期刊名称：Journal of Higher Education Outreach and Engagement
印刷版ISSN：1534-6102
出版年度：2020
卷号：24
期号：3
页码：105-114
出版社：University of Georgia
摘要：To receive the Carnegie Elective Classification for Community
Engagement, campuses must provide extensive documentation
indicating a commitment to institutionalizing community engagement.
When they do so, the Carnegie Foundation recognizes community
engagement as part of the institutional identity of the campus. The
Community Engagement Classification was designed to augment the
basic classification (which all campuses receive) in a way that encouraged
campus innovation and change. Based on our review of hundreds
of applications for the classification, we propose that the Carnegie
Foundation was not only encouraging campus change, but that the
design of the classification suggests a theory of how institutionalization
of community engagement happens. When working with campuses
applying for the classification, we have found that understanding the
theory of change implied by the classification has helped focus attention
on the importance of locating community engagement in the core
academic cultures, policies, structures, and practices of the campus.
其他摘要：In 2020, 359 campuses, representing a wide range of institutional diversity in American higher education, have achieved the elective community engagement classification from the Carnegie Foundation. To receive the classification, campuses must provide extensive documentation (through an application) indicating a commitment to institutionalizing community engagement. When they do so, the Carnegie Foundation recognizes community engagement as part of the institutional identity of the campus. Unlike the basic Carnegie classification, which all campuses receive, the community engagement classification was designed to augment the basic classification in a way that encouraged campus innovation and change. What the authors offer, based on the experience of reviewing hundreds of applications for the classification, is that the Carnegie Foundation was not only encouraging campus change, but that the design of the classification suggests a theory of how institutionalization of community engagement happens. The authors have found that when working with campuses that are preparing applications, understanding the theory of change implied by the classification has been helpful in focusing attention on the importance of community engagement being located in the core academic cultures, policies, structures and practices of the campus.
