Community engagement involves higher education faculty, staff, or students applying
For the purposes of this journal, community engagement involves higher education faculty, staff, or students applying their disciplinary knowledge to foster community projects that result in solutions to problems of practice. There are a wide range of projects that could be included to document the engagement. Among other possibilities, portfolios of such engagement could include applying knowledge about student learning to develop programming for a local youth organization, documenting mission work that helps provide education and health services to local or international community residents, or working with local organizations to solve county, state, or local community problems (Braxton, Luckey, & Helland, 2002; Driscoll & Lynton, 1999). Ultimately, there are many possibilities for community engagement. As Driscoll and Lynton (1999) stated, historically, this type of engagement was categorized under the title of "service." Driscoll and Lynton first formulated the details of a professional service portfolio, referred to in this journal as the community engagement portfolio. The staff of the Journal of Scholarly Engagement (JSE) developed the community engagement portfolio for the purpose of providing higher education faculty, staff, and students with a way to document their scholarly community engagement. For more information on documenting this type of engagement, please review JSE's community engagement portfolio guide HERE.
Braxton, J. M., Luckey, W., & Helland, P. (2002). Institutionalizing a broader view of scholarship through Boyer's four domains (ASHE-ERIC higher education report, vol. 29). San Francisco, CA: Jossey-Bass.
Driscoll, A., & Lynton, E. A. (1999). Making outreach visible: A guide to documenting professional service and outreach. AAHE Forum on Faculty Roles and Rewards. Washington, D.C.: American Association for Higher Education.