing testing strategies that address the problem statement, and conveying the outcomes of the experimentation to professionals who are involved in common reductionist endeavors. Consequently, a student researcher’s success is measured by the student’s capacity to delve ...
Going Public through International Museum Partnerships - C. Kurt Dewhurst and Marsha MacDowell
Museums face unprecedented opportunities to exert even greater infl uence in society. We are becoming places of dialogue, advocates for inclusion, places of values, and incubators of community. Without straying from our foundations, we can become places where consensus evolves around fundamental questions faced by people in every age. What is beautiful and what is ugly? What have we done well, what have we done poorly, and ho w can we do better? What is good, what is evil, and ...
Poco a Poco: Weaving Transnational Solidarity with Jolom Mayaetik, Mayan Women’s Weaving Cooperative, Chiapas, Mexico - Katherine O’Donnell
If you want to have a “global partnership” with an artisan co-op you should in the fi rst place have The above quote, from a compañera with whom I worked during the last fourteen years in Chiapas, Mexico, captured the bottom-line realities involved in an emerging, dynamic, and complex transnational and intercultural partnership. Organizing with Jolom Mayaetik, an autonomous, Mayan women’s weaving cooperative composed of 200 members from the highlands of Chiapas, within the context of the academy, I moved from tourist to academic ...
When University and Community Partner: Community Engagement and Transformative Systems-Level Change - Judy Primavera and Andrew Martinez
This chapter is the story of a university-community partnership that illustrates the poten-tial that community engagement has to produce systems-level transformational change in the institutional culture of both partners. The partnership is between Fairfi eld University and Action for Bridgeport Community Development’ s Early Learning–Head Start Program. Its offi cial name is the Adrienne Kirby Family Literacy Project. From its inception, the Kirby Literacy Project’s goals focused on improving low-income preschoolers’ school readiness ...
Page Count: 339
Publication Year: 2013
Edition: 1st Hardcover
Series Title: Transformation in Higher Education
Series Editor Byline: John Smith, Will Wordsworth