University of Wisconsin, University of Wisconsin, Extension, Outreach, Extension, Outreach,

Engagement: Observations Engagement: Observations from my Experiencefrom my Experience

Gerry Campbell, Professor and Extension Gerry Campbell, Professor and Extension

SpecialistSpecialist

UW-Madison/Extension, College of UW-Madison/Extension, College of Agricultural and Life Sciences, Department Agricultural and Life Sciences, Department

of Agricultural and Applied Economicsof Agricultural and Applied Economics

March 5, 2008March 5, 2008

“A system lives in its own world, a world whose meaning it has made. It becomes who it is by what it has chosen to be. Every system takes form from the self it has created. …..Identity, then is another essential condition for organization. It is the self of the system that compels it toward particular actions and behaviors. It is the self that defines meaning. It is the self that invites people to change or compels them to resist.

Margaret Wheatly and Myron Kellner-Rogers, p. 851,A Simpler Way, Berret-Koehler, San Francisco, 1996, 135 pp.

March 5,2008 Professor and Extension Specialist, UW-Madison/Extension (55% Extension)

July 1995 Prof and Ext Spec. AAE/ CCED (55%, EXT, 30% Teaching, 15% Research

Dec. 1991, Vice Chancellor, UWEX

Sept 1991, Act. Vice Chancellor UWEX

Sept. 1990, Assoc. Dean, UWEX, Coop. Extension

Sept. 1984-85, Visiting Prof., Applied Econ., Univ. of Minnesota

July 1989 Professor, Agricultural Economics

July 1979 Assoc. Professor, Agricultural Economics

April 1973, Asst. Profesor, Agricultural Economics, UW- Madison and UW-Extension

Ph. D. Michigan State Univ., Agr. Economics, 1973 MA Economics, 1972

M.S. Agr. Econ. New Mexico State Univ. 1969

B.S. Agronomy, The Ohio State University, 1967

Nov. 30, 1945, Born at home on small family farm

History

1838 The state territorial legislature passes a bill to establish a

University of Wisconsin “at or near Madison, the seat of government.”

July 26, 1848 Wisconsin’s first governor, Nelson Dewey, signs an

incorporation act creating the University of Wisconsin and investing

its government in a board of regents.

1863 First women students admitted.

1866 Legislature designates the UW as the Wisconsin land-grant institution.

Land Grant Act 1862…..to the endowment, support, and maintenance of at least

one college where the leading object shall be, without excluding other scientific

and classical studies and including military tactics, to teach such branches of learning

as are related to agriculture and the mechanic arts, in such manner as the legislatures

of the States may respectively prescribe, in order to promote the liberal and practical education of

the industrial classes on the several pursuits and professions in life.

History.

1892 Charles R. Van Hise receives first UW Ph.D.

1894 Regents defend a UW professor by adopting the sifting and

winnowing statement: “Whatever may be the limitations which

trammel inquiry elsewhere, we believe that the great State University of

Wisconsin shall ever encourage that continual and fearless sifting and

winnowing by which alone the truth may be found.”

AAUP 1915 statement of principles of academic freedom. It includes this summarizing

paragraph:

It is clear, then, that the university cannot perform its threefold funtion (sic) without accepting and enforcing to the fullest extent the principle of academic freedom. The responsibility of the university as a whole is to the community at large, and any restriction upon the freedom of the instructor is bound to react injuriously upon the efficiency and the morale of the institution, and therefore ultimately upon the interests of the community.

Source: http://www.campus-watch.org/article/id/566

1885 first Legislative Appropriation. The first legislative appropriation

of $5,000 to the University of Wisconsin College of Agriculture for the

establishment of Farmers’ Institutes came in 1885

Hatch Act. In 1887, the federal Hatch Act provided funds to

establish a system of experiment stations in cooperation with

land-grant colleges to promote solid research base for a scientific

agriculture and home economics program.

Teachers’ Institutes. In 1888, the Legislature authorized statewide

Teachers’ Institutes to be conducted by Extension

Mechanics Institutes. In 1890, the first series of mechanics institutes

were held in Racine. In 1901 they were revived as an engineering summer

school. The "new" institutes’ success came with the addition of practical and

relevant teaching, which replaced the scientific theory approach of the 1890’s.

Babcock Butterfat Test. 1890, Professor S. M. Babcock announced the

invention of a simple, quick and accurate device to test the butterfat content

of milk. Babcock’s refusal to patent the device for personal gain and his

decision to freely share the test with the state’s dairy industry set the

tone for the extension of University resources to the people of Wisconsin.

Lectures and Correspondence Courses. In 1891, the University created three new extension programs: lecture courses in general subjects, courses on industrial subjects for working people, and correspondence courses–the beginning of Extension’s Independent Study program. Extension teaching and correspondence work were added to the residence teaching loads of UW-Madison faculty.

http://www.uwex.edu/about/history/

1904 Charles Van Hise, president of the university, declares that

“the beneficent influence of the university [be] available to every home in

the state,” later articulated as the “Wisconsin Idea.”

Extension division is created campus has agricultural college extension and

General Extension

1914 - Smith Lever Act That in order to aid in diffusing among the people of the

United States useful and practical information on subjects relating to agriculture and

home economics, and to encourage the application of the same, there may be

inaugurated in connection with the college or colleges in each State now receiving,

or which may here-after receive, the benefits of the Act of Congress approved

July second, eighteen hundred and sixty-two, entitled

"An Act donating public lands to the several States and Territories which may provide

colleges for the benefit of agriculture and the mechanic arts"

1925 Wisconsin Alumni Research Foundation is chartered to control

patenting and patent income on UW inventions.

1946 Soldiers returning from World War II help to nearly triple the UW’s

enrollment from its 1944–45 level, sparking decades-long expansion of the

faculty and the physical space on campus.

1965 University Extension Merger. In 1965-66, the merger of the several

Extension units of the UW-Madison created one integrated unit: University

Extension, headed by a chancellor. The outreach units merged included

the Cooperative Extension Service of the College of Agriculture,

the University Extension Division, WHA Radio/TV, and the

Geological and Natural History Survey, all formerly from the

1971 Legislature establishes the University of Wisconsin System, merging the University of Wisconsin and the Wisconsin State University system. UW-Extension Becomes a separate institution.

1973, the Board of Regents policy on outreach assigned UW-Extension

with responsibility to lead, coordinate, plan and administer a

Systemwide extension function with all institutions of the UW System.

1982 Regent Policy. Following a two-year study of Extension, the 1982 Board of Regents Policy on Extension reaffirmed the importance of the Wisconsin Idea and mandated continuation of UW-Extension as an institution, along with integration of the extension function with the programs and faculties of the other UW institutions. UW-Extension was internally reorganized so that program and support units with similar funding, functions, and clientele were separated by three divisions: Cooperative Extension, General Extension, and Telecommunications. Integration with all UW institutions was implemented by July 1985.

Defining Scholarly Defining Scholarly EngagementEngagementBeyond Outreach to Scholarly EngagementBeyond Outreach to Scholarly EngagementUMassAmherst, October 22, 2007UMassAmherst, October 22, 2007

http://www.scholarshipofengagement.org/http://www.scholarshipofengagement.org/

Lorilee R. Sandmann, Associate ProfessorLorilee R. Sandmann, Associate ProfessorDepartment of Lifelong Education, Administration, and Department of Lifelong Education, Administration, and Policy, University of GeorgiaPolicy, University of Georgia

Ph.D. in Adult and Continuing Education/Business ManagementPh.D. in Adult and Continuing Education/Business Management

The University of Wisconsin at MadisonThe University of Wisconsin at Madison    

Pathways to Scholarly EngagementPathways to Scholarly Engagement

Improved Teaching and LearningPedagogical Pathway

The New Production of KnowledgeEpistemological Pathway

Connecting to the CommunityPartnership Pathway

The Civic Mission of Higher EducationMission Pathway

Scholarly Engagement

Carnegie Classification…Carnegie Classification…

Community EngagementCommunity Engagement describes the describes the collaboration between higher education collaboration between higher education institutions and their larger communities (local, institutions and their larger communities (local, regional/state, national, global) for the mutually regional/state, national, global) for the mutually beneficial exchange of knowledge and beneficial exchange of knowledge and resources in a context of partnership and resources in a context of partnership and reciprocityreciprocity..

Carnegie Foundation for the Advancement of Teaching, 2006 Carnegie Foundation for the Advancement of Teaching, 2006

Service Outreach Engagement

Degree of academic/intellectual influence and influence of partners

University University engagementengagement is direct, two-way interaction is direct, two-way interaction with external constituencies through the development, with external constituencies through the development, exchange, and application of knowledge, information, exchange, and application of knowledge, information, and expertise for mutual benefit. Engagement activities and expertise for mutual benefit. Engagement activities may be initiated by community partners or by University may be initiated by community partners or by University faculty, staff, or studentsfaculty, staff, or studentsServiceService is an initiative generated by the institution or is an initiative generated by the institution or institutional representatives in which knowledge, institutional representatives in which knowledge, information, and expertise is provided for the benefit of information, and expertise is provided for the benefit of external constituencies.  Service initiatives may be external constituencies.  Service initiatives may be generated in response to requests from an external generated in response to requests from an external constituent, but do not imply a mutually beneficial constituent, but do not imply a mutually beneficial exchange exchange

University of University of Southern Indiana, 2005Southern Indiana, 2005

Engagement and ServiceEngagement and Service

Application and provision of institutional resources for Application and provision of institutional resources for community use with benefits to both campus and community use with benefits to both campus and communitycommunity

– Extension programExtension program– Training programsTraining programs– Professional Development CentersProfessional Development Centers– Cultural officersCultural officers– Library Services Library Services – TechnologyTechnology– Faculty ConsultationsFaculty Consultations– Others….Others….

Carnegie Carnegie Foundation, 2008Foundation, 2008

OutreachOutreach

Engagement As a Scholarly Engagement As a Scholarly ExpressionExpression

Two tracks-institutional civic engagement & SOETwo tracks-institutional civic engagement & SOEEvolving a distinctive scholarly expressionEvolving a distinctive scholarly expressionTwo grounding principlesTwo grounding principles– Mutual benefitsMutual benefits– Reciprocal partnerships and integration of teaching, Reciprocal partnerships and integration of teaching,

research, and service research, and service

Scholarly engagement, community engaged Scholarly engagement, community engaged scholarship, public scholarshipscholarship, public scholarship– Principles of engagement & standards of scholarshipPrinciples of engagement & standards of scholarship

Principles of EngagementPrinciples of Engagement++

Standards of Scholarship = Standards of Scholarship =

Scholarly EngagementScholarly Engagement

Five Practices of Scholarly EngagmentFive Practices of Scholarly Engagment

PracticePractice TheoryTheory Problems AddressedProblems Addressed MethodsMethods

Public scholarshipPublic scholarship DeliberativeDeliberative Complex “public” Complex “public” problems requiring problems requiring deliberationdeliberation

Face to face, Face to face, open forumsopen forums

Participatory Participatory researchresearch

Participatory Participatory democracydemocracy

Inclusion of specific Inclusion of specific groupsgroups

Face to face Face to face collaboration with collaboration with specific publicsspecific publics

Community Community partnershippartnership

Social Social democracydemocracy

Social change, structural Social change, structural transformationtransformation

Collaboration with Collaboration with intermediary intermediary groupsgroups

Public information Public information networksnetworks

Democracy Democracy broadly broadly understoodunderstood

Problems of networking, Problems of networking, communicationcommunication

Databases of Databases of public resourcespublic resources

Civic literacy Civic literacy scholarshipscholarship

Democracy Democracy broadly broadly understoodunderstood

Enhancing public Enhancing public discoursediscourse

Communication Communication with general with general publicpublic

Barker, D. (2004). The Scholarship of Engagement: A Taxonomy of Five Emerging Practices. JHEO

Scholarly EngagementScholarly Engagement

Scholarly Engagement is the Scholarly Engagement is the creation, integration, creation, integration, application and transmission of knowledgeapplication and transmission of knowledge for the for the benefits of benefits of external audiences and the Universityexternal audiences and the University and and occurs in all areas of the University Mission: occurs in all areas of the University Mission: research, research, teaching and serviceteaching and service. The quality and value of . The quality and value of Scholarly Engagement is determined by Scholarly Engagement is determined by academic academic peers and community partners.peers and community partners.

UMass Faculty Senate Outreach Council, 2006UMass Faculty Senate Outreach Council, 2006

What is Scholarly What is Scholarly Engagement?Engagement?

Scholarship – What Scholarship – What

EngagedEngaged Scholarship – How Scholarship – How

For the Common, Public Good – Toward For the Common, Public Good – Toward What EndWhat End

Scholarly EngagementScholarly Engagement

Scholarship—practices that cut across the Scholarship—practices that cut across the categories of academic scholarship (discovery, categories of academic scholarship (discovery, teaching, application & integration) +teaching, application & integration) +

Engagement—reciprocal, collaborative Engagement—reciprocal, collaborative relationships with partners external to the relationships with partners external to the university. (Boyer)university. (Boyer)

Scholarly engagement consists of Scholarly engagement consists of – Research, teaching, integration and application Research, teaching, integration and application

scholarship that scholarship that – Incorporates reciprocal practices of civic Incorporates reciprocal practices of civic

engagement into the production of knowledge. engagement into the production of knowledge. (Baker, 2004)(Baker, 2004)

New Approaches to Knowledge New Approaches to Knowledge Production and ResearchProduction and Research

Mode I– traditional– pure, disciplinary, Mode I– traditional– pure, disciplinary, homogeneous, expert-led, hierarchical, peer homogeneous, expert-led, hierarchical, peer reviewed, university-basedreviewed, university-basedMode ll –applied, problem-centered, Mode ll –applied, problem-centered, transdisciplinary social and economic transdisciplinary social and economic contexts, heterogeneous, hybrid, demand-contexts, heterogeneous, hybrid, demand-driven, entrepreneurial, network-embedded, driven, entrepreneurial, network-embedded, not necessarily let by universities not necessarily let by universities

Gibbons, et al. (1994)Gibbons, et al. (1994)

Quadrant Model of Scientific Quadrant Model of Scientific ResearchResearch

Research is inspired by:Research is inspired by:

Pure applied Pure applied researchresearch

(Edison)(Edison)

Use-inspired Use-inspired research research (Pasteur)(Pasteur)

Pure basic Pure basic research research

(Bohr)(Bohr)

Consideration of use? No Yes

Quest for fundamental understanding?

Yes

No

Stokes, D. (1997). Pasteur’s quadrant

Quality—Evaluation CriteriaQuality—Evaluation Criteria

Goals/questionsGoals/questions

Context of theory, literature, best Context of theory, literature, best practicespractices

MethodsMethods

ResultsResults

Communication/disseminationCommunication/dissemination

Reflective critiqueReflective critiqueNational Review Board Scholarship of Engagement, National Review Board Scholarship of Engagement,

(2000)(2000)

Engaging Engaging withwith CommunityCommunity

Community-Engaged Scholar…Community-Engaged Scholar…

is one who does community-engaged scholarship which is one who does community-engaged scholarship which is teaching, discovery, integration, application and is teaching, discovery, integration, application and engagement that involves the faculty member in a engagement that involves the faculty member in a mutually beneficial partnership with the community and mutually beneficial partnership with the community and has the following characteristics: clear goals, adequate has the following characteristics: clear goals, adequate preparation, appropriate methods, significant results, preparation, appropriate methods, significant results, effective presentation, reflective critique, rigor and peer-effective presentation, reflective critique, rigor and peer-review. review.

CCPH Kellogg Commission, 2005CCPH Kellogg Commission, 2005

Scott Peters on Educational Scott Peters on Educational OrganizingOrganizing

When the question of what Extension educators When the question of what Extension educators do is asked, the answer typically includes a list do is asked, the answer typically includes a list of such things as planning and developing of such things as planning and developing programs, nonformal teaching, facilitating programs, nonformal teaching, facilitating meetings and community forums, providing meetings and community forums, providing technical expertise, and applying research-technical expertise, and applying research-based knowledge to the problems of individuals, based knowledge to the problems of individuals, families, businesses, and communities. But families, businesses, and communities. But something important is usually missing from something important is usually missing from such lists.such lists.http://www.joe.org/joe/2002june/a1.htmlhttp://www.joe.org/joe/2002june/a1.html

Scott Peters on Educational Scott Peters on Educational OrganizingOrganizing

But what if there were a way of understanding and practicing organizing But what if there were a way of understanding and practicing organizing that is deeply educational, that fits squarely within the historical tradition of that is deeply educational, that fits squarely within the historical tradition of Extension education, and that involves a practice of politics that is not Extension education, and that involves a practice of politics that is not negative and inappropriate for Extension educators to engage in?negative and inappropriate for Extension educators to engage in?

Our ability to answer this question has a special urgency in connection with Our ability to answer this question has a special urgency in connection with recent calls for "engagement" that have land-grant colleges and universities recent calls for "engagement" that have land-grant colleges and universities searching for ways to develop partnerships between universities and searching for ways to develop partnerships between universities and communities for broad civic purposes. The Kellogg Commission on the communities for broad civic purposes. The Kellogg Commission on the Future of State and Land-Grant Universities recently defined engagement Future of State and Land-Grant Universities recently defined engagement as "two-way partnerships, reciprocal relationships between university and as "two-way partnerships, reciprocal relationships between university and community, defined by mutual respect for the strengths of each," where the community, defined by mutual respect for the strengths of each," where the "purpose of engagement is not to provide the university's superior expertise "purpose of engagement is not to provide the university's superior expertise to the community, but to encourage joint academic-community definitions of to the community, but to encourage joint academic-community definitions of problems, solutions, and success" (Kellogg Commission, 1998, pp. 30, 29).problems, solutions, and success" (Kellogg Commission, 1998, pp. 30, 29).http://www.joe.org/joe/2002june/a1.htmlhttp://www.joe.org/joe/2002june/a1.html

Scott Peters on Educational Scott Peters on Educational OrganizingOrganizing

What kind of work is it to "encourage" two-way What kind of work is it to "encourage" two-way academic-community partnerships, and who will do it? I academic-community partnerships, and who will do it? I suggest that this work is best understood as organizing, suggest that this work is best understood as organizing, and that Extension educators are uniquely situated to do and that Extension educators are uniquely situated to do it. Interestingly, however, the Kellogg Commission it. Interestingly, however, the Kellogg Commission appears doubtful that Extension will be able to effectively appears doubtful that Extension will be able to effectively do this work. They wrote that our "inherited" ideas of do this work. They wrote that our "inherited" ideas of Extension "emphasize a one-way process of transferring Extension "emphasize a one-way process of transferring knowledge and technology from the university (as the knowledge and technology from the university (as the source of expertise) to its key constituents. The source of expertise) to its key constituents. The engagement ideal is profoundly different" (Kellogg engagement ideal is profoundly different" (Kellogg Commission, 1998, p. 11). Commission, 1998, p. 11). http://www.joe.org/joe/2002june/a1.htmlhttp://www.joe.org/joe/2002june/a1.html