2.  Traditional View of Excellence Research funding- whatever the topic Number of Doctoral Degree Programs Selectivity Invention/discoveries Size International reputation Athletics

3.  Distinct missions based on intentional balance among teaching, research, and engagement activities  High importance given to undergraduate learning  Emphasis on performance and accountability; with rewards for merit  Articulated impact/outcome objectives for teaching and research  Responsiveness to emerging issues

4. Response to accountability pressures Reaction to vocational focus of students Create a distinctive mission Concern for community/economic development Improvement of image/community relations Link to new funding streams Enhance/give focus to research and teaching Inspire social/civic responsibility in students

5. The engaged institution is committed to direct interaction with external constituencies and communities through the mutually-beneficial exchange, exploration, and application of knowledge, expertise and information. These interactions enrich and expand the learning and discovery functions of the academic institution while also enhancing community capacity. The work of the engaged institution is responsive to community-identified needs, opportunities and goals in ways that are appropriate to the university’s mission and academic strengths. The interaction also builds greater public understanding of the role of the university as a knowledge asset and resource.

6.  Engagement 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. Faculty apply their professional knowledge and academic expertise to public purposes, as a way of contributing to fulfillment of the mission of the institution.

7.  Engagement is a reflection of the institution’s high interest in the community. The faculty member is performing intellectual tasks that reflect a larger commitment of the institution to link scholarship to public issues.

8.  Integrates teaching, research and service  Is not an add-on or extra activity  Recognizes diverse faculty interests  Can be valued and rewarded  Gives scholarly work a public purpose  Is not just a new view of “service”

9.  Diverse strategies and forms  Multiple perspectives and expectations  Involves complex issues  Shared roles makes attribution difficult  Impact of work is not immediate  Different levels of interest across institutions and among faculty

10.  The Scholarship of Engagement can be: Documented with more attention to context, quality, and impact Subjected to rigorous peer review Assessed by established criteria for quality  Promotion and tenure guidelines are changing

11. All scholarly work will have in common:  Clear goals and research questions  Context of theory and literature  Appropriate methods  Significant results  Effective communication/dissemination  Reflective critique

12. Distinctive but comprehensive institutional missions; mix of teaching, research, engagement Integration of traditional scholarly roles is valued Variety and flexibility in faculty roles Multiple career pathways – recognize personal goals and career stages Balance between intrinsic and extrinsic rewards Shared governance and shared leadership

13.  Boyer (1996): Teaching, Research and Service become Learning, Discovery and Engagement  Huber (2001): “The scholarship of teaching like the scholarship of engagement calls for viewing academic work as an integrated whole instead of as a series of distinct [and competing] parts”

14.  Universities as Sites of Citizenship and Civic Responsibility Project  International Consortium on Higher Education, Civic Responsibility and Democracy  The Democracy Collaborative  Universities Project/Salzburg Seminars

15.  “State” universities with relatively generic academic and research programs  Universities with large numbers of local students  Younger universities or former teacher colleges  Universities located in highly urbanized regions which are major economic hubs  Highly motivated individuals at prestigious research universities  Some land-grant universities

16.  The characteristics of partnerships  The role of community in teaching & research – service-learning; participatory action research  Engagement is changing academic organizations and culture  Institutional missions are becoming more distinctive and intentional  We can assess and compare levels of institutional commitment to engagement