利用潜力:公立和赠地大学承诺参与的作用

Sheila Martin, Douglas Steele
{"title":"利用潜力:公立和赠地大学承诺参与的作用","authors":"Sheila Martin, Douglas Steele","doi":"10.54656/jces.v14i3.47","DOIUrl":null,"url":null,"abstract":"While many articles have been written about land-grant universities (LGUs) and their tripartite mission, the objective of this article is to place that mission within a broad historical overview of the role of engagement within LGUs, to familiarize readers with the influence of engagement on higher education, and to discuss the important role of Cooperative Extension as the LGUs’ key mode of connection with stakeholder communities. With the passage of the Morrill Act of 1862, Congress created a national system of LGUs that made public higher education available and affordable to the American working class, with a focus on agriculture, mechanical arts, and military science. Subsequent congressional legislation firmly established LGUs’ tripartite mission of teaching, research, and extension. Later, Extension was included in the broader engagement missions of LGUs. However, the characterizations of this broader notion of university engagement were often obscure and lacked clarity, with no agreed-upon framework for assessment. Reports from the Kellogg Commission in 1999 and subsequently the Carnegie Foundation in 2005 helped to define, clarify, and socialize meaningful university engagement. With common criteria established, it became obvious that LGU leaders must align their engagement resources toward the common goal of deepening engagement to address important societal issues. It also became evident that for Cooperative Extension to be recognized as an engaged organization within the university mission, it must constantly evolve to stay current with the scholarship of engagement, embrace transdisciplinary practices, and focus on the public value created when universities and their community partners find common ground on what matters to academics, practitioners, administrators, elected officials, and community members. The benefits of an aligned set of engagement resources can only be realized if strategy, investment, and incentives reinforce a commitment to engagement.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Harnessing Potential: The Role of Public and Land-Grant Universities’ Commitment to Engagement\",\"authors\":\"Sheila Martin, Douglas Steele\",\"doi\":\"10.54656/jces.v14i3.47\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"While many articles have been written about land-grant universities (LGUs) and their tripartite mission, the objective of this article is to place that mission within a broad historical overview of the role of engagement within LGUs, to familiarize readers with the influence of engagement on higher education, and to discuss the important role of Cooperative Extension as the LGUs’ key mode of connection with stakeholder communities. With the passage of the Morrill Act of 1862, Congress created a national system of LGUs that made public higher education available and affordable to the American working class, with a focus on agriculture, mechanical arts, and military science. Subsequent congressional legislation firmly established LGUs’ tripartite mission of teaching, research, and extension. Later, Extension was included in the broader engagement missions of LGUs. However, the characterizations of this broader notion of university engagement were often obscure and lacked clarity, with no agreed-upon framework for assessment. Reports from the Kellogg Commission in 1999 and subsequently the Carnegie Foundation in 2005 helped to define, clarify, and socialize meaningful university engagement. With common criteria established, it became obvious that LGU leaders must align their engagement resources toward the common goal of deepening engagement to address important societal issues. It also became evident that for Cooperative Extension to be recognized as an engaged organization within the university mission, it must constantly evolve to stay current with the scholarship of engagement, embrace transdisciplinary practices, and focus on the public value created when universities and their community partners find common ground on what matters to academics, practitioners, administrators, elected officials, and community members. The benefits of an aligned set of engagement resources can only be realized if strategy, investment, and incentives reinforce a commitment to engagement.\",\"PeriodicalId\":73680,\"journal\":{\"name\":\"Journal of community engagement and scholarship\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-07-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of community engagement and scholarship\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.54656/jces.v14i3.47\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of community engagement and scholarship","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.54656/jces.v14i3.47","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

虽然已经写了许多关于赠地大学(LGU)及其三方使命的文章,但本文的目的是将这一使命置于参与在LGU中的作用的广泛历史概述中,让读者熟悉参与对高等教育的影响,并讨论合作推广作为LGU与利益相关者社区联系的关键模式的重要作用。随着1862年《莫里尔法案》的通过,国会建立了一个全国性的LGU体系,使美国工人阶级能够获得并负担得起公立高等教育,重点是农业、机械艺术和军事科学。随后的国会立法坚定地确立了LGU的教学、研究和推广三方使命。后来,扩展被纳入LGU更广泛的参与任务。然而,这一更广泛的大学参与概念的特征往往模糊不清,缺乏明确性,也没有商定的评估框架。凯洛格委员会1999年和卡内基基金会2005年的报告有助于定义、澄清和社会化有意义的大学参与。随着共同标准的确立,很明显,LGU领导人必须将他们的参与资源与深化参与以解决重要社会问题的共同目标相一致。同样显而易见的是,为了使合作推广被公认为大学使命中的一个参与组织,它必须不断发展,以跟上参与学术的潮流,接受跨学科的实践,并专注于当大学及其社区合作伙伴在对学术界、从业者、,行政人员、民选官员和社区成员。只有在战略、投资和激励措施强化参与承诺的情况下,才能实现一套一致的参与资源的好处。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Harnessing Potential: The Role of Public and Land-Grant Universities’ Commitment to Engagement
While many articles have been written about land-grant universities (LGUs) and their tripartite mission, the objective of this article is to place that mission within a broad historical overview of the role of engagement within LGUs, to familiarize readers with the influence of engagement on higher education, and to discuss the important role of Cooperative Extension as the LGUs’ key mode of connection with stakeholder communities. With the passage of the Morrill Act of 1862, Congress created a national system of LGUs that made public higher education available and affordable to the American working class, with a focus on agriculture, mechanical arts, and military science. Subsequent congressional legislation firmly established LGUs’ tripartite mission of teaching, research, and extension. Later, Extension was included in the broader engagement missions of LGUs. However, the characterizations of this broader notion of university engagement were often obscure and lacked clarity, with no agreed-upon framework for assessment. Reports from the Kellogg Commission in 1999 and subsequently the Carnegie Foundation in 2005 helped to define, clarify, and socialize meaningful university engagement. With common criteria established, it became obvious that LGU leaders must align their engagement resources toward the common goal of deepening engagement to address important societal issues. It also became evident that for Cooperative Extension to be recognized as an engaged organization within the university mission, it must constantly evolve to stay current with the scholarship of engagement, embrace transdisciplinary practices, and focus on the public value created when universities and their community partners find common ground on what matters to academics, practitioners, administrators, elected officials, and community members. The benefits of an aligned set of engagement resources can only be realized if strategy, investment, and incentives reinforce a commitment to engagement.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信