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Title: Renewing the Civic Mission of Graduate and Professional Education: Challenges and Opportunities


1
Renewing the Civic Mission of Graduate and
Professional Education Challenges and
Opportunities
  • Timothy K. Stanton
  • Visiting Senior Fellow, John Gardner Center for
    Youth and Their Communities
  • Stanford University
  • Engaged Scholar, Campus Compact
  • Western Regional Colloquium on Civic Engagement
    and Graduate Study at Research Universities
  • 13 April 2007

2
Themes
  • The context of change in the role of higher
    education in society and the nature of
    scholarship
  • CE as a core element in fulfilling this new role
  • Special challenges of CE in graduate and
    professional education consequences for
    students, communities and institutions
  • National/regional/international efforts to renew
    institutional commitment to CE at the graduate
    level
  • Examples in research and teaching
  • Possible next steps on campus and in the field

3
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5
New Times Demand New Scholarship(Preface to
Research Universities and Engaged Scholarship
Gibson, 2006)
  • The 21st Century presents new challenges and
    opportunities to higher education
  • Challenge rapid expansion and growth of advanced
    technologies is transforming the ways in which
    knowledge and information can be absorbed and
    distributed.

6
New Times Demand New Scholarship
  • Challenge poverty, substandard education, access
    to health care, environmental degradation and
    other public problems have become more complex
    and globally interconnected.
  • Challenge interdisciplinary knowledge
    development seen increasingly as needed to solve
    these problems.

7
New Times Demand New Scholarship
  • Challenge although Americans involvement in
    volunteering has increased in recent years, their
    interest in, knowledge about, and participation
    in civic and political issues and processes has
    declined steadily (Ehrlich, 2003).

8
New Times Demand New Scholarship The Opportunity
  • These factors, combined with growing public
    dissatisfaction with higher educations ability
    to demonstrate its value, have prompted many
    colleges and universities to reexamine their
    conceptions of excellence, the nature of
    scholarly work, and, most important, how to
    better reflect the original purpose of higher
    education to serve as a civically engaged, and
    active leader in preserving, promoting, and
    educating for a democratic society.

9
Global Shifts in Research Culture
  • Mode 1 pure, disciplinary, homogeneous,
    expert-led, supply-driven, hierarchical,
    peer-reviewed, and almost exclusively
    university-based
  • Mode 2 applied, problem-centered,
    transdisciplinary, heterogeneous, hybrid,
    demand-driven, entrepreneurial, and
    network-embedded (Gibbons, 2001)

10
Changes in the Production of Knowledge
  • Mode 2 research requires transdisciplinary
    modes where knowledge is produced in the context
    of application
  • Transdisciplinarity is made necessary by the
    extensive social distribution of knowledge many
    knowledge sources are linked interactively
    through networks

11
Features of Transdisciplinary Research
  • Research groups form and dissolve as problems are
    solved or redefined, but communications persist
    through diverse networks.
  • Results are diffused instantly through the
    network of participants production and diffusion
    are merged.
  • Subsequent diffusion occurs as practitioners
    enter successive problem contexts. Practitioners
    may not return to the discipline for validation.
  • Quality criteria include efficiency and
    usefulness in addition to traditional criteria.

12
An Evolving Social Contract
  • A new social contract between society and science
    is emerging which will be constructed upon the
    opening up of universities to contextualisation
    of research, greater participation in the world,
    and involvement in the production of socially
    robust knowledge (Gibbons, 2006)
  • In the new context, institutional autonomy
    implies social embeddedness, not the reverse.

13
An Evolving Social Contract
  • The current contract, which enshrines
    institutional autonomy for universities, implies
    that research agendas will be set by university
    scientists even though the expectation is that
    the outputs of research need to be communicated
    to the wider society, whether industry, the
    health sector or the social services.
  • Information flows in one direction.

14
An Evolving Social Contract
  • Under the prevailing social contract science is
    able to speak to society. Now, with increasingly
    permeable institutions, society can, and does,
    "speak back" to science. The growing intensity of
    this reverse communication strengthens the
    contextualisation of scientific knowledge.

15
An Evolving Social Contract
  • Thus, society speaks back not deferentially but
    by demanding innovation in a variety of ways -
    whether through the medium of government-formulate
    d national objectives, the emergence of new
    regulatory regimes, or in the multiplication of
    user-producer interfaces.
  • Contextualisation shifts research from the
    production of merely reliable knowledge
    (knowledge valid in the experimental context) to
    the production of socially robust knowledge
    (knowledge valid, because tested in a range of
    other contexts).

16
An Evolving Social Contract
  • In the prevailing contract, science made
    discoveries and offered them to society.
  • The new contract will be based upon the joint
    production of knowledge by society and science.

17
An Evolving Social Contract
  • From the side of science new research practices
    are emerging in part as a response to society, to
    new questions which society wants taken
    seriously but also, in part, from a greater
    understanding in society of the importance of
    research in delivering solutions to problems of
    many different kinds.

18
An Evolving Social Contract
  • In Mode 2 society, engagement will be determined
    to the extent that universities encourage reverse
    communication and actually help society to learn
    to speak back effectively. Further, engagement as
    a core value will be determined by the extent to
    which universities invest resources in the
    facilitation and management of transaction spaces
    and support the appropriate boundary work that is
    necessary to generate the cooperation that is
    required to formulate and pursue complex problems
    through research. Engagement as a core value will
    be evident in the extent to which universities
    actually develop the skills, create the
    organisational forms and manage the tensions
    between Mode 1 and Mode 2 research.

19
Traditional Role of Universities Generate and
Transmit KnowledgeResearch, Teaching, Service
  • Emerging Role of Universities Participate in a
    Learning Society That Integrates Discovery,
    Learning and Engagement

20
Civic Engagement as Scholarship
  • Engaged scholarship is a specific conception of
    faculty work that connects the intellectual
    assets of the institution (i.e., faculty
    expertise) to public issues such as community,
    social, cultural, human and economic development.
    Through engaged forms of teaching and research,
    faculty apply their academic expertise to public
    purposes, as a way of contributing to fulfillment
    of the core mission of the institution. (Holland,
    2006)

21
Civic Engagement as Scholarship(Committee on
Institutional CooperationCIC Committee on
Engagement)
  • Engagement is the partnership of university
    knowledge and resources with those of the public
    and private sectors to enrich scholarship,
    research, and creative activity enhance
    curriculum, teaching, and learning prepare
    educated, engaged citizens strengthen democratic
    values and civic responsibility address critical
    societal issues and contribute to the public
    good. (Bloomfield, 2005)

22
Features of Engaged Scholarship
  • Collaborative and participatory
  • Draws on many sources of distributed knowledge
    based on partnerships
  • Shaped by multiple perspectives and expectations
  • Deals with difficult, evolving questions
  • Long term in both effort and impact
  • Requires diverse strategies and approaches
  • Crosses disciplinary linesa challenge for
    institutions organized around disciplines
  • (Holland, 2005)

23
Features of Engaged Scholarship
  • Engagement is scholarly. A scholarship-based
    model of engagement involves both the act of
    engaging (bringing universities and communities
    together) and the product of engagement (the
    spread of discipline-generated, evidence-based
    practices in communities).
  • Engagement is reciprocal and mutually beneficial.
    There is mutual planning, implementation, and
    assessment among engagement partners.
  • Engagement cuts across the mission of teaching,
    research, and service. It is not a separate
    activity, but a particular approach to
    campus-community collaboration. (Bloomfield,
    2006)

24
Forms of Community Engagement
25
What Is An Engaged Higher Education
Institution? (Adapted from Gibson, 2006) Engaged
higher education institutions ? Seek out and
cultivate reciprocal relationships with the
communities in which they are located and
actively enter into shared tasksincluding
service and researchto enhance the quality of
life of those communities and the public good,
overall (Kellogg Commission, 1999, p.9, cited in
USC, 2001, p.1) ? Support and promote the notion
of engaged scholarshipthat which addresses
public problems and is of benefit to the wider
community, can be applied to social practice,
documents the effectiveness of community
activities, and generates theories with respect
to social practice. (USC, 2001, p.1).) ? Support
and reward faculty members professional service,
public work, and/or community-based action
research or public scholarship (Boyte
Hollander, 1999, p.10). ? Provide programs,
curricula, and other opportunities for students
to develop civic competencies and civic habits,
including research opportunities that help them
create knowledge and do scholarship relevant to
and grounded in public problems but still within
rigorous methodological frameworks. (Boyte
Hollander, 1999, p. 10) ? Have administrators
that inculcate a civic ethos throughout the
institution by giving voice to it in public
forums, creating infrastructure to support it,
and establishing policies that sustain it. ?
Promote student co-curricular civic engagement
opportunities that include opportunities for
reflection and leadership development. ?
Collaborate with community members to design
partnerships that build on and enhance community
assets, as well as increase community access to
the intellectual, material, and human resources
of the institution (Plaut, 2006).
26
Challenges for Elite Research Universities
  • Successful reputation investment in traditional
    modes of scholarship few incentives
  • Conservative view of innovations assimilate new
    ideas so they resemble current work
  • Large and decentralized, which makes change
    difficult
  • Departmentalized in disciplines rather than on
    public problems, which makes community-responsive,
    interdisciplinary work difficult to organize and
    sustain
  • Emphasize abstract theory rather than actionable
    theory derived from and useful for real-world
    practice
  • Leading models for engagement are not peers
  • Global ambitions local issues less compelling

27
Challenges for Graduate and Professional Education
  • Service asymmetry between undergraduate and
    graduate education
  • Separates civic engagement values from values of
    advanced study and career development graduate
    students moral and civic development is
    suspended
  • Particularly acute at research universities

28
Challenges for Graduate Education at Research
Universities
  • Research universities expect graduate students to
    make full-time commitment
  • Students focus should be their studies
  • Research universities seek to socialize graduate
    students to the academy and disciplines as
    traditionally defined
  • Fervid commitment to basic as opposed to applied
    research

29
Consequences for Graduate Students
  • Professional and disciplinary knowledge graduate
    students develop is divorced from contexts of
    social responsibility in which mature
    professionals work
  • This fragmentation impedes students
    intellectual, civic and professional development

30
Consequences for Graduate Students
  • Students lack opportunities to learn
    community-based and collaborative research
    methodologies, even though these are increasingly
    important to understanding and solving community
    problems

31
Consequences for Communities
  • Graduate students do not make the contributions
    that undergraduates make to community life and
    development
  • Communities have unmet information needs which
    graduate students are capable of responding to
    through community-based/responsive research and
    professional service
  • Graduate students develop little if any
    familiarity with forms of teaching, service and
    research that can enrich community and civic
    participation

32
Consequences for Institutions
  • Neglect of civic engagement in the fabric of
    graduate education strikes a false chord in the
    research universitys social contract with the
    public
  • Social contributions of the research university
    are truncated
  • Universities lack opportunities to be of
    scholarly service to communities in ways that
    will strengthen public support

33
Research University Motivations
  • Responds to changing student body (1st
    generation, preference for active learning,
    commitment to communities they came from).
  • Strengthens research impact - it works.
  • Renews public purpose, revitalizes historic
    civic mission.
  • Makes scholarly work visible to the public.
  • Engaged scholarship increasingly is becoming a
    consideration for funding, accreditation, and
    classification.

34
Accountability and Reputation Factors are
Changing in the U.S.
  • Incorporation of engagement into regional
    accreditation processes (e.g., North Central
    Association of Colleges and Schools Engagement
    and Service requirement)
  • Federal interest in collaborative research and
    community impacts of research (e.g., NSF criteria
    - intellectual merit and broader social impact)
  • Persistent state pressure for evidence of impact
  • Introduction of engaged scholarship (and
    learning) into classifications/rankings-Carnegie
    and US News World Report
  • Increased demand from students, other HE
    stakeholders, and socio-cultural shifts in
    society for engaged learning, research and
    problem-solving

35
New Carnegie Elective Classification for
Community Engagement
  • Collaboration between institutions of higher
    education and their larger communities (local,
    regional/state, national, global) for the
    mutually beneficial exchange of knowledge and
    resources in a context of partnership and
    reciprocity.
  • 76 institutions chosen in 2006
  • Seehttp//www.compact.org/carnegie/

36
National/Regional/International Efforts to Renew
Institutional Commitment to Engagement A Brief
History
37
Four Waves of University ReformFirst Wave
(1960-1985)
  • Bottom-up thrust by service-learning pioneers
    to connect study with service so that
    disciplines illuminate and inform experience and
    experience lends meaning and energy to
    disciplines (Eskow, 1980)
  • Exemplary innovations and networks, developing
    literature, but marginal impact on curricula,
    pedagogy, and research

38
Four Waves of University ReformSecond Wave
(1985-1989)
  • Initiative for Public Service by Undergraduates
    (Campus Compact)
  • Liberty and Duty, Thats the Deal (Gardner, J.,
    1984)
  • Return to civic mission (prepare emerging leaders
    for civic roles)
  • Volunteer service as means of connecting
    privileged to lives and problems of less
    fortunate
  • Narrow focus/impact, but set the stage for next
    wave

39
Four Waves of University ReformThird Wave
(1989-1999)
  • Link service to curriculum, re-birth for
    service-learning (Campus Compact)
  • Academically-based community service to ensure
    service experience was effective and educational
  • Exponential growth of service-learning and
    community-based research (undergraduates)
  • Institutional (public service centers) and
    curricular change (service-learning requirements,
    minors, problem-focused interdisciplinary
    programs)

40
Four Waves of University ReformFourth Wave
(2000-)
  • Move to institutional focus - the Engaged
    Institution
  • Rise of Community-Based Participatory forms of
    Research (CBPR)
  • Engaged institutions serve and strengthen society
    of which they are a part. Through the learning,
    values and commitment of faculty, staff and
    students, our institutions create social capital,
    preparing students to contribute positively to
    local, national, and global communities.
    Universities have the responsibility to foster in
    faculty, staff and students a sense of social
    responsibility and a commitment to the social
    good, whichis central to the success of a
    democratic and just society. (Talloires
    Declaration on the Civic Roles and Social
    Responsibilities of Higher Education, 2005)

41
Fourth Wave (2000-) Recent Calls for Action
  • Develop PhD candidates to be scholar-citizens
    who see their special training connected more
    closely to societal needs and global economy
    (Nyquist and Wulff, 2000)
  • Require service-learning in accreditation
    standards (AMA Liaison Committee on Medical
    Education (2004)
  • Re-define engineering for the public good in a
    global context (ABET, 2005)

42
Fourth Wave (2000-) Recent Calls for Action
  • Public Scholarship - serious academic endeavor
    with commitment to public practice and public
    consequence
  • ? Scholarly and creative work jointly planned and
    carried out by university and community partners
  • ? Intellectual work that produces a public good
  • Artistic, critical, and historical work that
    contributes to public debates
  • Efforts to expand the place of public scholarship
    in higher education itself, including the
    development of new programs and research on the
    successes of such efforts (Imagining America
    Project, University of Michigan)

43
Fourth Wave (2000-) Recent Calls for Action
  • Review and endorse public sociology tenure and
    promotion guidelines that can be used by
    sociology departments to recognize scholarship
    of public sociology. (ASA Task Force on
    Institutionalizing Public Sociologies, 2005)
  • Address problems beyond the discipline, encourage
    broad, public conversations about them with
    explicit goal of social change, affirming our
    responsibility as scholars and citizens to
    contribute to communities beyond the academy
    (Public Anthropology, 2004)

44
Fourth Wave (2000-)International Movement
  • Civic engagement initiatives and
    university-sponsored programs developing
    worldwide in Argentina, Australia, Canada,
    England, Hungary, Ireland, Japan, Korea,
    Lithuania, Mexico, Singapore, South Africa,
    United Kingdom, etc.

45
Fourth Wave (2000-)International Movement
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Advancing Engaged Scholarship in Graduate and
Professional Education
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Engaged Scholarship at the Institutional Level
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Advancing Civic Engagement in California
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Civic Engagement through CURRICULUM AND TEACHING
57
Civic Engagement through RESEARCH
58
INSTITUTIONAL INITIATIVES AND COLLABORATIVES
59
To Advance Civic Engagement
  • Possible Next Steps within Institutions and
    Across Higher Education

60
To Advance Civic Engagement at the Institutional
Level
61
Dimensions of CE in Graduate Education
  • Institutional Context
  • Student-sponsored?
  • Department/Curriculum?
  • Institutionally supported/structured?
  • Logic and Purpose
  • Direct assistance?
  • Policy research?
  • Public discourse?

62
Community
Institution-wide Community Engagement/Service In
itiatives
Activities Initiated by Individual Students
Department And/or Curriculum- based projects
University
Contexts for Community Service Activities for
Graduate Students at Research Universities
(Adapted from Salazar, M., 2006)
63
Community
Institutional Outreach Extension Work (Service)
Direct Service (Teaching) Activities
Research- Based Projects
University
Purposes of Community Service Activities for
Graduate Students at Research Universities
(Adapted from Salazar, M.,2006)
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To Advance Civic Engagement at the Institutional
Level
66
To Advance Civic Engagement Regionally/Nationally
67
To Advance Civic Engagement Regionally/Nationally
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