Title: Renewing the Civic Mission of Graduate and Professional Education: Challenges and Opportunities
1Renewing 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
2Themes
- 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
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5New 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.
6New 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.
7New 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).
8New 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.
9Global 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)
10Changes 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
11Features 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.
12An 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.
13An 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.
14An 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.
15An 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).
16An 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.
17An 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.
18An 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.
19Traditional Role of Universities Generate and
Transmit KnowledgeResearch, Teaching, Service
- Emerging Role of Universities Participate in a
Learning Society That Integrates Discovery,
Learning and Engagement
20Civic 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)
21Civic 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)
22Features 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)
23Features 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)
24Forms of Community Engagement
25What 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).
26Challenges 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
27Challenges 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
28Challenges 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
29Consequences 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
30Consequences 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
31Consequences 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
32Consequences 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
33Research 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.
34Accountability 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
35New 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/
36National/Regional/International Efforts to Renew
Institutional Commitment to Engagement A Brief
History
37Four 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
38Four 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
39Four 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)
40Four 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)
41Fourth 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)
42Fourth 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)
43Fourth 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)
44Fourth 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.
45Fourth Wave (2000-)International Movement
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49Advancing Engaged Scholarship in Graduate and
Professional Education
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51Engaged Scholarship at the Institutional Level
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54Advancing Civic Engagement in California
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56Civic Engagement through CURRICULUM AND TEACHING
57Civic Engagement through RESEARCH
58INSTITUTIONAL INITIATIVES AND COLLABORATIVES
59To Advance Civic Engagement
- Possible Next Steps within Institutions and
Across Higher Education
60To Advance Civic Engagement at the Institutional
Level
61Dimensions of CE in Graduate Education
- Institutional Context
- Student-sponsored?
- Department/Curriculum?
- Institutionally supported/structured?
- Logic and Purpose
- Direct assistance?
- Policy research?
- Public discourse?
62Community
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)
63Community
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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65To Advance Civic Engagement at the Institutional
Level
66To Advance Civic Engagement Regionally/Nationally
67To Advance Civic Engagement Regionally/Nationally
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