December 13, 2000 Minutes

Civic Engagement Task Force
December 13, 2000

1. A first draft of the "Excellence in Research and Scholarship" document was circulated to Task Force members. The document that we read had been distributed to the Futures Group and feedback was given to D. Stocum and M. Brenner. Sharon Hamilton shared a summary of some of the feedback from the Futures Group to the authors. Discussion by Task Force members included (a) the document focuses on rather traditional forms of scholarship (i.e., discover) and traditional measures of the quantity of scholarly production versus the value, worth, community impact, and distinctive nature that scholarly activities at a metropolitan university might have; (b) the lack of links to the other two areas (teaching/learning and civic engagement); (c) a heavy emphasis on graduate versus undergraduate research and how undergraduate research might be strategically used to help graduate and faculty research and to cultivate future graduate students; and (d) the potential for collaborative arrangements between the community and campus that would not only keep our graduates in the area but also keep researchers in the region. It was determined that, because the Futures Group had provided feedback, R. Bringle would convey (a) these general reactions to the document, (b) suggest that the authors consult the report from the Board of Advisors, (c) suggest that links to the other two areas be developed in future drafts, and (d) indicate our interest in seeing subsequent drafts.

2. Definition. The definition of civic engagement was reviewed and discussed. The phrase "quality of life" generated discussion about potential indicators of impact and work on this issue that is currently taking place (e.g., SAVI, CIRCLE, SPEA, technology). The following definition resulted from the discussion:

Civic engagement encompasses collaborative activities with communities that draw on resources, skills, expertise, and knowledge of both the campus and the community to improve the quality of life of communities in a manner that advances campus mission.

The Task Force members are again requested to ask their unit head (e.g., chair, dean, director) and one faculty member of each rank (assistant, associate, full professor) for reactions to the proposed definition.

3. Kirchoff, Bringle, and Hamilton and Kahn distributed elaborations of the three main categories of civic engagement (infrastructure, community voice, urban commitment). The specific contributions of each approach were noted. The discussion about outcomes, indicators, and consequences resulted in the suggestion that the Task Force consult two other documents: (a) United Way"s materials developed by the Impact Council, and (b) the recently released model for learning that is proposed for use for accreditation. S. Kirchoff will get copies of the first, and S. Kahn will get copies of the second for distribution to the Task Force. A synthesis of the elaborations is attached. Subsequent work will need to be done on outcomes, indicators, and standards

NEXT MEETING: Wednesday, January 10th, 10-12, UL2115J
Exemplary Civic Engagement

As one of the nation"s leading metropolitan universities, and the only such campus in the state with a specifically designated metropolitan mission, Indiana University-Purdue University Indianapolis (IUPUI) takes seriously its mission, "to develop and apply knowledge to ever-changing social issues through teaching, research, and service . . . and to serve as a model for collaboration and interdisciplinary work through partnerships with the community." Institutional work and scholarship based on community service is consistent with the goal to be a model metropolitan university, to provide leadership to others in all facets of integrating service with teaching and research, and to engage educators, staff, and students in activities that benefit their communities as well as themselves.

In order to fulfill this vision, IUPUI must commit to civic engagement. Civic engagement includes collaborative activities with communities that draw on resources, skills, expertise, and knowledge of both the campus and the community to improve the quality of life of communities in a manner that advances campus mission. Effective civic engagement encompasses

  • fostering dialogue with communities
  • developing infrastructure to support civic engagement
  • achieving excellence for an institutional vision of Urban Commitment

1. Community Dialogue- units and the campus develop and provide opportunities for planned, regular, and strategic dialogue between communities and the campus to enhance effective civic engagement for the campus and the community.

Effective community dialogue encompasses . . .? Providing opportunities at all levels (e.g., campus, unit, department, individual) for community input and participation in

  • planning
  • budgets
  • implementation
  • decision making
  • program review
  • dissemination
  • Providing effective organizational and professional development to increase campus understanding of community issues
  • Providing opportunities for effective community participation (e.g., design, implementation, co-teaching)in academically-based community learning (ABCL)
  • Providing effective community access to educational resources
  • Providing opportunities for advancing collaboration among community partners
  • Fostering mutual trust and commitment from communities for collaborative work with the campus

2. Infrastructure-units and the campus develop and provide organizational structures and resources to enhance effective civic engagement for the campus and the community.

Effective infrastructure encompasses

Providing support to civic engagement in all aspects of institutional work, including

  • mission statement
  • professional staff
  • budget
  • resources
  • incentives and rewards
  • interdisciplinary collaboration
  • professional development
  • teaching and learning
  • scholarly activities
  • publicity
  • Providing opportunities for effective academically-based community learning
  • Providing opportunities for community-based scholarship
  • Developing and maintaining campus-community collaborative partnerships
  • Developing external funding for civic engagement
  • Developing interdisciplinary relationships
  • Providing effective professional development activities to promote civic engagement
  • Providing publicity for civic engagement
  • Providing leadership for civic engagement
  • 3. Urban Commitment-a mutually agreed on visionary civic agenda for IUPUI that is a joint analysis of (a) campus and unit strengths, resources, and mission and (b) community interests, needs, and priorities. The Urban Commitment will include:

    P/K-12 Education and Life Long Learning
    Career and Professional Competencies
    Business and Economic Development
    Arts, Humanities, and Culture
    Urban and Environmental Partnerships
    Health, Social Sciences, and Human Services
    Information Technologies
    Science and Technology

    Effectively achieving excellence for the vision of the Urban Commitment encompasses ? Providing information that informs decisions about the nature of the Urban Commitment

    • Promoting wide-spread community participation in the development and implementation of the Urban Commitment
    • Promoting wide-spread campus participation in the development and implementation of the Urban Commitment
    • Promoting advocacy for the Urban Commitment by both campus and communities
    • Conducting annual reassessment and revision of the Urban Commitment"s nature by campus and communities
    • Establishing leadership and infrastructure to support the Urban Commitment
    • Ensuring that units make strategic decisions to contribute to the Urban Commitment
    • Designing innovative and effective programs, activities, and collaborations consistent with the Urban Commitment
    • Demonstrating positive impact of the Urban Commitment on faculty, staff, and student knowledge, attitudes, skills, and aspirations
    • Demonstrating positive impact of the Urban Commitment on the actions, decisions, and practice of faculty, staff, and students (i.e., patterns of behaviors, procedures, or actions related to social, economic, and environmental conditions)
    • Demonstrating positive impact of the Urban Commitment on social, economic, and environmental conditions in the community