Carnegie's Community-Engagement Classification: Intentions and Insights

Autor/in	Driscoll, Amy
Titel	Carnegie's Community-Engagement Classification: Intentions and Insights
Quelle	In: Change: The Magazine of Higher Learning, 40 (2008) 1, S.38-41 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
Schlagwörter	Higher Education; Classification; School Community Relationship; Partnerships in Education + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Classification system; Klassifikation; Klassifikationssystem; Hochschulpartnerschaft
Abstract	Over the last few years, the Carnegie Foundation for the Advancement of Teaching has engaged in a comprehensive re-examination of its traditional classification system. The redesign stemmed from a concern about the inadequacy of the classification for representing institutional similarities and differences and its insensitivity to the evolution of higher education. In December 2006, the foundation announced the inaugural selection of 76 U. S. colleges and universities to be newly classified as "institutions of community engagement," the first of a set of elective classifications intended to broaden the categorization of colleges and universities. The enthusiastic response to the new classification signaled the eagerness of institutions to have their community engagement acknowledged with a national and publicly recognized classification. The new elective classification for institutions that are engaged with their communities is an exciting move in Carnegie's extension and refinement of its classification of colleges and universities. The classification framework for community engagement has achieved its intention: to respect the diversity of institutional contexts and approaches to engagement, to encourage a reflective inquiry and self-assessment process that is practical and provides useful data, and to affirm good work while urging even better. The documentation process motivated institutions--even those with strong and deep commitments to community engagement--to develop and institutionalize their tracking and assessment systems and to engage with their communities in authentic reciprocal relationships. The national recognition accompanying the new classification thus has enhanced both the prominence and promise of community engagement in higher education. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10