Stanton, T.K. (2007). New times demand new scholarship 2: Research universities and civic engagement: Opportunities and challenges. The University of California, Los Angeles. Available at: http://www.compact.org/initiatives/research_universities/

(Scholarly/conference report; evaluation; persuasive) Download complete report.

This report emerges from the second gathering of scholars from research universities across the country, convened in an effort to enhance the visibility and leadership of research universities in the movement for institutional civic engagement. Expanding on their conversation from a year earlier, “the group focused on opportunities and challenges in four areas critical to expanding and institutionalizing civic engagement within research universities” (p. 5). The areas of focus were:

• Engaged scholarship (defined as research in any field that connects the resources of the university with those of the private and public sector in an effort to advance knowledge and address social issues);
• Scholarship focused on engagement (research focused on civic participation and the resulting impact);
• The education of students for civic and community engagement; and
  Institutionalizing civic engagement within and across research universities.

Engaged Scholarship

The group agreed that their conceptualization of community-engaged scholarship should be that which connects the resources of the university with social issues, ultimately benefiting both the common good and the academic purposes of the academy. In addition, engaged scholarship should provide dynamic learning opportunities for students, allowing them to integrate their intellectual, civic, and professional development. In trying to develop a framework by which to assess engaged scholarship, they put forth three dimensions to consider:

• Purpose, noting that engaged research should “have an intentional public purpose and direct or indirect benefit to community” (p. 8);
• Process, or the manner in which the research is a collaborative effort between university and community personnel; and
• Product, which takes account of the range of outcomes that emerge from the research and who benefits from those outcomes.

Building upon this framework, the group recommended that each university discuss the criteria for engaged research and formulate its own conceptualization of this work and how it is to be assessed.

Scholarship Focused on Engagement

Research on engagement focuses on civic life, democratic involvement, and the engaged work of faculty and students beyond the campus. It is not a community-based approach to research, but rather inquiry into this type of work. Just as with community-engaged research, one major challenge to focusing on civic engagement is gaining recognition within academic circles. Therefore, conference participants recommend that in order for engagement research to be taken seriously, scholars need outlets for their work. Thus, they suggested that a research university consider establishing a new journal focused on the scholarship of engagement, as an aid to those involved in this work.

Educating Students for Civic Engagement

Participants not only considered what they expected students to get out of community engagement activities, but how to assess the outcomes for both the university and community constituencies. But in order to assess outcomes, students first need to be encouraged to become involved in civic engagement. Thus, faculty and administrators need to know what attracts students to engagement. One aspect that emerged from the conference was that motivations often vary by race, ethnicity, and class.

Another concern raised among participants was the disconnect between opportunities for engagement at the undergraduate and graduate levels. Often, students experience a withdrawal from community work once they transition to graduate or professional studies, which indicates that the value of this type of work is not congruent with the values of advanced study. Therefore, the group recommended that outcomes of engaged scholarship be understood and articulated, and called on research universities to establish opportunities for engaged scholarship as a dimension of graduate study.

Institutionalizing Civic Engagement

The discussion of institutionalizing civic work focused on a vision for what a civic and community-engaged institution would look like. Among the components delineated were:

• “A firmly held, widely shared belief that improving the life of communities will lead to excellence in the core missions of the institution” (p. 20);
• An intentionality to develop reciprocal relationships with community partners that attempt to enhance the quality of life of those communities and the general public good;
• Collaborations with community members that increase access to the institution;
• Policies that support and promote engaged scholarship among the campus constituency, as well as reward structures for faculty who engage in this type of work; and
• The establishment of executive leaders and high-level administrators who promote civic engagement throughout the university.

Building on these components, the group recommended that institutions interested in becoming civically engaged should take several steps, such as giving campus-wide visibility to the efforts already taking place, educating graduate students in engaged research methods, and providing sustainable funding for engaged research and interdisciplinary centers that address public problems.

Thus, the group concludes their report by asking other institutions to join them in their efforts and to work toward the successful attainment of their vision for civically engaged research universities.