Written by Heather Turner, April 4, 2016, for Summer Session, Extended Campus —

 

Editor’s note: This post is about OSU’s Natural Resources Leadership Academy (NRLA), which is part of Summer Session. Summer Session is part of Extended Campus, which is part of the Division of University Outreach and Engagement. The NRLA brings together professionals and graduate students from across the world to learn from experts. Its hands-on education at its best for natural resources professionals.

 

Climate change is often a heated topic, no pun intended. Many have different ideas and beliefs, and sometimes the issue can cause a passionate debate.

John Matthews, however, isn’t interested in discussing whether or not climate change is real. His goal is to create a collaborative environment where people of diverse backgrounds work together to find sustainable solutions to climate change and climate adaptation.

“I believe this topic is important because it is the central problem of our time,” he says. “It’s a hard problem, it’s an important problem, it’s an ongoing problem, but it’s also a tractable problem.”

To get the conversation going this summer, John will teach a track, or course, Resilient and Robust Resource Management, at Oregon State University’s fifth annual Natural Resources Leadership Academy (NRLA).

“This course is going to focus on sustainability as a moving target, especially the aspect of climate change and how we relate to ecosystems and to economics,” he says.

John’s track will be held during the second week of the NRLA, June 20-24, along with a track titled Environmental Water Transactions. Week 1 of the academy, held June 12-17, features three tracks: Natural Resources and Community Values, Collaborative Governance, and Water Conflict Management.

John was the ideal person to lead this track on resource management. He serves as secretariat coordinator and co-founder of the Alliance for Global Water Adaptation (AGWA) – a global network of more than 800 professionals who are focused on mainstreaming the process of climate adaptation in their work.

“Having someone of John’s caliber and experience here at OSU is a real boon to the academy and to the campus community at large,” says NRLA Academic Director and Instructor Aaron Wolf. “He works globally at the highest levels and will bring vast expertise into the classroom. Moreover, given the structure of the academy, those interested in the tracks offered the first week can supplement their training with John’s track and vice versa.”

The track will use global case studies to approach climate adaptation from several perspectives, including how the eco-hydrological landscape responds to climate shifts, how built and managed aspects of the landscape interact with climate change, how a variety of institutions engage with non-stationary management, and how governance frameworks and management agreements encompass dynamic institutional and hydrological relationships.

“This is the time, this is the topic that young people really need to begin to consider what the implications are for their work going forward,” John says. “I cannot stress enough that our generation, the next generation, my great-grandchildren are really going to be worried about how is it that we respond to ongoing climate impacts.”

John, an aquatic ecologist, will be taking a holistic approach to his NRLA track, where he will co-teach with experts from a wide range of backgrounds, including an economist, an engineer and a geographer.

“No single discipline has all of the answers,” he says. “The state of the science is moving so rapidly now that if we’re not engaged in a full conversation between researchers, practitioners and the policy world, then we won’t come to an effective solution in time.”

Having completed postdoctoral studies at Oregon State almost a decade ago and living in Corvallis for 10 years, John is a neighbor, member of the community and now colleague at Oregon State.

“What I’m most looking forward to from the Natural Resources Leadership Academy is seeing not just our class working in isolation, developing its own insights by itself, but interacting with all of the other classes,” he says. “Having a broader conversation, a family of conversations that are coming together, feeding and building on each other.

“I hope participants come out of this class with a very positive attitude toward climate change. It’s something they can successfully integrate into their work and develop useful and sustainable solutions for.”

Video by Jill Wells —

We embrace and advocate for diversity, equity, inclusion, and social justice” is a stated Value held by the Division of University Outreach and Engagement. Jane Waite, Senior Associate for Social Justice Learning and Engagement in the Office of Academic Affairs talked with Vice Provost Scott Reed about the excellent diversity, inclusion and social justice work the Division is doing in this month’s First Monday Video.

Scott and Jane mention the Division’s Diversity Catalyst Team (DCT), a task force appointed by Scott consisting of representatives from across the Division, in their discussion. The team works to articulate a vision and design and implement strategies to create a climate for change relative to diversity issues in higher education. Membership is open to any Division employee. Find more about the DCT here.

Share your comments about what you think the Division is doing well and where we need to do more diversity, equity and inclusion work.

Contributed by guest blogger Dani Douglass

Participants come face-to-face with alligators, sharks and snakes

The study tour, designed for students who have an interest in natural or marine science, strives to spark a young person’s interest in these fields and help them learn the importance of teamwork. Students were accompanied by state 4-H program director Virginia Bourdeau and county 4-H staff Emily Anderson (Lane County), Robin Galloway (Linn County) and Todd Williver (Lincoln County).

The seven-day Florida trip included outdoor activities and learning experiences for the students, which included sampling the habitats the students had studied over the past seven months. They interacted with the big scrub habitat at the Archbold Biological Station in Venus, Fla. and in Everglades National Park, students saw pine flatwoods, hydric hammock, hardwood swamp, Cypress swamp, Sawgrass marsh and slough habitats.

Four days were spent at Newfound Harbor Marine Institute’s Seacamp in Big Pine Key, Fla. studying coral reef ecology and various marine ecosystems, which they accessed by boat. The students participated in three lessons each day, including a thrilling snorkel in a nurse shark pond.

Students gained knowledge and lasting memories from the trip and some now have an idea of what they would like to study in college. “Judging by the evaluation comments received from parents after the program concluded, several youth found their spark for education by participating in the program,” Virginia says. She adds that one participant plans to apply to the internship program at Archbold and another hopes to work at Seacamp someday.

sharkpond
Snorkeling in the shark nurse pond in Florida

“This trip to Florida was so amazing. I made so many new friends that I hope to have forever,” says participant Shannon Feinauer of Klamath County. “My favorite part at sea camp was meeting Shelby, our teacher and friend, and snorkeling the reef. We had the best chaperones!”

Faith Black of Linn County says she’s always loved the ocean and marine life. “Attending this study tour in Florida has opened my eyes to the impact we have on our ocean’s wildlife,” she says. “I was a little undecided on what I would like to study in college, and the Florida Study Tour has made me realize that I have a great interest in our marine life.”

“Getting to join the 4-H trip to Florida this year helps solidify my dreams of working in the science field,” says Korrina Wirfs of Linn County. “I applied some knowledge I already have attained and learned about other ecosystems, but as a senior I really value how the trip allowed me to see science occupation in action. This was invaluable for me as I try to decide what and where to study in college.”

The Oregon 4-H Youth Development Program is part of the Oregon State Extension Service and is housed in the College of Public Health and Human Sciences. There are more than 6 million 4-H members nationwide and thousands of Oregon young people participate in the program each year. The four Hs stand for head, heart, hands and health. More information about 4-H can be found here.

Written by Ann Marie Murphy –
Aaron Avner
Aaron Avner, farmer. September 24, 2015

Perusing my Facebook feed, I came across this gem of a story. I tried to verify the truth of it and was unable to do so, but the morale of the story was one that resonated . In part, it resonated because it resembles the work that the people in the Division of University Outreach and Engagement, and OSU, do every day: they work with communities to help people and industry prosper. Because when we do this work, we all have a better lives.

So if you’ll indulge me by reading on, this is the story of Aaron Avner, a farmer.

There was a farmer who grew excellent quality corn. Every year, he won the award for the best grown corn. One year a newspaper reporter interviewed him and learned something interesting about how he grew it. The reporter discovered that the farmer shared his seed corn with his neighbors. “How can you afford to share your best seed corn with your neighbors when they are entering corn in competition with yours each year?” the reporter asked.

“Why sir,” said the farmer, “Didn’t you know? The wind picks up pollen from the ripening corn and swirls it from field to field. If my neighbors grow inferior corn, cross-pollination will steadily degrade the quality of my corn. If I am to grow good corn, I must help my neighbors grow good corn.

So is with our lives…Those who want to live meaningfully and well must help enrich the lives of others, for the value of a life is measured by the lives it touches. And those who choose to be happy must help others find happiness, for the welfare of each is bound up with the welfare of all.


Call it power of collectivity…
Call it a principle of success…
Call it a law of life.


The fact is, none of us truly wins, until we all win!

 

Written by Ann Marie Murphy —

crookcounty-650x280OSU Open Campus is a community-based education partnership convened by Oregon State University. It provides local access to learning in order to address the unique educational needs of Oregon’s communities. (Source: OSU Open Campus website)

 

What does that mean?

 

Programming depends on the area, community needs, and partner involvement. Open Campus builds on the foundation of the OSU Extension Service, providing an expanded way to access the university’s resources. Typically, Open Campus programs are designed around three goals:

 

  1. College & Career Readiness
  2. Degree Completion
  3. Economic & Community Development

 

Juntos, is one program coordinated by Open Campus. It involves middle schools, high schools and Latino kids and their families, to help make education part of family goals, encourage high school graduation and continuing on to college. It’s gotten a lot of press lately, including being recognized in September 2015 by the White House as part of its Bright Spot in Hispanic Education awards.

 

But there’s more to Open Campus than Juntos, and there are a lot of really good initiatives happening—and really good people involved—in the eight counties currently being served by Open Campus.

 

AVIDspeaker2016i-1024x576Take Crook County for example. They are giving students the tools for college readiness, which includes helping them succeed in high school. And that means helping students understand the benefits of higher education, developing good habits, and planning ahead and looking toward the future.

 

Why the focus on college readiness in Crook County? Only about 14 percent of the county’s population holds a bachelor’s degree. Most students will be the first in the family to pursue a college education. Getting into college can be a complicated process, and if a family hasn’t had experience figuring out the process, it likely is intimidating. Open Campus is there to help. Partially funded by the counties, community leaders also are committed to improving educational outreach, which often leads to economic and community development.

 

AVID (Advancement Via Individual Determination), a college readiness program, is one such initiative in Crook County and throughout Oregon. In Crook County, it is a collaboration with leadership teachers at Crook County Middle School, career class instructors, and Central Oregon Community College.

 

Learn more about AVID and Open Campus activities by checking out the Open Campus Blog.

Written by Ann Marie Murphy –
Latino ag worker. Photo credit: Lynn Ketchum OSU EESC
Latino ag worker. Photo credit: Lynn Ketchum OSU EESC

Congratulations are in order.

 

The team of Ariel Ginsburg, Dionisia Morales, and Luisa Santamaria will help OSU Extension Service broaden its audience base and increase confidence that we are serving the needs of an underserved population.

 

The team received a Professional Development Fund grant from the Association for Communication Excellence (ACE) for their project titled “What Workers Think: Communication Needs Assessment for Latino Farm and Nursery Workers.”

 

Ginsburg and Morales are publishing managers with Extension & Experiment Station Communications (EESC) and Santamaria is an Extension plant pathology specialist and assistant professor focusing on farm and nursery pests and integrated pest management (IPM). She is also a bi-lingual educator, providing hands-on training to nursery and farm workers on a range of issues related to IPM, food safety, plant pathology, and pest life cycle.

 

Why did the team think the needs assessment was necessary? Here’s a quote from the grant application: Spanish-speaking workers make up the majority of the labor force in Oregon’s agriculture and horticulture industries, and yet few publications and multimedia materials are designed to meet their vocational and linguistic needs. Many publications from the Extension catalog have been translated into Spanish, but feedback suggests that the translated topics aren’t always well suited to farm and horticultural workers because it is too technical, is written at too high of a reading level, or requires a computer to download and print.

 

The grant will help Extension learn what people don’t want, but more importantly, the three proposed focus group sessions will discover what Spanish-speaking workers in the farm and horticultural fields do want.

 

This is exactly the type of research that we need to do more of across age, geographic and cultural audiences in order to deepen our understanding of why, how, and when people want and need the knowledge residing within OSU.

 

The project begins September 2016 and wraps up September 2017. Proposed outcomes include:

 

  • Identify the key topics Spanish-speaking farm and horticultural workers find most relevant to their work and lives;
  • Create a set of criteria for gauging whether new and existing OSU Extension publications should be translated/re-conceptualized for the Spanish-speaking work audience;
  • Create guidelines for Extension faculty with the kinds of questions and activities that will help them identify the most effective communication materials for Spanish-speaking workers; and
  • Build collaborative relationships with local farm and horticultural operators to encourage future focus sessions and expand our knowledge of workers’ emerging needs and interests.

 

Looking outside the boundaries of Oregon, this information can be applied in any state where immigrant, migrant, or non-English speaking populations are an essential part of the food and plant production economy.

 

The ACE grant selection committee looked for projects with broad application across the country. As a requirement, project leaders will submit a final report for publication on the ACE website, making research results widely available. The OSU team also will be encouraged to talk about the project at next year’s ACE conference and to contribute to the Journal of Applied Communications. Additional 2016 ACE grant-funded projects include Scott Swanson, North Dakota State University, How to Capture High-Quality Video and Kristina Boone and Gloria Holcombe, Kansas State University, Exploration of Digital Asset Management Systems.

First Monday Video, April 2016 —

In 2007, the OSU Extension Service and Educational Outreach, which includes Ecampus, PACE and EESC, joined forces and created the Division of University Outreach and Engagement. Provost Sabah Randhawa wanted to know what new initiatives are taking place as a result of the reorganization. After compiling a survey of 36 county Extension offices, Vice Provost Scott Reed reports on new initiatives in April’s First Monday Video. Hint: Extension offices are proctoring online exams, have established new community partnerships and programs, and are directing thousands of inquiring parents and students to OSU resources, filling the pipeline for new OSU Beavers. There’s more, too, but you’ll have to watch the video

 

Tell Scott what Extension innovations you see in the “Leave a Reply” section below. He looks forward to reading your comments.

 

 

Written by Ann Marie Murphy —
permaculture-wordle_Permanent Culture Now
Word Cloud by Permanent Culture Now

The Division of Outreach and Engagement is playing the pivotal role in offering a free online permaculture design course. The development of the MOOC (Massive Open Online Course) is a joint effort of Open Oregon State, Professional and Continuing Education (PACE), Ecampus and Extension and Experiment Station Communications (EESC). Very exciting!

So exciting, in fact, that more than 6,000 people already have registered for the four-week course (myself included). You are invited to register, as are your friends, family and community. Help spread the word. Registration is open now through May 1, and the course is May 2 through May 30.

Intro to Permaculture, is a public education project that will enable students worldwide to learn about and design sustainable landscapes and ecosystems in a highly interactive way. The course is designed to benefit everyone regardless of learning style, time commitments, or available technology. Expect to spend between two to four hours each week on coursework.

The course isn’t teaching specific techniques as much as a system and process of design.

Andrew Millison, instructor for OSU Department of Horticulture, is teaching the course. He’s been involved in permaculture practice, design and education for 20 years. He’s also founder of Permaculture Design International (PDI), a full service design and build firm specializing in custom ecosystem development.

What is Permaculture?

The PDI website says: “Permaculture is the art and science of designing [human] systems in harmony with Nature.” Said another way, courtesy of Permanent Culture Now, permaculture “is a design system that intentionally creates a harmonious integration of the natural landscape and people as a means of providing food, energy, shelter, and other material and non-material needs in a sustainable way. It is also the conscious design and maintenance of agriculturally productive ecosystems which have the diversity, stability and resilience that is found in natural ecosystems.”

The beauty of permaculture is that its principals can be applied to everything from home gardens to communities.

And the beauty of this course is that the learning experience will include video, images, animation, text, resource lists, links, and interactive activities. When students complete all of the interactive assignments and content quizzes, they will receive a ‘digital badge’ which verifies their participation.

“I’ve seen exponential growth in permaculture in recent years because it directly addresses many of the issues that are on people’s minds, such as climate change, food security and the alleviation of poverty,” Millison said. “Permaculture offers solutions to these issues, and this course gives people a way to make a positive impact.”

Who should take this course?

The course is for the novice and the professional alike, with no prior experience necessary (the class assumes no prior knowledge). For the person new to design and land stewardship, the course will provide a foundation from which to build upon with subsequent training, and introduce a new perspective that can be applied in many careers and facets of life.

For the gardener, farmer, nurseryman, architect, landscaper, land manager, developer, engineer, aid worker, planner or activist, the course provides a grounding in the permaculture process that can be applied to current endeavors.

The OSU course development team is collaborating with the Permaculture Association, a British nonprofit recognized as the most organized permaculture organization on earth. Many other organizations are helping to publicize and provide educational and media resources as well, including PDI, Regrarians, Oregon State University Small Farms, Unify, Daily Acts, Villiage Lab, NuMundo, Permaculture Voices, and more.

Written by Ann Marie Murphy –
County Health Rankings Approach
COUNTY HEALTH RANKINGS & ROADMAPS APPROACH

Four health factors contribute to how long we live and how well we live according to County Health Rankings & Roadmaps, a collaboration between the Robert Wood Johnson Foundation and the University of Wisconsin Population Health Institute.

 

Health outcomes are a snapshot of today’s community health. Health factors are a view to the future health of our communities.

 

HEALTH OUTCOMES: Length of Life, Quality of Life

HEALTH FACTORS: Health Behaviors,Clinical Care,Social & Economic Factors, Physical Environment

 

“The County Health Rankings illustrate what we know when it comes to what is making people sick or healthy. The Roadmaps shows what we can do to create healthier places to live, learn, work, and play,” states the County Health Rankings & Roadmaps website.

 

The Division of University Outreach and Engagement (Division) is positively impacting the future well-being of those living in Oregon by directly impacting its health factors.

 

Healthy People. Healthy Planet. Healthy Economy.

 

For seven years, the County Health Rankings & Roadmaps program, has been an important tool for counties striving to build a culture of health. It’s a tool to benchmark community efforts and also to identify how investments in healthy living factors—or lack thereof—are changing health outcomes. Health factors and gaps are tracked annually for almost every county in the U.S.

 

Check out Oregon’s county rankings.

 

The work being done by the Division makes a dramatic difference in the lives of Oregonians, from today’s youth to tomorrow entrepreneurs and farmers. A presence in every county in Oregon and responsiveness to local concerns magnify the Division’s impact.

 

Let’s take a closer look.

 

Moving from Awareness to Action

 

CHR-Action-Center
COUNTY HEALTH RANKINGS & ROADMAPS ACTION CYCLE

Using the County Health Rankings & Roadmaps model, how long and how well we live are impacted by four major health factors (80% of which are not related to healthcare): Health behaviors (30%), Clinical Care (20%), Social & Economic Factors (40%), and Physical Environment (10%). Programs and services offered through the Division of University Outreach and Engagement—Extension Service, Ecampus, and PACE—directly improve the factors and measurements that move the gauge on better living.

 

The County Health Rankings & Roadmaps program offers an action model similar to our outreach and engagement work. The online action model provides guidance to move from awareness to community action; identifies effective, research-based policies and programs; and a coaching resource is available to advance a culture of health (Raquel Bournhonesque is the community coach located in Oregon and serving the Northwest).

 

Here are a few examples of how Division efforts correspond directly to the action model advocated by The County Health Rankings & Roadmaps program (quotes are from the program website):

 

“Better educated individuals live longer, healthier lives than those with less education, and their children are more likely to thrive.” OSU Open Campus, Ecampus and PACE support this area of individual and community health.

 

“Lifelong health habits, such as good nutrition, physical fitness and stress management, are developed in childhood.” 4-H tackles this head-on.

 

County maps large“A county’s health greatly affects its economic competitiveness. Achieving lower health care costs, fewer sick days, and increased productivity are all critical to economic growth.” SNAP-Ed and Family Community Health are devoted to healthy living education.

 

“The Community Development sector…shares a common focus on improving low- and moderate-income communities.” Extension helps agriculture, marine fisheries and other industries improve productivity, safety, and profitability with research-based and community supported initiatives.

 

“State and local government officials can…identify the barriers to good health in their communities, and mobilize community leaders to take action – investing in programs and policy changes that help residents lead healthier lives.” OSU Extension works hand-in-hand with county commissioners and other community leaders to identify needs and develop programs to meet those needs. State and county funding ensures Extension is integral to state and county efforts to nurture healthy communities.

 

“Clean air and safe water are prerequisites for health.” Poor water quality sickens people, threatens wildlife, and diminishes recreational opportunities. Needless to say, OSU Extension is at the forefront of supporting healthy, sustainable environments.

 

And that’s just the tip of the Division’s programs and actions.

 

“The Rankings data are only as valuable as the action it inspires and the lives it improves,” said Bridget Catlin, PhD, MHSA, co-director of the County Health Rankings. “…targeting resources to the people and places in greatest need is essential to building a Culture of Health. The Rankings are an important springboard for conversations on how to expand opportunity for all to be healthy.” And the Division is at the heart of addressing the root causes of health risk factors in Oregon’s 36 counties.

 

 

 

Author: Sam Angima, Extension Ag Program Leader –

 

Sam Angima, Assistant Dean, Outreach & Engagement
Sam Angima, Extension Ag Program Leader, OSU Extension Service

Editor’s Note: Sam Angima shared with me his Scholarship of Engagement Summary, written January 25, 2016, and agreed to let me post it in its entirety on the O&E blog. As Communications and Marketing Manager for University Outreach and Engagement, I am immersing myself in community engagement information to gain a comprehensive understanding of what it is, the role it plays at OSU and other land-grant universities, and how OSU delivers on its outreach and engagement promise.

Sam’s summary clarified my understanding. Because engaged scholarship is integral to the work of the Division and the university, it is worth sharing with you. Thank you, Sam! [The emphasis is mine.]

Sincerely,

Ann Marie Murphy, Communications & Marketing Manager, University Outreach and Engagement

 

Scholarship of Engagement Summary

Scholarship is all about creating, synthesizing, and apply knowledge to address community issues. Scholarship of engagement (also known as engaged scholarship) is as rigorous as traditional academic work, but it cuts across the categories of academic scholarship and outreach in a reciprocal, collaborative relationship with the public or a specific interest group or community. The scholarship of engagement incorporates reciprocal practices of civic engagement into the production of knowledge. Through instruction, discovery, and outreach, educators communicate and work with communities. This approach encourages public participation in the production of scholarship and creates scholarship that addresses public issues.

Here are different ways of looking at scholarship of engagement:

  • It broadens access to information. The scholarship of engagement is a challenge to mainstream academic scholarship, which tends to favor specialization of academic knowledge into discrete disciplines, each of which produces highly complex and technical knowledge that is not effectively communicated to the public. Service learning and experiential learning are two well-known practices that incorporate civic involvement in teaching because they emphasize scholarship rather than just learning. These two practices as well as outreach and Extension work incorporate community involvement.
  • It enhances research. By working with communities in the research process, engaged scholars can generate research questions, widen the field of potential data sources, and test findings as well as (and sometimes better than) colleagues practicing traditional academic work. Engagement requires not only communication to public audiences, but also collaboration with these communities in the production of knowledge. Instead of seeing the public as passive recipients of expert knowledge, engaged scholarship stresses that the public can contribute to knowledge creation.
  • It’s integrated. Community engagement is not just charity or volunteer activities that educators do on their own time in addition to their work. Rather, collaboration with the public should constitute scholarly practices. These reciprocal and collaborative elements should be explicitly and consciously cultivated in the scholarship of engagement.

Engagement, especially for Extension educators, is easily recognized in many routine, ongoing practices and programs. The challenge is to be deliberate and intentional about developing a greater sense of rigor and clarity in the production of knowledge through engaged scholarship.

Here are some areas in which Extension educators can exemplify engaged scholarship:

  • Public scholarship is academic work that incorporates deliberative practices such as forums and town meetings to enhance scholarship and address public problems. Public scholarship generally emphasizes deliberation over participation. An example is an open forum held to address an issue of wide concern to the community, such as regional development, environmental health, or race relations. This approach is used in situations where the public good is not well understood. By aggregating preexisting interests, solutions are generated through collective knowledge and action. Deliberative practices enable participants to gain a greater understanding of the complexity of public problems as they benefit from encounters with fellow citizens, professionals, and scholars. At the same time, public scholarship practices can help scholars generate new research questions, verify hypotheses, and generalize conclusions as knowledge is produced in the course of deliberation.
  • Participatory research (participatory action research) stresses the active role members of communities can play in the production of knowledge. The emphasis here is on participation rather than deliberation. Participatory research tends to respond to problems of exclusion by reaching out to marginalized or previously excluded groups. An example is where an oppressed group of people or a community identifies a problem, collects information, analyzes, and acts upon the problem to solve it—therefore promoting public transformation. The educator’s role is to be a convener and trusted entity who can oversee the processes while developing scholarship that can be shared with others.

    Richard Little talks to a class participant about taking care of Mason Bees cocoons at Linn County Extension.
    Richard Little talks to a class participant about taking care of Mason Bees cocoons at Linn County Extension.
  • Community partnerships, where partners are engaged as equals, tend to focus on power, resources, and social transformations. Community partnerships do not have to operate through deliberative forums or other direct contact with the public. Instead, scholars typically engage through contact with public agencies, local schools, activist groups, and community organizations. Engaged scholarship developed through this process helps strengthen the community as well as partners’ relationships with Extension and the university.
  • Public information networks help communities identify resources and assets by providing comprehensive databases of locally available services. Although development of these networks is not as deliberative as other forms of engaged scholarship, the creation, maintenance and use always involves engagement with groups who are not fully aware of available resources. This is often due to a lack of organization or communication. Extension educators realize the importance of accessing and contributing to these networks.
  • Civic literacy (civic skills) enables communities to make educated and informed decisions. Through teaching, research, and outreach, engaged scholars help enhance community processes by ensuring that their academic disciplines are providing the public with the knowledge necessary for reflective judgements on public issues and problems. This approach deepens engagement with the specific aim of reducing the separation between experts and the lay public. It also emphasizes skills that facilitate participation and democratic decision-making. Civic literacy approaches focus on relatively broad and long-term trends in public knowledge rather than specific, immediate problems.

“Outreach and engagement is that aspect of teaching that enables learning beyond the campus walls, research that makes what we discover useful beyond the academic community, and service that directly benefits the public.” – Ohio State University

 

References

Barker, D. (2004). The scholarship of engagement: A taxonomy of five emerging practices. Journal of Higher Education Outreach and Engagement, 9(2), 122-137.

Alter, T. R. (2003, December). “Where is Extension Scholarship Falling Short and What Can We Do about it?” Journal of Extension, 41(6).

 

Resources

Engagement Scholarship Consortium

Kellogg Commission reports

Journal of Community Engagement and Scholarship

Journal of Higher Education Outreach and Engagement

Community Works Journal

Journal of Extension

Science Education and Civic Engagement: An International Journal