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Engaging Higher Education
Purpose, Platforms, and Programs for Community Engagement

Foreword by John Saltmarsh
Paper: 978 1 62036 384 3 / $45.00 Published: July 2016

Cloth: 978 1 62036 383 6 / $95.00 Published: August 2016

Lib E-Book: 978 1 62036 385 0 / $95.00
About Library E-Book
Published: August 2016

E-Book: 978 1 62036 386 7 / $35.99 Published: August 2016

Publisher: Stylus Publishing
312 pp., 6" x 9"
figures, boxes & tables
Co-published with Campus Compact.


For directors of campus centers that have received the Carnegie Classification for Community Engagement, this book offers research and models to further advance their work. For directors starting out, or preparing for application for the Carnegie Classification, it provides guidance on setting up and structuring centers as well as practical insights into the process of application and the criteria they will need to meet.

Building on the findings of the research undertaken by the author and John Saltmarsh on the infrastructure of campus centers for engagement that have received the Carnegie Classification for Community, this book responds to the expressed needs of the participating center directors for models and practices they could share and use with faculty, and mid-level and upper-level administrators to more fully embed engagement into institutional culture and practice.

This book is organized around the purpose (the “why”), platforms (the “how”), and programs (the “what”) that drive and frame community engagement in higher education, offering practitioners valuable information on trends of current practice based on Carnegie Classification criteria. It will also serve the needs of graduate students aspiring to become the future professoriate as engaged scholars, or considering preparation for new administrative positions being created at centers.



Table of Contents:
Foreword
John Saltmarsh

Acknowledgements

Introduction

Part One: Purpose
1) Pathway of Public Purpose: Getting to Now
2) What is Engagement?

Part Two: Platforms
3) Institutionalizing Community Engagement
4) Implementing Community Engagement
5) Infrastructure and Operations of Campus Centers for Engagement

Part Three: Programs
6) Engaging Students
7) Engaging Faculty
8) Engaging Community Partners
9) Promise, Peril, and Projections

Appendices

References

Index


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Reviews & Endorsements:
“Welch’s volume is based on the Carnegie Foundation’s significant research study on existing community engagement offices at several major American universities and the conceptual writings on community engagement by John Saltmarsh. Welch outlines the purpose of, platforms for, and programs involved with community engagement. The strength of the volume is Welch’s thorough analysis and systematizing of the Carnegie report.”
- Reflective Teaching
“In Engaging Higher Education: Purpose, Platforms, and Programs for Community Engagement, Marshall Welch discusses the history of community engagement in higher education and argues that engagement is part of its original purpose. The book describes the history of community engagement in higher education, discusses opportunities for it to engage with the community, and concludes with ideas for community engagement programs in higher education.

As higher education practitioners and researchers, we enjoyed the comprehensive nature of this book. As a guide to literature about community engagement in higher education, it is a valuable resource for those new to the field and those who are familiar with community engagement. Second, it does an excellent job of tying engagement to the core function or purpose of a university and the higher education system. Third, the volume articulates the different dimensions of how a university that is fully committed to engagement can institutionalize engagement activities. Although not labeled as such, the text provides sufficient guidance to incorporate or improve a community engagement program at our own institution. We also discovered the content that was presented to be comprehensive, useful, and action oriented. As such, we appreciated the author’s approach to their material.”
- Teachers College Record