The Ginsberg Center consults regularly with faculty, staff and GSI who are designing new, or refining existing, community-engaged courses or research. Our consultations offer best practices for community engagement, informed not only by the growing field of community engaged scholarship but also suggestions from numerous conversations with our community partners.
For courses within LSA, Community-Engaged Academic Learning (CEAL) offers consultation, grants, and other support.
What is community-engaged scholarship?
- Addresses societal needs not currently being fully met by other sectors
- Reciprocal benefits for community partners, campus partners, and students
- Intentionally integrates community-based needs and academic learning objectives
- Prepares students for engagement, promotes ongoing reflection and/or critical analysis
- Interrogates structures of inequality and questions the distribution of power
- Supports developing a lifelong commitment to civic engagement
Community partners are active participants in the process of identifying needs and developing appropriate interventions and projects to address these needs. Faculty, staff, and students work in collaboration with community partners to consider the impact on communities before, during and after community engagement.
Why should you implement community-engaged scholarship?
Community-engaged scholarship is a high impact practice. Participation in these activities has the greatest impact on success, on retention, on graduation, on transfer, and on other measures of learning (NSSE 2008).
High impact practices induce student behaviors that lead to meaningful learning gains (Kuh 2008):
- Investing time and effort
- Interacting with faculty and peers about substantive matters
- Experiencing diversity
- Responding to more frequent feedback
- Reflecting and integrating learning
- Discovering relevance of learning through real-world applications
Community-Engaged Scholarship engages faculty, staff, students and community partners in broader civic and social engagement efforts, promoting a lifelong commitment to civic engagement.
Further Reading: Fitzgerald, H. E., Bruns, K., Sonka, S. T., & Furco, A. (2012). The Centrality of Engagement in Higher Education. Journal of Higher Education Outreach and Engagement, 16(3), 7–27.
What are examples at the University of Michigan?
We have gathered examples from across the university that show how your peers are supporting the university's mission of serving the public good while advancing your scholarship and supporting student learning--from collborations, courses, and research to student partnerships and sharing expertise.
The FAQs below highlight key ideas and additional resources for your community-engaged efforts.
How can I...
Design my course to allow both university and community partners to get what they need?
- Exchange information with community partners about goals, desired outcomes, students’ learning, and capacity
- Be conscious of not promising more than you can deliver
- Agree on expectations between yourself, partner(s) and students, including communication preferences and how conflicts will be resolved
- Provide structured support for students before they work with community partners to develop required skills to minimize potential harm to communities
- Proactively discuss how community partners would prefer to be recognized and compensated for their time and cooperation
- To learn more, review our online resource, “Best Practices for Community-Engaged Teaching” or request a consultation by completing our Online Request Form or contacting us at email@example.com.
[ONGOING SUPPORT and RESOURCES]
Get support and feedback on my community-engaged teaching, research or program?
- Attend one of our upcoming workshops
- Register for the Ginsberg Center's Institute for Community-Driven Practice
The Institute is a a training program designed for faculty and staff to explore principles of community engagement and begin integrating community engagement into their own curriculum and training
- Request a one-on-one consultation with a Ginsberg Center staff member
Reference current research to inform my teaching and research?
- Explore the selected bibliography from our journal, MJCSL
- Some additional references to get you started:
- Howe, C. W., Coleman, K., Hamshaw, K., & Westdijk, K. (2014). Student Development and Service-Learning: A Three-Phased Model for Course Design. The International Journal of Research on Service-Learning and Community Engagement, 2(1), pp. 44-62.
- Jacoby, B. (2014). Service-learning essentials questions, answers, and lessons learned. San Francisco, CA: Jossey-Bass
- Mitchell, T. D. (2008). Traditional vs. critical service-learning: engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50-65.