Community-University Engagement

As the emphasis on economic development through community-university engagement intensifies, educators and policy makers must learn to think differently about the engagement process. This is particularly true when a narrowly defined group of leaders sets the engagement agenda, and those who are traditionally underrepresented continue to be marginalized in the conversations about their own futures.Emphasizing the importance of community as a context for engagement and building strong relationships over time, Moore calls on institutional leaders to intentionally facilitate broad participation by all members of a community in discussions about how and in what direction the community will develop.This is the second issue of the 40th volume of the Josse-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing criical reviews of each manuscript before publication.

Executive Summary viiForeword xiOverview 1Reframing Engagement 3The Emergence of a Field of Study 5Using Theory to Advance Community-University Engagement8The Role of Place in Engagement 11A Roadmap 14Community as Place 17Placemaking 19Driving the Economy 26Reconciling Competing Roles: The Anchor Institution Mission29Directions for Future Research: Institutional Change 32Community as Classroom 39Intended Outcomes of (a) Higher Education 41Teaching and Learning for Civic Engagement 43Community Experiences of Civic Engagement 52Directions for Future Research: Institutional Purpose 55Community as Research Context 65(Community-) Engaged Faculty Work 66The Impact of Engaged Faculty Work on Communities 76Encouraging Engaged Scholarship 79Directions for Future Research: Institutional Culture 82Implications and Recommendations 89Recommendations for Realizing the Civic Imperative of HigherEducation 91Moving Engagement From Outcome to Process 98References 101Name Index 119Subject Index 125About the Author 129