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Engagement and Service

Engagement:
Constituent Needs and Expectations

 

Introduction

Core Component 5a: The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations. Core Component 5b: The organization has the capacity and the commitment to engage with its identified constituencies and communities.

Our impetus for developing and sustaining community service and engagement activities comes from four primary sources: the schools and colleges for which service and engagement is a part of their academic missions, central units and campus groups whose primary function is outreach and engagement, individual and group initiatives among faculty, students, and staff, and external collaborations with other institutions.

In this section we will address each of these sources separately. The University of Michigan’s capacity for engagement and service is enhanced by several key strengths, identified below.

  • Decentralized structure. The University’s decentralized structure means that schools and colleges, departments, programs, faculty, staff, and students develop engagement activities that fit their interests and their goals. A remarkably large amount of activity occurs under this model, enabling anyone to pursue ideas and initiatives.
  • National and international recognition. Many faculty members have received national and international recognition for this work, as described below in the section on recognition. This recognition as a national leader in engagement and service further aids faculty, students, and staff in continuing and furthering our efforts.
  • Engagement and service are embedded in many units’ academic missions. The leadership of the schools and colleges articulate a range of views on the connection of engagement and service to their missions. Each unit’s perspectives on engagement and service are captured in a supporting report that examines the value and role of these activities (see the report on “Engagement and Service”). The units specify the mutual benefits they expect from engagement activities and encourage their faculty members and students in this work.
  • Campus-wide support. Campus support for engagement comes in the form of training, advice, and connections with community partners. Units that provide support include the Ginsberg Center, the Community Assistance Directory of the Office of the Vice President for Government Relations, and the new Center for Educational Outreach.
  • Strong relationships between engagement partners and the University’s faculty and staff. These relationships enable faculty and staff members to continue to work together and, in addition, to smooth the way for others to establish partnerships. Good reputations pave the way for others’ engagement.
  • Alumni and donors care deeply about the University’s commitment to engagement and service. This support was evident in discussions with alumni focus groups held in fall 2008 to prepare for the 2010 reaccreditation process. The alumni network is a valuable resource of potential partners in engagement work. In addition, alumni and other donors are often prepared to make gifts to support such work.
  • Commitment to diversity. The University’s commitment to diversity (see also the scetion on Mission) leads to valuing engagement that focuses on diverse communities and diverse forms of knowledge, intercultural and multicultural learning, and educational access. Depending on the kind of engagement, students and faculty members often interact with people who are not like themselves, so they learn about issues of privilege and cultural difference, social inequity, and racial discrimination.
  • Promoting higher education. Through several mechanisms, the University seeks to encourage young people to consider higher education who might not otherwise do so. Many University students and faculty members work with children and youth in tutoring and mentoring programs. Engagement in international settings furthers student and faculty experience of and contributions to diverse cultures.
  • Promoting interdisciplinarity. Engagement and service promote interdisciplinarity because to meet partners’ concerns often requires crossing disciplinary boundaries in the University. Students and faculty members often recruit participants from other fields to address aspects of partners’ needs and issues.

Schools and Colleges

As part of the University’s preparation for the reaccreditation review, we asked each of the schools and colleges to respond to four questions about service and engagement at the University of Michigan. Their responses (see Units on Engagement and Service) describe the ways in which the schools and colleges commit themselves to and engage in such activities.

  1. Please express your unit’s view and conception of engagement and service as it links to your unit’s various missions. What relationship do the concepts of engagement and service have to the goals, programs, and activities in your unit? Which key communities and constituencies do the people in your unit serve? (People in your unit include students, faculty, and, in some cases, staff.)
  2. Please provide 3-5 key examples of your unit’s engagement and service activities that illustrate the perspectives articulated in response to the first question. In selecting examples, you might consider the areas of civic engagement, service learning, scholarship and creative work, outreach, and co-curricular activities, among other types of efforts.
  3. Please describe the ways you would like to broaden and/or strengthen your unit’s involvement in engagement and service, if any, and the goals you seek to achieve in broadening or narrowing your unit’s engagement and service.
  4. (Optional) Please share any additional thoughts or ideas about the role of engagement and service in your unit or more generally across the University.

Schools and colleges embed service and engagement into their goals and activities, through, for example, a commitment to service, outreach, or engagement in their mission statements; through a service and engagement requirement in the curriculum; through making joint faculty appointments; through school- or college-wide days of community service; through establishing collaborative and long-term relationships with entities outside the University (e.g., with specific schools); through fund-raising activities; and through the many types of service and engagement activities they undertake, some of which were described above. Some examples are provided below.

  • The Taubman College of Architecture and Urban Planning established the Detroit Community Design Center to provide ethical, participatory, aesthetically innovative and implementable design and planning solutions to public, private, and institutional clientele in primarily, but not exclusively, underserved urban communities.
  • Each year Master’s of Business Administration (MBA) students in the Ross School of Business undertake about 85 team projects in corporate, entrepreneurial, and non-profit settings as part of multidisciplinary actions projects (or MAPs).
  • The student-run organization Better Living Using Engineering Laboratory (BLUELab) in the College of Engineering works toward sustainable solutions to development problems at home and abroad. Toward this goal, BLUElab coordinates project teams that develop environmentally, culturally, and economically sustainable technologies. BLUElab also organizes educational events to raise awareness of development issues and the critical role engineers play in tackling these technical problems in a socially responsible way.
  • Students working in the Law School’s fourteen Law Clinics represent real clients under the watchful eye of permanent clinical faculty members. The students generally represent needy individuals, including persons arguably wrongfully convicted of crimes, children or parents involved in custody termination proceedings, and persons trying to create small businesses.
  • The Center for Local, State and Urban Policy (CLOSUP) of the Ford School of Public Policy conducts, supports, and fosters applied academic research that informs people and organizations involved in local, state, and urban policy issues. Its major programs consist of research projects run by CLOSUP, as well as sponsoring collaborative interdisciplinary research projects directed by other members of the University of Michigan faculty under the CLOSUP Policy Research Grants Program. The Center enhances educational opportunities for students by sponsoring internships with state and local government units, employing students on center-run projects, and connecting students with policymakers, practitioners, and others involved in state and local policy issues. CLOSUP also sponsors conferences, seminars, workshops and other events that bring together researchers from across the University--along with scholars from off campus, policymakers, and the public--to focus on various policy issues at the state and/or local levels.

These activities are examples of the sizable amount of engagement and service that University faculty members undertake, which by itself, although not featured heavily in this section, represents an important form of service the University provides to many different constituencies.

Central Units and Campus Groups

“As a public university, the University of Michigan has a special responsibility to serve the needs of society. Our commitment to economic development is central to our core commitment to the future of our region, and the nation.”
President Mary Sue Coleman

This section of the report focuses on the central offices or units for which service and engagement are integral to their work, and whose main purpose is to support the University in its service activities.

Office of the Vice President for Government Relations

The Vice President for Government Relations is the University’s senior officer in charge of planning, coordinating, and supervising the University’s liaison activities with local, state, and federal governments, which constitute the three main areas of activity within the office, as described below.

  • Federal relations. Staff members in the University’s Washington, D.C. office, located three blocks from the Capitol, serve as liaisons between the University and the federal government, public policy makers, and national organizations. The office monitors legislation of interest to universities; facilitates congressional or federal appointments; issues briefings for faculty members and administrators; provides office space for University people on business in Washington; and serves as a clearinghouse for information on government activities, places, people, and employment opportunities. The office also handles congressional inquiries about the University’s academic and research activities, and its views on pending legislation.
  • State relations. Staff members in the U-M Lansing Service Center, located in the state’s capitol, monitor legislation of interest to the University, arrange legislative meetings for members of the University administration and faculty, and communicate with policy makers on appropriations and other issues affecting higher education. Similar to the federal relations office, staff members handle legislative inquiries about the University’s academic and research activities, and inquiries from legislators’ constituents.
  • Community relations. The director of this area coordinates activities that involve community organizations and local government officials in the greater Ann Arbor area and southeastern Michigan.

Ginsberg Center

ginsbergEstablished in 1996, the Ginsberg Center was named after Edward Ginsberg, a 1938 graduate of the University whose family “…hopes that the Ginsberg Center will inspire generations of young people to make service and compassion toward others a part of their own lives.” The Ginsberg Center is one of the largest, most comprehensive service-learning centers in the nation. Each year, close to 1,900 students take part in at least one of its programs, including one of the largest Alternative Spring Break programs. Students engage in community service and learning, for example, by tutoring for America Reads, joining the Michigan AmeriCorps Partnership, and volunteering through one of several student-led programs through SERVE. Students can also enroll in Project Community, a Sociology course through which they provide community service to numerous community organizations. Students participate in Semester in Detroit through which they live, work, and study in the city for a term. They also work in internships in community-based organizations. Faculty members, students, and community partners can share their public scholarship in the arts and humanities through the Arts of Citizenship program, which helps faculty members to strengthen and expand their public scholarship.

The goals of the center are to help students learn and develop leadership skills through community service and civic participation, to help faculty members do research and teach in ways that strengthen students’ learning and that help communities to develop, to assist people in communities by working in partnership with them to improve quality of life and also enhance student learning, to increase the numbers of University students who learn through civic and multicultural engagement, and overall to enhance the Center as an institutional vehicle for civic, multicultural, and leadership learning.

Ginsberg staff and volunteers engage community members as partners whose voices and perspectives have a significant impact on training students, setting goals, planning events, and developing programs. In May 2006 (updated 2008), the center adopted a strategic plan. The center seeks advice and consultation from its four advisory boards. The 20-member National Advisory Board is made up of donors, alums, students, faculty, and community members who advise the Ginsberg Center on its direction and priorities. The 10-member Faculty Council offers advice about advancing service-learning, community-based research, engaged scholarship in the academy, and the center’s direction. The Student Advisory Board, made up of about 15-20 University of Michigan students who have been involved in community service through the center and elsewhere at the University, provides input into Ginsberg Center activities and direction. The eight-member Community Advisory Board, with representatives from community-based organizations, insures that the center takes into account the community perspective in its planning and activities.

Center for Educational Outreach

An outgrowth of the 2007 Diversity Blueprints Task Force Report, the Center for Educational Outreach (CEO) has established as its mission to coordinate, synthesize, cross-fertilize, and strengthen substantive partnerships between the University and school systems in the state of Michigan. To this end, the center provides a clearinghouse for information and networking about University-sponsored and -affiliated programs, sponsors a Speakers Bureau of faculty and staff members, and administers a series of programs of its own--in collaboration with schools and community agencies.

Through partnerships and information sharing, the Center for Educational Outreach encourages students to plan for college attendance and to realize the value of higher education. At the same time, the center encourages colleges and universities to work collaboratively with schools and community agencies to provide access to higher education and financial aid in support of it.

Office of Technology Transfer

techtransferThe mission of the Office of Technology Transfer is to effectively transfer University technologies to the market so as to generate benefits for the University, the community, and the general public. The office serves members of the University community by facilitating disclosures, patent requests, and other protections, and by providing assistance with start-ups, licensing, legal matters, and decisions.

Through these services, the University deploys the results of research to improve people’s quality of life, expands research opportunities through commercialization efforts, augments classroom teachings with valuable educational experiences for students, and creates jobs for University graduates and positive economic development for the community, the state, and the general public. In 2008, for example, the Office of Technology Transfer licensed 13 new business startups and took in $25 million in licensing revenue. Since 2004 the University has helped launch 49 startups, more than 70% of which are located in the greater Ann Arbor area.

The tech transfer office’s National Advisory Board provides strategic advice and guidance on the office’s programs, activities, and services. Comprised of representatives from industry, the venture and entrepreneurial communities, government, and other university tech transfer offices, the board has tackled numerous projects: benchmarking best practices in technology transfer, enhancing technology marketing, establishing a mentoring program, and finding solutions to the shortage of early-stage funding. It was the board’s work that led to the formation of Ann Arbor SPARK, a regional economic development partner, and it is the board’s efforts that have enhanced the tech transfer office’s strategic operations and provided a model of productive engagement with business and industry.

Business Engagement Center

beclogoIn May 2008 the University created the Business Engagement Center (BEC) to help revitalize and diversify the state of Michigan’s economy. The BEC is sponsored jointly by the Office of the Vice President for Research and the Office of University Development. The center’s central office and its satellite office in the College of Engineering work together to create and expand partnerships with companies by linking business needs with University resources in the areas of research, technology, and education--including student talent--on the Ann Arbor, UM-Flint and UM-Dearborn campuses.

To help meet the needs of the center’s business and community partners, the BEC provides a number of services. For example, center staff members connect partners with talented Michigan students and alumni through career centers, student groups, and student teams. They also provide partners with information about how they can boost their presence on campus and connect with qualified students by, for example, sponsoring student scholarships, fellowships, and projects.

The BEC also works to connect businesses and community partners with the University for assistance in such areas as product development, technical operations, and organizational strategy. The center informs partners about faculty members and research topics in the University’s schools, colleges, institutes, and centers. The BEC staff also helps partners identify opportunities to use the University’s state-of-the-art laboratories and research facilities. In addition, partners searching for continuing education programs can use the BEC’s website to review programs offered by the schools and colleges. In its first year, the BEC assisted more than 100 businesses seeking University expertise, student talent, research partnerships, and professional development for employees.

University Corporate and Foundation Relations

The office of Foundation Relations at the university works with professional foundations, community foundations and family foundations alike. Among other activities, Foundation Relations connects donors and foundations with faculty on campus; organizes, plans, and host visits to campus; works with donors to assure their goals are met; develops proposals, gift agreements and grant letters; convenes campus conversations around themes of interest to donors; and helps deans and directors to think strategically about foundation support within their units.The staff also works closely with staff in University Corporate Relations to meet the needs of corporate foundations.

The Corporate Relations staff is based out of the university’s Business Engagement Center. The BEC helps companies create customized philanthropic programs that align directly with their business objectives and boosts their visibility on campus.

Public Goods Council

The Public Goods Council (PGC) is made up of thirteen academic units at the University not affiliated with a school or college that are dedicated to the advancement of scholarship and culture. The purpose of the Council is to promote greater and more effective use of the extensive resources, programs, and leadership qualities that Council units have to offer, and to promote collaboration among PGC members and other University entities to enrich the educational and cultural experience on campus and in the community.

Through its collaborative efforts, the PGC brings together in synergistic ways a rich body of public cultural resources, or goods, including art, music, book and plant collections, historical archives, scholarly resources, performance programs, coursework and experiential learning, all to benefit the public. The ‘public’ that the Council serves goes far beyond the University’s faculty, staff, and students. It also extends to public school students and teachers, residents of Ann Arbor and the state of Michigan, arts and cultural organizations, public-service units, and countless other community groups.

Council members include three arts organizations (Arts of Citizenship, Arts on Earth , and Arts at Michigan), four libraries (the University Library, the Bentley Historical Library, the William L. Clements Library, and the Gerald R. Ford Presidential Library and Museum), four museums (the Exhibit Museum of Natural History, the Kelsey Museum of Archeology, the Museum of Anthropology, and the Museum of Art), the Matthaei Botanical Gardens and Nichols Arboretum, and the University Musical Society.

Communication

umhomepageA key element of the University’s capacity and commitment is its ability to communicate with the general public and especially its external constituencies about the various programs and services it undertakes out of its service commitment. The University of Michigan Gateway, which includes a mirror Spanish edition, provides a central access point for information about the University. The University also hosts a large site on Facebook and streams information through YouTube and iTunesU channels. Several specific means of communication are described below.

Community Assistance Directory

The Community Assistance Directory (CAD) is maintained by the Office of State Outreach in the Office of the Vice President for Government Relations. The directory helps Michigan residents find information about the University’s outreach projects and services from which they or their communities may be able to benefit. Directory listings include program descriptions, geographic location, online links, and contact information. The CAD listings represent a diverse set of activities and organizations in fields such as the arts, communications, education, the environment, information technology, and social services.

The CAD includes over 30 different types of service and engagement activities. The listings can be sorted into more than fifteen types of target groups, including business and industry, health care, non-governmental agencies and associations, philanthropic organizations, and labor unions. The foci of projects and services cover a wide range, from information technology and workplace matters to health, and from wellbeing to citizenship and civic responsibility.

K-12 Outreach

The University has several outreach programs that focus on K-12. These include the initiatives below.

  • The Center for Educational Outreach, which was described above, serves as a clearinghouse for information and networking about University-sponsored and -affiliated programs in the area of education. The searchable database includes programs focused on talent development, educational enrichment, leadership programs, and more, all for the K-12 population. In compiling this database, the CEO benefitted from a 2007 inventory that the School of Education completed of the programs and activities that faculty and staff members offered across the University at that time for pre-college youth, schools, and professionals. To collect these data, the school surveyed deans, administrators, faculty members affiliated with outreach programs, and program managers to identify K-12 outreach initiatives, program goals, target populations, funding sources, and evaluation practices.
  • Efforts to Improve K-12 Math and Science Achievement. Lagging student performance in science, technology, engineering, and math (STEM) disciplines handicaps the nation’s economic growth, the creation of a well trained workforce for today’s fastest growing jobs, and the preparation for responsible citizenship in our modern democracy. The University Foundation Relations website lists key outreach program and initiatives which focus on improving math and science teacher preparation and training, improving student learning in math and science, and conducting outreach to increase student awareness of STEM career opportunities and math and science preparation.

Michigan Road Scholars

Established in 1999 by the Office of the Vice President for Government Relations, the main goal of the Michigan Road Scholars Tour, which is an annual five-day traveling seminar for about 20 University faculty members, is to increase mutual knowledge and understanding between the University and the people and communities of the state. This educational tour across the state exposes participants to the state’s economy, government and politics, culture, educational systems, health and social issues, history, and geography. It also introduces participants to the places the majority of University students call home, encourages University service to the public, and suggests ways the faculty can help address state issues through research, scholarship, and creative activity. In addition, this shared experience develops ties among the touring faculty members and is a catalyst for interdisciplinary discussion. In 2001 this program received a Circle of Excellence in Communications Award from the Council for Advancement and Support of Education (CASE).

Experts (News Service)

The University’s News Service maintains a list of experts who are searchable by name or by topics, including the areas of Arts & Humanities, Science, Engineering & Technology, Health & Medicine, Politics, Law & Public Policy and Social & Behavioral Sciences. Under each of these topics, the contact information for between 10 and 50 specific topics is provided.

Library Resources

The University of Michigan’s library system provides a richness of resources to the general public. This includes in-library access to shelved materials and access to the many digital holdings in Hathi trust, the Michigan Digitization Project that was described earlier in the report.

In addition, the Scholarly Publishing Office (SPO) in the University Library plays an important role in disseminating library collections. The office’s mission is to serve the scholarly community by providing sustainable electronic publishing services, supporting local control of intellectual assets, and exploring opportunities to extend and disseminate library collections. The SPO publishes a range of material in many fields, including journals, books, online exhibits, digital scholarly editions, and much more.

Michigan Radio

Michigan Radio is a service of Michigan Public Media, the public broadcasting company at the University of Michigan. Radio service began in the early 1920s, and in 1948 Michigan Radio began broadcasting from the Ann Arbor campus on WUOM. The stations of Michigan Radio are licensed to the Board of Regents of the University of Michigan.

Michigan Radio was a pioneer in educational broadcasting, producing programs in the 1950s and ‘60s that were heard throughout the country on educational stations and some commercial ones. In 1971 the station became a charter member of National Public Radio. From its first days on the air, Michigan Radio’s program service consisted of music, news, discussion programs, lectures, dramas, and documentaries, most of which were produced in the station’s four large studios in the LSA Building. Michigan Radio, which regularly wins awards, has grown to become one of the largest public radio stations in the country, with hundreds of thousands of listeners tuning in each week.

Innovation Economy Website

The University of Michigan is committed to encouraging innovation, entrepreneurship, and business development in the region. To promote this goal, the Innovation Economy web site provides a portal to the many economic development activities across the University’s large and decentralized campus. This site is intended to give business partners, civic leaders, government officials, and others a comprehensive and coherent view of University services and programs, and to encourage partnerships and collaboration. The site also supports greater connectivity among faculty, staff, students, and alumni who work in entrepreneurship, commercialization, industry oriented or sponsored research, community economic development, and business development.

Support and Facilities

An important aspect of the University’s capacity to provide service and outreach to its constituencies is facilities dedicated to this purpose. For many service and outreach initiatives, the University supports these efforts through its general overhead costs (e.g., office use and staff support, where applicable). We highlight below some of these facilities, situated in off-campus in both state and national locations.

  • detcenterOpened in 2005, the University of Michigan Detroit Center is located in downtown Detroit. The Office of the Provost shares the costs of running the center with 17 University units, including twelve schools and colleges. The facility provides a home for dozens of programs and research projects centered in Detroit and offers space for an increasing number of University programs involving Detroit citizens and organizations. While serving as a home base for students and faculty members working on projects in Detroit, the center also includes offices and space for classes, meetings, exhibitions, lectures, and collaborative work. The area surrounding the Detroit Center, which includes other educational institutions and cultural resources, is a hub for education, entertainment, and commercial and cultural activity in Detroit. The University envisions that more interdisciplinary work and activity will emerge, with other schools, colleges and programs making use of or located at the center.
  • Established in 1993, the Lansing Service Center eases the way for greater collaboration and dialogue between the University and people and organizations in Lansing and in communities across the state. Through the center, University faculty and staff members link up with people in community agencies, state and local governments, the state legislature, and other groups to develop programs, technology networks, and other services that benefit Michigan citizens. Center staff members also apprise executive branch members, the legislature, and their staff about research at the University to help solve problems and develop policy, and they also facilitate officials’ visits to campus. The center supports University faculty members who participate in seminars on critical issues or who testify before committees of the legislature. The University’s Offices of Undergraduate Admissions and Financial Aid, the Career Center, the Public Service Intern Program, and the Political Science Internship Program receive support from the center, as does the Legislative Advocacy Program--an effort of the Alumni Association and the Office of the Vice President for Government Relations aimed to increase alumni involvement in advocating within public higher education.
  • Opened in 1990, the University’s Washington D.C. Office, located mere blocks from the Capitol, is one of the first university-affiliated branches in D.C. Office staff members work closely with the Michigan congressional delegation, other university representatives, and higher education and research associations to support and influence legislative decisions that may affect the University’s educational and research missions.

Funding and Related Resources

As mentioned above, much of the funding for service and outreach activities is folded into units as part of the ongoing planning and budgeting process. Some funding programs, however, exist as stand-alone efforts to support service and engagement activities among University faculty members and students. Below are brief descriptions of these programs.

Faculty

  • Through the Ginsberg Center’s Faculty Grants, the center allocates funds to individual faculty members or teams of faculty to support service-learning courses, including courses that involve students in a communitybased research project. Once a year the center awards larger grants of up to $10,000; small grants are available on a rolling basis to support costs associated with involving students as part of a service-learning course. Funding for teaching enables faculty members to engage students in new course projects that involve community partners to address important community or civic issues and to develop curricula or courses that strengthen community service learning or civic education. Funding for research allows faculty members to bring students into community-based or other types of research projects that involve community partners. Grants awarded by the Center for Research on Learning and Teaching (CRLT) also support innovations in teaching that involve engagement and service.
  • Other Resources. The Ginsberg Center also assists in developing new service-learning courses, reformulating existing courses to involve students in the community, identifying prospective community partners, and helping with other course-related matters. The center also provides faculty members with publications, including works that address service-learning course design and principles of good service-learning pedagogical practice. The center also offers a series of workshops, called Learning from the Community, that faculty members use for teaching their students about principles underlying strong engagement and service. Past workshops have addressed issues such as entering and exiting the community, working with Detroit community-based organizations, exploring social identity and its impact on community work, and working with “at-risk” youth. The Ginsberg Center also custom-tailors faculty workshops to address any aspect of service-learning, communitybased research, or engaged scholarship.

Students

  • Resources for Individual Students. For individual students, the Ginsberg Center offers such resources as workshops, educational resources such as articles and movies, a web-based volunteer matching and information service, meeting space, fellowships, scholarships, mentoring, and recognition opportunities.
  • Resources for Student Organizations. To support student organizations that have a service mission, the center provides some of the same resources available to individual students, as well as advice and consulting, grants for recognized undergraduate and graduate student organizations, a Speakers Bureau, and help with transportation. Student groups may apply for funding up to $1,000 and use awarded funds to cover such project costs as hosting, printing, copying, materials, supplies, vehicle leasing, guest speaker honoraria, and community partner support. For example, the Student Chapter of the Society of American Archivists received a grant to recover cultural artifacts and legal records to help preserve the Gulf Coast region’s cultural wealth and civic viability in the wake of Hurricane Katrina. In another example, the Zeta Sigma Chi Multicultural Sorority received a grant to support underprivileged youth by refurbishing a community center in Ypsilanti, Michigan, and converting it to a multicultural resources center with books, tapes, posters, games, and activities about different languages and cultures.

Recognition

Before describing a sampling of programs and initiatives at the University, we mention two examples of the University’s recognition in the field of service and engagement activities.

  • The University’s collective commitment to service and engagement as described in this section has earned the President’s Higher Education Community Service Honor Roll award each year this national recognition has been offered.
  • In December 2008 the Carnegie Foundation for the Advancement of Teaching notified the University of Michigan that it has been awarded a Carnegie Community Engagement Classification in the designated areas of both Curricular Engagement and Outreach & Partnerships. This is an elective classification based on voluntary participation that involves additional data collection and documentation, with substantial effort invested by participating institutions. Elective classifications enable the foundation’s classification system to recognize important aspects of institutional mission and action that are not represented in the national data. The area of Community Engagement describes the collaboration between institutions of higher education and their larger communities (local, regional/state, national, and global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. The Curricular Engagement area includes institutions where teaching, learning, and scholarship engage faculty, students, and community members in mutually beneficial and respectful collaboration. These interactions must address community-identified needs, deepen students’ civic and academic learning, enhance community well-being, and enrich the scholarship of the institution. The category of Outreach & Partnerships includes institutions that provided compelling evidence of one or both of two approaches to community engagement. Outreach focuses on the application and provision of institutional resources for community use with benefits to both campus and community. Partnerships focuses on collaborative interactions with community and related scholarship for the mutually beneficial exchange, exploration, and application of knowledge, information, and resources (e.g., research, capacity building, and economic development).

 

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