Using curriculum to engage social issues and community partners is widely seen as a valuable asset at universities. Boosted by efforts such as the National Task Force on Civic Learning and Democratic Engagementâs 2011 report âA Crucible Momentâ and the work of Campus Compact, and demonstrated by countless endeavors at universities across the country, campuses are utilizing engaged teaching and learning as a crucial part of cultivating studentsâ skills and preparing them as citizens. There is a value in understanding structured ways to incorporate social engagement and community partners into curriculum to institutions, disciplines, and instructors.
The Carnegie Community Engagement Classification (2015) serves as a national system to recognize higher education institutionsâ commitment to community engagement. The classification defines community engagement as âcollaboration 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.â The purpose of this engagement is:
the partnership of college and 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.
(Carnegie Community Engagement Classification, 2015)
Achieving mutual benefit in exchanges of knowledge and resources requires specific skills and support for all participants, including those from universities and the community. This idea of mutual benefit provides a broad framework to think about how community engagement and curriculum may interface, and yet requires greater specificity in order to create systems within an institution to support this type of work. The Modes of Interaction framework, described in this chapter, helps to break down the specifics of curricular projects that may fall under the umbrella of community engagement as defined by the Carnegie Community Engagement Classification.
Community Defined
Community is used in this chapter to describe entities primarily outside of the universityâsuch as individuals, groups, neighborhoods, cities, organizations, or institutionsâthat knowingly participate in collaboration with an institution of higher education. The Pittsburgh Model of Community Engagement in Higher Education (Jacob et al., 2015) illustrates the levels of community engagement radiating outward from an institution of higher education: local, state, national, regional, and international. This model highlights the importance of the relationship with the local community as an essential, reciprocal connection for the success of both the community and the institution of higher education.
Community-Engaged Teaching (CET) Defined
In a curricular context, engaged teaching may be known as service learning, experiential learning, community-based teaching and learning, or a variety of other terms depending on institutional context, learning objectives, and the purpose of the engagement. For this chapter, all of these types of teaching will be referred to as community-engaged teaching (Bring Your Own Idea Report, 2015). This term was identified by an interdisciplinary group of Washington University faculty and staff as being the most inclusive and representing engagement with the community in a variety of capacities.
Socially Engaged Practice Defined
As in the Carnegie Classification definition, addressing critical social issues is core to approaching engaged teaching. We utilize the term socially engaged practice to refer to curriculum, research, practice, and other work that deals with these critical social, economic, and environmental issues, regardless of if the work is community-engaged as previously defined. For students engaged in an aesthetic, form-based, or making-oriented program such as architecture, design, or fine arts, there is exceptional value to learning directly about critical issues. Most programs in these disciplines tackle these issues through curriculumâstudios, seminars, projects, lectures, and other formats. For example, the Association of Collegiate Schools of Architecture (ACSA) maintains a Sourcebook of Community Design Programs at Schools of Architecture in North America (Community Design Directory Charts, 2015), and between 2000 and 2014, the number of organizations compiled that use architecture experience to advance the public good grew from 70 organizations to over 200. These organizations engage students in tackling critical issues through curriculum, employment, and co-curricular opportunities. While these trends have been widely researched in architecture education, new programs in social impact design, community arts, and social practice illustrate that the same trends hold true in design and art.