This document summarizes and discusses three articles related to community-based research and civic engagement in higher education. The first article discusses the growing movement of campus-community partnerships and their connection to serving public purposes. It also outlines the historical influences of popular education, action research, and participatory research models. The second article defines democratic civic engagement and identifies barriers like the ivory tower notion. It positions civic engagement as part of the epistemological debate. The third article argues that institutions must promote full participation by increasing student access and diversity, diversifying faculty, promoting community engagement, and increasing support for engaged scholarship. It discusses the importance of addressing intersections between student diversity, engagement, and academic success. Overall, the document outlines the relevance

1. Immersing in the
Scholarship of
Engagement
BonnerSummerLeadershipInstitute2018
Friday, June 8, 2018 from 9:00 am to 10:00 am
Bonner Program Coordinators

2. Three Articles
•“Origins and Principles of Community -Based
Research” by Kerry Strand, Sam Marullo, Nick
Cutforth, Randy Stoecker, and Patrick Donohue. In
Community-Based Research in Higher Education:
Principles and Practices (2003).
•“Democratic Engagement” by John Saltmarsh and
Matthew Hartley. In To Serve a Larger Purpose:
Engagement for Democracy and the Transformation
of Higher Education (2011).
•Full Participation: Building the Architecture for
Diversity and Public Engagement in Higher
Education, by Susan Sturm, Tim Eatman, John
Saltmarsh, and Adam Bush (2011).

3. Origins and Principles of CBR
First chapter discusses growing movement of
campus-community partnerships as an
extension of the mission of higher education,
connecting it to 3 forces:
(1)the needs of neighborhoods adjacent to
campuses and role of higher education in
serving a larger purpose
(2)demands for professors’ work to be more
responsive to the public good;
(3)criticism from various sectors about the
failures of higher education to prepare
graduates for citizenship

4. Historical Influences
(1) Popular Education model - people
educating themselves (influenced by
Paolo Freire and Pedagogy of the
Oppressed)
(2) Action Research model - used by
academics with major social institutions
(Kurt Lewin, 1948)
(3) Participatory Research model -
emphasized people doing their own
research for social change (1970s social
science critiques)

5. Relevance to Bonner
(1) Book produced in conjunction with the
Bonner Foundation’s work with faculty at
colleges and universities throughout
country, supported by a Learn & Serve
America and FIPSE grants
(2) Unliked traditional research, “CBR is
collaborative and change-oriented and
finds its research questions in the needs of
communities”
(3) Combines classroom learning with social
action in ways that can ultimately empower
community groups to address their own
agendas

6. Discussion
(1)What can you do, as
Coordinators, to reach out
to faculty and connect
their teaching and
research with the
articulated needs of
Bonner Program
community partners? How
might you use this article
and book to have
conversations with faculty?

7. Democratic Engagement
Authors ground the concept in the need for
the civic engagement movement to
strengthen its conceptual and ideological
coherence and address fragmentation. Five
barriers:
(1)the ivory tower notion;
(2)corporatization;
(3)crisis in teaching;
(4)lack of moral preparation for students;
(5)academic epistemology (expert-driven
hierarchy)

8. Democratic Civic Engagement

9. Relevance to Bonner
(1) Authors John Saltmarsh and Matthew
Hartley are architects of Carnegie
Community Engagement Classification
(2) Authors have served in key roles with
national organizations to advance the
field; the White Paper came out of a
meeting at Wingspread with leaders
discussing that the field was stalled
(3) From 2011-2014, Saltmarsh worked with
the Bonner Foundation’s High Impact
Initiative; here the “Collaborative
Paradigm” was also shared

10. Why It’s Important
(1) Positioned civic and community
engagement as part of the
epistemological debate and
closely connected with teaching
and learning;
(2) Problematized the traditional
notion of research “on” instead of
“with”
(3) When applied by campuses (such
as in connection with centers), the
concept pointed to the evolution
and traction civic engagement is
now getting

11. Discussion
(1)How is the concept of
“democratic
engagement” reflected
in your institution’s
current work (service,
public scholarship,
etc.)? How could this
help advance work on
your campus?

12. Full Participation
•Full participation “is an affirmative value
focused on creating institutions that
enable people, whatever their identity,
background, or institutional position, to
thrive, realize their capabilities, engage
meaningfully in institutional life, and
contribute to the flourishing of others” (p.
4).
•Authors ground the concept in the need
for institutions to address “the
intersections of student and faculty
diversity, engagement, and academic
success as a nexus for the transformation
of communities on and off campus” (p. 4).

13. Full Participation
•Argues that campuses must
institutionalize initiatives that:
(1) increase student access for
underrepresented, first-generation,
and low-income students;
(2) diversify the faculty with projects
for hiring, retention, and climate;
(3) promote community
engagement for students; and
(4) increase support for faculty
engaged scholarship.
Case Study

14. Why It’s Important
(1) Articulated the connection
between the (changing)
demographics of college students
and their needs for student
success with civic engagement
(2) Pointed to the gaps in faculty
diversity as a key barrier to
student success using real
examples
(3) Was authored by a consortium
(Imagining America, NERCHE,
Center for Institutional and Social
Change)

15. Relevance to Bonner
(1) Full Participation’s concepts and content
affirmed the core of the Bonner Scholars
and Leader Programs’ focus on
historically underrepresented, diverse,
low income, and first generation students
(2) Tim Eatman, Adam Bush, and John
Saltmarsh have been collaborators with
the Bonner Foundation and network
(3) Provides campus staff with evidence and
scholarship to advocate for change

16. Discussion
(1)How is the concept of
“Full Participation”
relevant to your
institution’s current
context (student
diversity & success,
faculty diversity, etc.)?
How could this help
advance work on your
campus?

17. Find these and other literature!
Bonner Pipeline Project on the Wiki!