Framing University Civic Engagement

1. Framing University Civic Engagement Rationale(s)* Issues and Questions How do models of engagement differ and how are they enacted in practice? What tensions arise in pursuing these initiatives within a university environment? How do we manage them? Should civic engagement be institutionalized within universities and if so, how? Where do we go from here? Pedagogy; transformative learning “Strong democracy” Social change; policy reform * Adapted t from Susan Ostrander, “Democracy, civic participation, and the university: A comparative study of civic engagement on five campuses; NVSQ, 2004, 33,74 Juliet Musso; Univ. So. Cal. musso@usc.edu

2. Framing University Civic Engagement Rationale(s)* Example of Model Community service or service learning projects; community based capstone classes; labs; workshops Pedagogy; transformative learning Policy Analysis Practicum“Street Vending in Boyle Heights” Client: Los Angeles Urban Renewal Network * Adapted in part from Susan Ostrander, “Democracy, civic participation, and the university: A comparative study of civic engagement on five campuses; NVSQ, 2004, 33,74 Juliet Musso; Univ. So. Cal. musso@usc.edu

3. Framing University Civic Engagement Rationale(s)* Example of Model Convening “democratic spaces” (forums; projects) where community members deliberate/cooperate on issues/projects “Strong democracy” Participatory Budgeting Task Force (Musso and Weare) Collaborative Learning Project (Bryer and Cooper) * Adapted in part from Susan Ostrander, “Democracy, civic participation, and the university: A comparative study of civic engagement on five campuses; NVSQ, 2004, 33,74 Juliet Musso; Univ. So. Cal. musso@usc.edu

4. Framing University Civic Engagement Rationale(s)* Example of Model Partnering with community or nonprofit organizations to bring about community or policy change Social change; policy reform Community Health Council partnership with USC and UCLA researchers in participatory research initiative: “African Americans Building a Legacy of Health.” * Adapted in part from Susan Ostrander, “Democracy, civic participation, and the university: A comparative study of civic engagement on five campuses; NVSQ, 2004, 33,74 Juliet Musso; Univ. So. Cal. musso@usc.edu

5. Framing University Civic Engagement Rationale(s)* Some Observations (or hunches) The oft-cited tension between engaged and basic scholarship can be managed if at a cost. Engaged scholarship can be “legitimate” in the eyes of the academy. The more serious tensions involve differences in partner expectations and attitudes (students; researchers; nonprofit partners; community members). University culture may be a more important determinant of engagement than institutional structures (a hunch possibly worth testing empirically). Pedagogy; transformative learning “Strong democracy” Social change; policy reform * Adapted t from Susan Ostrander, “Democracy, civic participation, and the university: A comparative study of civic engagement on five campuses; NVSQ, 2004, 33,74 Juliet Musso; Univ. So. Cal. musso@usc.edu

6. Framing University Civic Engagement Rationale(s)* Example of Model Pedagogy; transformative learning Community service or service learning projects; community based capstone classes; labs; workshops Convening “democratic spaces” (forums; projects) where community members deliberate/cooperate on issues/projects “Strong democracy” Partnering with community and/or nonprofit organizations in researching and solving issues Social change; policy reform * Adapted t from Susan Ostrander, “Democracy, civic participation, and the university: A comparative study of civic engagement on five campuses; NVSQ, 2004, 33,74 Juliet Musso; Univ. So. Cal. musso@usc.edu