9 06 06_Carnegie_extended by FH79FLx


									                                                               Community Engagement

          Documentation for Elective Classification
               in Community Engagement

                 North Carolina State University

                                 September 1, 2006

                        Submitted to the Carnegie Foundation
                          for the Advancement of Teaching

                                      Prepared by:
          NC State University Carnegie Community Engagement Task Force:
                             Professor Ellis Cowling (Chair)
        James Clark, Former Director of Humanities Extension and Publications
                   Patti Clayton, Director, Service-Learning Program
                Karen Helm, Director, University Planning and Analysis
                    Brent Henry, Director, Wake County Extension
               Ted Morris, Director, Economic Development Partnerships
                Sharon Schulze, Associate Director, The Science House
         Susan Moore, Director, Forestry and Environmental Outreach Program
 Susan Navey-Davis, Past Chair, Academy of Outstanding Faculty Engaged in Extension
          Courtney Thornton, Post-Doctoral Researcher, College of Education
 Alice Warren, Director, Assessment, Marketing, Partnership, and Program Development
James Zuiches, Vice Chancellor for Extension, Engagement, and Economic Development

                           North Carolina State University
                              Box 7012 Holladay Hall
                        Raleigh, North Carolina 27695-7012
               E-Mail: <ellis_cowling@ncsu.edu>, Tel: 919-515-7564
                  <james_zuiches@ncsu.edu>, Tel: 919-513-0388

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Table of Contents

I. Foundational Indicators .................................................................................................. 5

A. Institutional Identity and Culture .................................................................................. 5

    1. Does the institution indicate that community engagement is a priority in its
    mission statement (or vision)? .................................................................................... 5
    2. Does the institution formally recognize community engagement through awards
    and celebrations? ......................................................................................................... 6
    3a. Does the institution have a system for assessing community perceptions about
    the effectiveness of the institution‟s engagement with community? .......................... 7
    3b. Does the institution use the assessment data? ...................................................... 9
    4. Is community engagement emphasized in the marketing materials (website,
    brochures, etc.) of the institution?............................................................................. 11
B. Institutional Commitment ........................................................................................... 13

    1. Does the executive leadership (President, Provost, Chancellor, Trustees, etc.) of
    the institution communicate explicitly to promote community engagement as a
    priority? ..................................................................................................................... 13
    2. Does the institution have a coordinating infrastructure (center, office, etc.) to
    support and advance community engagement? ........................................................ 14
    3a. Are there internal budgetary allocations dedicated to supporting institutional
    engagement with community? .................................................................................. 16
    3b. Is there external funding dedicated to supporting institutional engagement with
    community?............................................................................................................... 18
    3c. Is there fundraising directed to community engagement? ................................. 19
    4a. Are there systematic campus-wide assessment or recording mechanisms to
    evaluate and/or track institutional engagement in community? ............................... 20
    4b. Are course-level data used for improving courses? ........................................... 21
    4c. Does the institution use the data from any of the tracking mechanisms? .......... 22
    5. Is community engagement defined and planned for in the strategic plans of the
    institution?................................................................................................................. 22
    6. Does the institution provide professional development support for faculty and/or
    staff who engage with the community? .................................................................... 23
    7. Does community have a “voice” or role in institutional or departmental planning
    for community engagement?..................................................................................... 25
C. Other Documentation .................................................................................................. 25

       1. Does the institution have search/recruitment policies that encourage the hiring of
       faculty with expertise in and commitment to community engagement? .................. 25
       2a. Do the institutional policies for promotion and tenure reward the scholarship of
       community engagement? .......................................................................................... 26
       2b. If yes, how does the institution categorize community engagement scholarship?
       (Service, Scholarship of Application, other)............................................................. 27
       3. Do students have a “voice” or leadership role in community engagement?........ 28
       4. Is community engagement noted on student transcripts? .................................... 29

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    1a. Does the institution have a definition and a process for identifying service-
    learning (community-based learning) courses? ........................................................ 31
    1b. How many formal for-credit courses (service-learning, community based
    learning, etc.) were offered in the most recent academic year? ................................ 32
    1c. How many departments are represented by those courses? ............................... 32
            ci. What percentage of total departments? ................................................... 32
    1d. How many faculty taught service-learning or community-based learning courses
    in the most recent academic year? ............................................................................ 32
            1di. What percentage of total faculty? ......................................................... 32
    1e. How many students participated in service-learning or community-based
    learning courses in the most recent academic year? ................................................. 33
            1ei. What percent of total number of students ............................................. 33
    2a. Are there institutional or departmental (disciplinary) learning outcomes for
    students‟ curricular engagement? ............................................................................. 33
    2b. Are those outcomes systematically assessed?.................................................... 34
    3a. Is community engagement integrated into the following curricular activities:.. 35
            Student research ............................................................................................ 35
            Student leadership ......................................................................................... 37
            Internships ..................................................................................................... 38
            Studies Abroad .............................................................................................. 39
    3b. Has community engagement been integrated with curriculum on an institution-
    wide level? ................................................................................................................ 41
    3c. If yes, indicate where the integration exists. ...................................................... 41
    4. Are there examples of faculty scholarship associated with their curricular
    engagement achievements (action research studies, conference presentations,
    pedagogy workshops, journal publications, etc.) ...................................................... 43
D. Outreach and Partnerships .......................................................................................... 44

       1. Indicate which programs are developed for community: ..................................... 44
               i. learning centers .......................................................................................... 44
               ii. tutoring...................................................................................................... 46
               iii. extension programs .................................................................................. 47
               iv. non-credit courses .................................................................................... 49
               evaluation support ......................................................................................... 50
               training programs .......................................................................................... 51
               professional development centers ................................................................. 52
               viii. other ....................................................................................................... 54
       2. Which institutional resources are shared with community? ................................. 55
               i. Co-curricular student service ..................................................................... 55
               ii. Cultural offerings ...................................................................................... 57
               iii. Athletic offerings ..................................................................................... 58
               iv. Library services........................................................................................ 58
               Technology ................................................................................................... 60
               vi. Faculty consultation ................................................................................. 61
               vii. Other ....................................................................................................... 63
       3. Describe a representative partnership that was in place during the most recent
       academic year (up to 20). .......................................................................................... 64

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             i. Partnership Name ....................................................................................... 64
             ii. Community Partner ................................................................................... 64
             iii. Institutional Partner ................................................................................. 64
             iv. Purpose..................................................................................................... 64
             v. Length of Partnership ................................................................................ 64
             vi. # of Faculty .............................................................................................. 64
             vii. # of Students or other Participants .......................................................... 64
             viii. Grant Funding ........................................................................................ 64
             ix. Institutional Impact .................................................................................. 64
             x. Community Impact ................................................................................... 64
II.B.3. Representative Partnerships ................................................................................... 64

       4a. Does the institution or do the departments work to promote the mutuality and
       reciprocity of the partnerships? ................................................................................. 92
       4b. Are there mechanisms to systematically provide feedback and assessment to
       community partners? ................................................................................................. 92
       5. Are there examples of faculty scholarship associated with their outreach and
       partnerships activities (technical reports, curriculum, research reports, policy
       developments, journal publications, etc.) ................................................................. 92
       6. Are there other ways you engage with communities that we have not identified?
       Please describe briefly. ............................................................................................. 93

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      I. Foundational Indicators

A. Institutional Identity and Culture

   1. Does the institution indicate that community engagement is a priority in its
   mission statement (or vision)?

      Yes. The current mission statement of North Carolina State University reads as
      “The mission of North Carolina State University is to serve its students and the
      people of North Carolina as a doctoral/research-extensive, land-grant university.
      Through the active integration of teaching, research, extension, and engagement,
      North Carolina State University creates an innovative learning environment that
      stresses mastery of fundamentals, intellectual discipline, creativity, problem
      solving, and responsibility. Enhancing its historic strengths in agriculture, science,
      and engineering with a commitment to excellence in a comprehensive range of
      academic disciplines, North Carolina State University provides leadership for
      intellectual, cultural, social, economic, and technological development within the
      state, the nation, and the world.”

      The University‟s 2006 strategic plan further offers the following vision:
      “NC State University will transform lives and improve the human condition
      through innovation and discovery. As an engaged research university, NC State
      will be a leader in collaborating with community, business, and government
      partners to develop informed policies and pursue bold strategies.”

      The following Mission and Vision Statements for the Extension and Engagement
      functions of NC State were developed in 2004:

      “The mission of NC State University Extension and Engagement is to partner the
      resources of the university and communities to produce mutual benefits. As a
      research extensive higher education institution in the land grant tradition, we
      value and are committed to:
       bringing the intellectual resources of the university to bear on the
          contemporary needs of society
       integrating the scholarly contributions of teaching, research and service
       transferring technological, managerial, and artistic innovation to enhance the
          economic and social systems of the state, nation and world
       integrating knowledge of all forms to establish an environment of co-learning
          between the university and community
       forging reciprocal, collaborative and mutually beneficial relationships
          whereby the university and community partners contribute to and share
          responsibility for decision making
       developing practices that strengthen faculty effectiveness and enhance student
          learning while providing impacts to relevant societal issues

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                                                            Community Engagement

      diversity and active listening to diverse audiences
      designing and delivering curricular experiences to prepare educated, engaged
       and responsible citizen leaders
      developing a national reputation for engagement with “real people, and real
       issues, in real time”
      building an awareness of and customer-friendly access to university partners
       and services
      assessing the qualitative and quantitative results of extension and engagement
       through traditional measures of academic excellence as well as the impact and
       outcomes on communities
      creating a respectful and inclusive work environment that facilitates the
       increase and diffusion of knowledge, wisdom and the moral dimensions of

   The vision of NC State Extension and Engagement is to model excellence as the
   nation‟s university leader in partnering with communities and organizations that
   seek educational advancement, research applications, and positive social change.

   Guiding References:

   Alliance for Regional Stewardship, et al. (2006, January). Tools and insights for
   universities called to regional stewardship. Denver, Colorado.

   Kellogg Commission on the Future of State and Land-Grant Universities. (1999).
   Returning to our roots: The engaged institution. National Association of State
   Universities and Land-Grant Colleges, Washington, DC.

   NC State University (2006a). Mission Statement. Retrieved July 11, 2006, from

   NC State University (2006b). North Carolina State University Strategic Plan.
   Retrieved July 11, 2006, from

2. Does the institution formally recognize community engagement through
awards and celebrations?

   Yes. Recognition and celebration of community engagement have been in place
   at NC State for more than thirty years. Since 2003, many of the campus awards
   for community engagement have been presented as part of an Extension and
   Engagement Symposium and Celebration. Nationally recognized speakers
   including Drs. Edward Zlotkowski, Amy Driscoll, Harry Boyte and John
   Saltmarsh have participated in these symposia and provided leadership and
   guidance to faculty. Faculty, students, staff and university administrators
   celebrate and enhance the engagement efforts of the university through small and
   large group sessions, exhibits, and awards. For example, student service awards

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                                                             Community Engagement

   such as the new General Henry Hugh Shelton Undergraduate Leadership Award
   of Excellence, is given to one or more graduating seniors in recognition of civic
   and scholarly engagement and for leadership in building an engaged university

   The Outstanding Extension Service (OES) Awards Program, begun in 1978, is an
   example of a long-standing recognition now integrated into the annual Extension
   and Engagement Celebration. Each year awards go to up to 24 faculty and staff
   who have distinguished themselves through innovative approaches to extension,
   engagement, and economic development; assessment-based program
   implementation and improvements, and leadership in community engagement.

   During this university-wide celebration, the top eight of these OES awardees are
   inducted into the Academy of Outstanding Faculty Engaged in Extension
   (AOFEE). Moreover, the University Alumni Association annually gives $3000
   cash awards to each of the top three AOFEE inductees. The nation‟s first such
   academy when founded in 2000 at NC State University, AOFEE is a service
   organization of active university faculty and staff who promote and encourage
   excellence in community engagement by maintaining liaison with community
   leaders, university administrators, extension field offices, the University Standing
   Committee on Extension and Engagement, and the Extension Operations Council.

   Facilitated by the University Standing Committee on Extension and Engagement,
   the Extension Seed Grants were reinstated in 2004. Worth up to $8,000, each
   grant is to motivate faculty and staff recipients to leverage money to address
   citizens‟ needs in four key areas: program development, professional
   development, student engagement, and external partnership development. In
   2005, a related engagement program of Just-in-Time Grants was piloted.

   These examples of campus-wide recognition, celebration, and funding of
   community engagement are complemented by congruent activities at the
   department and college levels. The most comprehensive of these recognition and
   celebration programs is held within the College of Agriculture and Life Sciences
   and NC Cooperative Extension. The College of Humanities and Social Sciences
   and the College of Education hold annual award ceremonies preliminary to the
   campus wide celebration. The College of Natural Resources and the College of
   Engineering devote a portion of their college-wide faculty meetings to unit
   recognition. Other colleges disseminate information about achievements in
   extension and engagement in traditional printed or electronic newsletters and
   other forms of written communication.

3a. Does the institution have a system for assessing community perceptions
about the effectiveness of the institution’s engagement with community?

   Yes. In responding to this question (and many others within this Documentation
   Framework for Elective Classification for Community Engagement, it is

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important to recognize that the management culture of North Carolina State
University is highly decentralized. This is true not only in the arena of
community engagement, but also in most of our teaching, research, and public
service activities. Each of our 10 professional and disciplinary colleges, our 63
disciplinary departments, the Graduate School, and a great variety of subject-
matter specialized centers, institute, and laboratories is presided over by a strong
dean, department head or chair, or program director. Each of these leaders has
substantial discretionary authority to ensure that his or her unit makes appropriate
contributions to the mission and vision of North Carolina State University. Each
leader is also expected to develop and maintain appropriate awareness of
perceptions about the effectiveness of their unit in the minds of leaders of the
communities with which they are engaged.

Community engagement is epitomized by NC Cooperative Extension‟s long-
standing tradition of Citizen Advisory Councils. Community engagement is also
a strong “common thread” of activity in all of the colleges, extension units,
centers, and institutes at highly decentralized NC State University. The
instruments and feedback mechanisms utilized across our campus typically
include: end-of-program evaluations, speaker evaluations, client and participant
surveys, on-going partnerships, website hits, requests for program information,
networking at tradeshows, client needs assessments, participant testimonials,
thank you letters and notes, personal phone calls, pre-and post tests, marketing
return-on-investment statistics, web-enhanced feedback, speaker requests, formal
evaluation research, third-party surveys, impact assessments, and face-to-face
reflection sessions. The following unit-specific examples are documented
programs, initiatives, activities, and services that clearly demonstrate NC State
University‟s commitment to understanding community‟s perception of its
engagement mission.

Institute for Transportation Research and Education (ITRE) initiates and
continues existing community programs including the NC Local Technical
Assistance Program, the Work Zone Safety Program, the Roads Scholar Program,
and the Bicycle and Pedestrian Program. End-of-program evaluation forms
solicit feedback such as: Was the program effective? How will you apply the
information learned during the program to your job? What financial impact will
the program have on your department, business, or company? How did this
program affect your job and community? ITRE also tracks specific program
information that has been given out, requested by phone or email, and by visits to
tradeshow booths. Direct feedback from participants is another method ITRE gets
community‟s perceptions of programs. http://itre.ncsu.edu/

College of Design has partnerships that provide on-going feedback and
communication about collaborative work being done by the college and
organizations within local communities. Often, the college is requested to come
back to the community for additional work or to expand a former project.
Successful community partnerships also create new requests for college

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   engagement from new client communities.

   General Hugh Shelton Leadership Forum uses extensive client satisfaction
   surveys. Written feedback from clientele is extremely important to the future
   planning of leadership outreach activities. Daily face-to-face reflection sessions
   between students, peer leaders, coaches, mentors, and trainers are another
   example of engaging program organizers and participants to attain feedback.

   College of Humanities and Social Sciences, Institute for Nonprofits informally
   gathers feedback and reactions through conversations with nonprofit leaders and
   funders as well as more formally through program evaluation methods including
   surveys and pre-and post-tests. www.chass.ncsu.edu/nonprofit/

   McKimmon Center for Extension and Continuing Education (MCE&CE)
   utilizes a variety of assessment tools and practices to determine how effective the
   engagement activities have been within the seven programmatic units within
   MCE&CE. Client and participant surveys, post-event follow-ups, review of
   student completion and matriculation rates, web-enhanced feedback, and
   marketing return-on-investment data are utilized and summarized to indicate the
   level of impact on personal lives, career growth, educational attainment, and/or
   economic development. www.mckimmon.ncsu.edu

   Center for Marine Sciences and Technology (CMAST) established a 16-member
   community advisory council in 2001. It meets annually to provide input and
   identify community needs that can be addressed through NC State University and
   CMAST. www.cmast.ncsu.edu

   More specific examples can be provided upon request.

3b. Does the institution use the assessment data?

   Yes. The use of assessment data is a critical component to the overall success of
   NC State University‟s community engagement. Through feedback, informal
   comments, evaluation summaries, detailed third-party assessments, personal
   testimonials, requests for new programs and services, new collaborative efforts
   and intense partnerships, market research, marketing return-on-investment, etc.,
   the University extension, engagement, and economic development units use these
   tools, methods, and practices. They provide direction for change, future
   opportunities, and/or confirmation about programs and services as currently
   designed and offered. The best description of use of assessment data would be to
   review the following unit specific examples:

   Institute for Transportation Research and Education (ITRE) through its NC
   Local Technical Assistance Program, the Work Zone Safety Program, the Center

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for Transportation and the Environment, and the Bicycle and Pedestrian Program
uses the data to add new courses or update old favorites. These data also suggest
locations for training and save travel time and dollars by directing the training to a
city or town where it is needed. Data are used in enhancing program content,
training modules, and services based on emerging community issues. Feedback
encourages instructors to maintain energetic and interactive presentations; thus
participants learn and retain what they have seen, heard, and practiced. Feedback
documents confusion or errors with workshop materials. Errors are corrected for
future workshops, while confusion either results in adjustments to presentation
materials or revision of the workshop materials. http://itre.ncsu.edu/

College of Design has narrative data from its programs, projects, presentations.

General Hugh Shelton Leadership Forum uses feedback to make process,
product, and marketing changes. Information from the annual Forum is
summarized and analyzed by the Board of Advisors during its semi-annual board
meetings. As a result of these discussions, content and process changes occur.
These data are analyzed by University faculty who serve on program planning
committees to shape each educational track of the Forum. These reviews occur
during face-to-face sessions with faculty and program planning staff.

College of Humanities and Social Sciences, Institute for Nonprofits uses
assessment data to modify program objectives, content, and methods, as needed.

McKimmon Center for Extension and Continuing Education integrates
assessment data to revise, enhance and/or expand current programs and
educational opportunities, as well as to identify new markets for programs,
members, and services. These data have been used as benchmarks of quality
standards to gauge their levels of quality programming, effective instruction,
overall customer satisfaction, and service responsiveness. MCE&CE tracks
return-on-investment from the various marketing campaigns implemented for the
various MCE&CE program units to determine which marketing campaigns to
continue in the future. Customer services and responsiveness have also been
tracked to determine where the MCE&CE staffs could be more productive or
responsive. Because most of the units within MCE&CE are self-supporting, it is
critical to know where the shortcomings are based on clientele feedback and
input. www.mckimmon.ncsu.edu

Center for Marine Sciences and Technology uses data and information from
assessments to identify needs and opportunities that are conveyed to
administration and the NC State University Marine Science Council. The
establishment of Marine Science and Education Partnership (MSEP) in 2003 can

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   be directly attributed to the CMAST Community Advisory Council members.

   Other examples illustrating the use of assessment data can be provided upon

4. Is community engagement emphasized in the marketing materials (website,
brochures, etc.) of the institution?

   Yes. NC State markets itself in a variety of ways, including solicited white papers
   and related documentation, materials published by the Office of Public Affairs,
   and the University‟s web presence. The Profile of North Carolina State
   University: A report to the President-Elect of the University of North Carolina
   (North Carolina State University, 2005a) is a white paper prepared for the
   incoming President of the University of North Carolina System. It references the
   land grant mission, the extensive use of partnerships and collaborations for
   problem-solving, and covers engagement in the institutional vision, academic
   programs, means to address 21st century challenges, student learning, research,
   technology transfer, accountability metrics, and other topics. Efforts and
   programs of significant statewide impact are also highlighted, such as NC
   Cooperative Extension, Industrial Extension, The Science House, Institute for
   Emerging Issues, and the Economic Development Partnership.

   A recent and significant marketing effort of the Office of Public Affairs supports
   the Achieve! Campaign, aimed at raising one billion dollars in support of the
   University‟s programs. Various media highlight faculty and staff as “Achievers,”
   many of whom are selected for outstanding extension and engagement efforts.
   The Achieve! Campaign promotional video, available online and sent to donors
   on DVD, includes segments on extension and engagement efforts across the state
   such as coastal-plant dune-stabilization research and Christmas tree research in
   the mountains. In the video, Chancellor James Oblinger says, “Your gifts will
   help to continue NC State‟s tradition of listening and responding to the needs of
   the state and the nation.”

   NC State‟s Office of Public Affairs (OPA) also distributes promotional materials
   to appropriate audiences year-round. Postcards announced the appointment of Dr.
   James Zuiches, Vice Chancellor for Extension, Engagement and Economic
   Development, which underscores the importance of this work statewide. The
   OPA also collect and distribute related articles that appear in NC State Alumni
   Magazine as well as Results and Outreach, the respective publications of the
   Offices of Research and Graduate Studies and Extension, Engagement and
   Economic Development (Norris, 2006; North Carolina State University, 2005b,
   2006c). In fact, the summer 2005 issue of Results magazine focused on economic
   development and community engagement research. Another article the Office of
   Public Affairs regularly shares is from Forbes Magazine (Tatge, 2005); it profiles
   NC State‟s role in revitalizing North Carolina‟s textile industry.

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A third main marketing strategy is through a web presence. Visitors to the NC
State website (www.ncsu.edu) will find a prominent link to Extension and
Engagement on the home page (www.ncsu.edu/extension). Once there, visitors
can find detailed information about the university‟s engaged presence in each of
North Carolina‟s 100 counties and the Cherokee Reservation.

Finally, NC State University‟s 10 colleges and numerous centers and institutes
generate their own marketing materials on community engagement. For example,
the College of Agriculture and Life Sciences (CALS) highlights engagement in a
quarterly magazine, Perspectives, available in both print and electronic forms.
NC Cooperative Extension articulates engagement goals using various media
through their “One Mission-One Vision-One Extension” marketing campaign.
The College of Humanities and Social Sciences prominently highlights
Humanities Extension (http://www.ncsu.edu/chass/extension/). Individual
departments, such as Public Administration
(http://www.chass.ncsu.edu/PA/outreach.html), Sociology and Anthropology
(http://sa.ncsu.edu/S&A/outreach/outreach.html), and Adult and Higher
Education (http://ced.ncsu.edu/ahe/initiatives.html) highlight outreach programs
and related faculty scholarship.

Some items discussed in the next section (B1 on Institutional Commitment) also
serve to market NC State‟s community engagement activities.


North Carolina State University. (2005a). Profile of North Carolina State
   University: A report to the President-Elect of the University of North
   Carolina. Raleigh, NC: Author.

North Carolina State University (2005b, Summer). Results, 5(2). Office of the
   Vice Chancellor for Research and Graduate Studies: Raleigh, NC.

Norris, J. (2006, Summer). 60 seconds with…Jim Zuiches, Vice Chancellor for
   extension, engagement and economic development. NC State Alumni
   Magazine, p. 15.

North Carolina State University. (2006a). Achieve! film transcript. Retrieved
   July 25, 2006 from http://campaign.ncsu.edu/media/transcript.html

North Carolina State University (2006b). He‟s here [postcard]. Raleigh, NC.

North Carolina State University (2006c). Outreach, 2(1), p. 4. Raleigh, NC:
   Office of Extension, Engagement and Economic Development.

Tatge, M. (2005, May 23). Threadbare no more. Forbes, 175(11), 130-134.

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B. Institutional Commitment

   1. Does the executive leadership (President, Provost, Chancellor, Trustees, etc.)
   of the institution communicate explicitly to promote community engagement as a

      Yes. Executive officers, particularly the Chancellor, regularly communicate the
      integration of engagement into all institutional functions. In his April 20, 2005,
      installation speech, Chancellor James Oblinger commented on the pride NC State
      University takes in serving all 100 counties and the Cherokee reservation in its
      role as “the People‟s University – of-, by- and for- the people of North Carolina”
      (Oblinger, 2005a, p.3). He then outlined several goals that the campus will work
      to achieve under his chancellorship. The first goal – scholarship for the 21st
      century – is based in “engaging the external community, understanding its needs,
      and doing all we can to address those needs” (p.6). The second goal – innovation
      – “will allow us to reach millions of people with research-based knowledge that
      strengthens our state and national economies, protects the environment, and
      improves the quality of life for North Carolinians” (p. 7). He continued to recount
      engagement-related examples from his visits around the state and from innovative
      campus efforts like Centennial Campus as he asked the NC State community to
      recommit itself to three values: people, innovation, and action.

      Chancellor Oblinger often addresses economic development in North Carolina
      through presentations. Soon after his appointment as Chancellor, Dr. Oblinger
      embarked on an “Innovation in Action” tour, visiting cities and towns across
      North Carolina. He used these presentation opportunities to discuss NC State and
      especially its Gateway Counties Project as an engine for economic development –
      particularly in rural areas of the state (Oblinger 2005b, 2006). These
      presentations highlighted programs with statewide impact, such as NC
      Cooperative Extension and Industrial Extension, and local efforts such as the Dole
      Foods partnership in Kannapolis, North Carolina, an area shaken by textile layoffs
      in recent years. Chancellor Oblinger also regularly speaks by invitation about the
      public service mission of higher education, for example, during his participation
      in the installation of Dr. Steve Ballard as East Carolina University‟s Chancellor in
      March 2005.

      According to Chancellor Oblinger, one of the most important outcomes of an
      engaged university is “a young person‟s enhanced understanding of his or her
      potential as an agent of change in the world” (2005 Symposium on the Engaged
      University). Provost Larry Nielsen echoes this sentiment in his communications,
      with specific attention to the Service-Learning Program. This Program has
      recently transitioned from the Faculty Center for Teaching and Learning to the
      Office of the Provost. Provost Nielsen‟s intention is to “institutionalize service-
      learning and associated academic initiatives and scholarship as a distinctive focus
      of NC State” (Clayton, 2006, p.2). Provost Nielsen has further described service-
      learning as “the epitome of what NC State is all about” (Clayton, 2006, p.1) and

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   solicited a white paper with a vision for a “Center for Excellence in Service-
   Learning.” During the summer and fall of 2006, the Provost is involving the
   University community in a vision-crafting process with the intention of officially
   launching an expanded unit in Spring 2007. The Service-Learning Program
   largely contributed to NC State University‟s inclusion in the Princeton Review‟s
   Colleges with a Conscience: 81 Great Schools with Outstanding Community
   Involvement (2005), which Chancellor Oblinger and Provost Neilsen regularly
   reference in public speeches.

   Other senior administrators promote community engagement as a priority as well.
   In 2004, Dr. John Gilligan, Vice Chancellor for Research and Graduate Studies,
   wrote an article for the PRISM newsletter of the American Society for
   Engineering Education that addresses the impact of engineering schools on
   economic and community development. Using NC State statistics and programs
   as examples, he states, “every university with an engineering school should have a
   good economic development story to tell” (Gilligan, 2004, paragraph 6).


   Clayton, P. (2006). Envisioning the future of service-learning at NC State: A
      proposal to establish a “Center for Excellence in Service-Learning.” Raleigh,
      NC: North Carolina State University.

   Gilligan, J. (2004, December). Research: Delivering the goods. Prism
       [Electronic Version], 14(4). American Society for Engineering Education.
       Retrieved July 25, 2006 from http://www.prism-

   Oblinger, J. (2005a, April 20). Chancellor‟s installation response. Retreived
      July 25, 2006 from http://www.ncsu.edu/installation/address.pdf

   Oblinger, J. (2005b). North Carolina rural economic development luncheon
      [powerpoint presentation]. North Carolina State University: Raleigh, NC.

   Oblinger, J. (2006a). NC State: An engine for economic development [powerpoint
      presentation]. North Carolina State University: Raleigh, NC.

   Princeton Review. (2005). Colleges with a conscience: 81 great schools
           with outstanding community involvement. New York: Random

2. Does the institution have a coordinating infrastructure (center, office, etc.) to
support and advance community engagement?

   Yes. NC State has created a coordinating infrastructure for all extension and
   engagement programs in the Office of Extension, Engagement, and Economic

                                                                          NC State 14
                                                          Community Engagement

Development (http://www.ncsu.edu/extension/). An Office of Extension and
Engagement, with a vice chancellor and funding, was established in 2001, as a
result of recommendations made by the Commission on the Future of NC State,
The New NC State: Becoming the Nation’s Leading Land-Grant Institution. In
2005, the responsibilities for „Economic Development‟ were added. The OEEED
has an administrative team that includes assistant vice chancellors responsible for
NC Cooperative Extension, Industrial Extension Service, Small Business
Technology Development Center, McKimmon Center for Extension and
Continuing Education, the General H. Hugh Shelton Initiative for Leadership
Development, and a director of the Economic Development Partnership.

NC State also has three important organizational structures that support extension
and engagement activities:

 1. The University Standing Committee on Extension and Engagement
    (USCOEE) – a faculty committee to review, study, and recommend policy
    actions that facilitate continued improvement of university-wide extension
    and engagement. The USCOEE consists of 14 carefully selected faculty and
    three students. The Vice-Chancellor for Extension, Engagement, and
    Economic Development serves as an Ex-officio member.
 2. The Extension Operations Council (EOC) – the purpose of this policy-
    implementing council is to partner the resources of the University with
    communities to produce mutual benefits. Every college is represented on
    the EOC by an associate dean for extension. Other university units,
    institutes, and programs with an extension and engagement function also are
    represented on the EOC. The EOC is chaired by the Vice Chancellor for
    Extension, Engagement and Economic Development.
 3. The Academy of Outstanding Faculty Engaged in Extension – promotes and
    recognizes excellence in extension and engagement activities and serves as
    an advocate for achievements in outreach, extension, and community
    engagement by faculty, graduate and undergraduate students, and staff in all
    colleges and other units at NC State.

Many other separate organizations (27 in all) coordinate specific activities of
extension, engagement, or economic development at NC State. These include: the
Faculty Center for Teaching and Learning; the Center for Student Leadership,
Ethics, and Public Service, and the 4-H Youth Development Program that
statewide serves 199,000 youth with 25,000 volunteers.

One of the best examples of a student-oriented coordinating structure for
community engagement is the NC State Service-learning Program. This Program
is housed in the Office of the Provost and works closely with faculty and student
leaders on the design and implementation of service-learning enhanced courses
and associated scholarship. This Program is staffed by a full-time EPA Director,
a full-time Associate Director, and part-time student leaders who are experienced
with service-learning. The Program offers a range of faculty development

                                                                       NC State 15
                                                             Community Engagement

   opportunities, trains students for leadership roles in service-learning through a 4-
   credit course, and conducts a multi-faceted scholarship agenda –including inter-
   institutional collaboration. The Program is undertaking a Provost-initiated
   campus-wide strategic planning process, one result of which will be its
   reincarnation as an official “Center for Excellence in Service-Learning,” (working
   title) with a substantially larger staff and operating budget.

   In addition, in 1985, NC State, through collaboration with other state universities
   and cooperation with MCNC (formerly, the Microelectronics of North Carolina –
   a non-profit organization committed to advancing education, innovation, and
   economic development throughout North Carolina by delivering next-generation
   information technology services), helped North Carolina become one of the first
   states in the nation to create a statewide research and education network. A four-
   year, $15 million project to enhance North Carolina's statewide Research and
   Education Network (NCREN) has recently been completed, providing faster and
   more reliable high-speed Internet, video, audio, and data-processing services to all
   16 campuses of the University of North Carolina System, many private
   universities and colleges, state government, and nonprofit institutions throughout
   North Carolina.

   Many of NC State‟s 10 colleges and 63 disciplinary departments utilize the
   NCREN System for educational outreach statewide. One of the most significant
   and technologically innovative programs is the “Forestry Issues Teleconference
   Series.” This series uses NCREN to deliver real time, fully interactive, natural
   resource continuing education across North Carolina. Now entering its seventh
   season, the Forestry Issues Series has reached over 4000 participants.

3a. Are there internal budgetary allocations dedicated to supporting
institutional engagement with community?

   Overall, about 11% of NC State‟s total budget is devoted to extension and
   engagement programming. In FY 2005, this totaled about $107 million.

   Yes. The University allocates its budgets in three major functional domains:
   Teaching and Learning, Research and Discovery, and Public Service, Extension,
   and Engagement. Overall, about 11% of NC State‟s total budget is devoted to
   extension and engagement programming. In FY 2005, about $107 million was
   expended in public service/extension and engagement related activities. Of that
   amount, somewhat more than half (about $58 million), were from state legislative
   appropriations; the remaining $49 was from federal, county, and occasional
   municipal government grants, contracts, and cooperative agreements; private
   sector grants and contracts; contributions by both public and private foundations;
   fee-for-service grants, contracts, and cooperative agreements, and registration fees
   from participants in community engagement functions. About $52 million of
   state appropriations for extension and engagement activities were expended in the

                                                                          NC State 16
                                                            Community Engagement

Colleges of Agriculture and Life Sciences and Natural Resources through NC
Cooperative Extension‟s county-based programming where educational and
advisory services are provided predominantly without cost to recipients. About
$6 million of state appropriations were expended in the colleges of Engineering,
Textiles, Physical and Mathematical Sciences, Humanities and Social Sciences,
Veterinary Medicine, Education, Design, and Management, NCSU Libraries, the
Office of Diversity and African American Affairs, International Affairs, Student
Affairs, the McKimmon Center for Extension and Continuing Education, and the
Office of Extension, Engagement, and Economic Development.

Most state allocations for extension and engagement programs at NC State are
used to provide salaries for the 620 full-time-equivalent (FTE) employees who
deliver these important community engagement services. These persons include
about 118 campus faculty, 550 field-faculty members, 275 professional non-
faculty and administrative personnel, and 228 professional staff persons.

There is a general expectation that most all of NC State‟s 1825 campus faculty
and essentially all 550 field-faculty will contribute at some time in their careers to
the community engagement programs of the university. Faculty, administrators,
and support staff in all 10 colleges and the 27 other community engagement units
at NC State are encouraged to seek external grant or contract support, or to
develop fee-for-service support from clientele groups, to help provide financial
support for their community engagement aspirations (see Question 3b below for
additional details.)

Recent decreases in state, federal, and county support for traditional (mostly
agricultural) educational and advisory services provided to clientele without
charge have led to greatly increased dependence on grants, contracts, cooperative
agreements, and other “fee-for-service” arrangements with clientele groups for
cooperative delivery of much needed educational, training, professional
development, and other community engagement services. At NC State, both the
Industrial Extension Service in the College of Engineering, and the McKimmon
Center for Extension and Continuing Education have depended almost entirely on
fee-for-service arrangements for their important community engagement activities
and programs. This is also true of the small- and large-animal teaching hospitals
in our College of Veterinary Medicine, and important parts of our Colleges of
Textiles and Management. Studies by NC State‟s Extension Operations Council,
endorsed by many faculty and senior administrators, have called for improved
training of personnel in all colleges and other community engagement units
regarding the protocols and procedures necessary for proper accounting of these
increasingly common and often complex fee-for-service revenue streams and
expenditures. Collaborative efforts by leaders in our Office of Finance and
Business Affairs together with leaders in the Industrial Extension Service and the
McKimmon Center have resulted in a pilot training program on accounting
systems for fee-for-service-based community engagement programs. This pilot

                                                                         NC State 17
                                                             Community Engagement

   training program is now slated to be repeated on a regular basis as these fee-for-
   service external funding mechanisms become more common.

3b. Is there external funding dedicated to supporting institutional engagement
with community?

   Yes. Both the university as a whole and the Office of Extension, Engagement,
   and Economic Development provides support, encouragement, seed money
   funding, and assistance in developing external contract and grant proposals to
   expand the engagement programs of the University. Of the $35M on-campus
   externally supported expenditures for extension and engagement programming in
   FY 2005, about forty-six percent were generated through NC Cooperative
   Extension, and the remainder through the colleges and other programs with
   community engagement responsibilities. Additionally, an estimated $30M is
   spent annually in externally sponsored extension projects that flow through the

   On the eve of NC State University‟s centennial, in 1984, a second land grant gave
   NC State a unique opportunity to fulfill even more effectively – its traditional
   land-grant mission of teaching, research, and service to the people of North
   Carolina. Development of both the physical setting and the concept of a
   „Centennial Campus‟ that embraces a myriad of educational, research, and
   community-development partnerships with local-, state-wide-, and nationally-
   prominent business-, industry-, governmental-, and non-profit organizations.
   These conceptual and physical developments were greatly stimulated by a grant
   of land – a 1,000-acre tract of largely undeveloped land – immediately adjacent to
   the densely developed 800-acre campus of NC State. This tract was deeded to
   NC State University by the State of North Carolina in 1984.

   During the following 23 years, this 1,000-acre tract, and a similar 200-acre acre
   tract immediately adjacent to the campus of our College of Veterinary Medicine,
   provided the physical sites for rapid development of both the Centennial Campus
   and later the Biomedical Campus of North Carolina State University.

   The Centennial Campus concept gives NC State the ability to bring its research
   and extension partners directly onto campus where they co-exist within a unified
   community of faculty, graduate and undergraduate students, and external partners
   that develop multi-disciplinary approaches to address local, statewide, regional,
   and national problems and opportunities. The Centennial Campus also includes a
   major “incubator” for development of small-businesses. The „Centennial Campus
   Partnership Concept‟ now extends to all corners of our campus. We believe it
   exemplifies some of the current best practices in the world for university
   engagement with external constituencies through collaborative partnerships.

   Financial resources for some the first buildings on the Centennial Campus were
   provided by a combination of state funds and private funds provided by some of

                                                                          NC State 18
                                                             Community Engagement

   the companies that became NC State‟s original partners on the Centennial
   Campus. The pace of development was greatly accelerated when additional
   private-partner funds were augmented by NC State University‟s share of a $3
   billion Higher Education Bond Issue passed by the NC General Assembly in

   These two new Campuses, developed at a total cost of more than $440 million,
   are now populated by more than 1,350 full-time teaching-, research-, and
   community engagement-faculty, 3,400 graduate and under-graduate students,
   teaching, research, and extension support staff, and more than 1,600 employees of
   63 corporate and government partners. So far, these many persons from many
   different organizations join together with faculty, graduate and under-graduate
   students, and support staff from all 10 NC State‟s schools and colleges – but
   especially from NC States‟ colleges of Engineering, Textiles, Veterinary
   Medicine, Agriculture, Natural Resources, and Education. Many of these partners
   are thoroughly engaged with some of the most important technical, scientific,
   social, and education challenges of our society – in local communities, in
   counties, and regions within our state – and not only in the state of North Carolina
   – but also elsewhere in our country and around the world.

   The Centennial Campus corporate and government diverse partners range from
   Red Hat, Inc., a company focusing on development of the Linux computer
   operating system, to a middle school operated in partnership with Wake County
   Public School System, to the State Climate Office, and the National Oceanic and
   Atmospheric Administration's southeastern weather forecasting service.

3c. Is there fundraising directed to community engagement?

   Yes. When NC State undertook the ACHIEVE! Campaign with its $1B target, a
   goal of $88M was established for extension and engagement gifts and scholarship
   and program support. The fund raising directed to community engagement is
   often programmatic in nature, involving a partnership between the private sector,
   governmental sector, and the University. Occasionally this results in gifts and
   donations, but typically the relationship is one of a grant or contract. However,
   major grants from private foundations to support the extension and engagement
   programs are not counted directly as fund raising.

   Some examples of fundraising success include the endowments in College of
   Agriculture and Life Sciences that support 4-H and Youth programs ($5.8M in
   gifts and pledges), fund raising for the General H. Hugh Shelton Initiative for
   Leadership Development, which supports 16 scholarships for students in
   leadership programs, summer institutes for high school students, and a national
   conference on Leadership in America ($3.5M in gifts and pledges.) Other major
   fund raising is focused on the facilities required to provide training and
   educational programs through the Bio-manufacturing Technology Education
   Center (BTEC), which received $35M from Golden LEAF Foundation for a new

                                                                          NC State 19
                                                               Community Engagement

   facility. Similarly, the William and Ida Friday Institute in the College of
   Education was built with $10M in gifts to support educational outreach,
   innovation, and engagement utilizing science and technology in the classroom.
   The most recent example is a deferred gift of $500k for Textiles Extension. Many
   extension and outreach programs, such as Science House, have endowment goals
   and are pursuing support through private donations. Similarly, the Forestry
   Extension and the Nonwovens Cooperative Research Center are primarily funded
   through gifts or membership fees from the private sector. This concept of
   University-Industry Cooperatives in which the private sector and university share
   in priority setting for basic and applied research that will benefit an entire industry
   sector, such as the textiles or forestry sector, has a 50-year history at NC State.
   Faculty, students, and industry share in the decision making about the priorities
   and the results are widely disseminated.

   In terms of structures for fundraising, each of NC State University‟s 10 Colleges
   has its own foundation and devotes some attention to fundraising for community
   engagement. The oldest foundation on our campus is the Forestry Foundation
   initiated in 1929. The College of Agriculture and Life Sciences, sponsors six
   independent foundations focused in areas such as NC Cooperative Extension, 4-H
   Youth Development, Family and Consumer Sciences, and Agricultural and
   Natural Resources. The oldest of these foundations is the North Carolina 4-H
   Development Fund. Since 1960, this foundation has provided support for
   educational scholarships, six 4-H camps and conference centers, and awards and
   incentives. Through its annual 4-H Lifetime Achievement Awards Gala and three
   4-H Golf Classics, the Fund provides almost $400K for annual program support.
   When combined with endowments, annual gifts and pledges exceed $1.5M.
   These named endowments provide program support for targeted areas that the
   donors value. This Fund holds more than $4M in total assets.

   In addition, NC Cooperative Extension‟s “Campaign for Counties” has provided a
   vehicle for local Extension programs in each of North Carolina‟s 100 counties to
   establish endowments to support their programs in agriculture, family and
   consumer sciences, 4-H youth development, and community development.
   Examples of funding partners common to several of the seven NC Cooperative
   Extension districts include United Way, NC Department of Juvenile Justice and
   Delinquency Prevention, NC Partnership for Children, Smart Start, and the NC
   Department of Agriculture and Consumer Services. In 2004-2005, NC
   Cooperative Extension districts raised almost $7M in funds through state and
   local agencies who serve as partners and sponsors. Contributions to each of the
   seven districts in NC Cooperative Extension ranged from about $400K to $1.4M.

4a. Are there systematic campus-wide assessment or recording mechanisms to
evaluate and/or track institutional engagement in community?

   No. NC State has not yet developed a regular, campus-wide method for tracking
   and evaluating all community engagement activities. However, each college,

                                                                             NC State 20
                                                               Community Engagement

    center or institute, and extension program tracks and evaluates its own activities,
    and periodically the University has collected this information for use in planning
    and external reporting.

    Following are three examples of tracking and evaluation mechanisms deployed
    across campus:
   NC Cooperative Extension records every client contact including the number of
    participants in each program or service. In addition, it also evaluates all of its
    programs and services, measures their impact, and assesses their cost benefit. See
   Industrial Extension Service (IES) records each instance of technical assistance,
    training program, and contact with the businesses and industries that are its
    clientele. In addition, NIST (the National Institute of Science and Technology),
    through an independent third party, surveys these same clientele seeking feedback
    on the quality of IES services, its economic impact, and to ask about future needs
    for IES services. See http://www.ies.ncsu.edu/ .
   Service to North Carolina Schools: The College of Education compiles an annual
    campus-wide activity report including the number of days of in-kind service
    including preparation time, number of participants (administrators, teachers, and
    students) served, the location, and a description of the service activity.

    In addition, the University tracks several economic indicators, such as licensing
    revenues, patent activity, and start-up companies enabled by NC State-developed
    technologies and innovations. The University routinely compares itself to peers
    on these measures for strategic planning purposes.

    NC State also requires an annual faculty activity report from each faculty member
    that documents all outreach, extension, and community engagement activities in
    addition to all teaching and research activities.

4b. Are course-level data used for improving courses?

    No, not at present. NC State‟s policies and procedures for course evaluation are
    in transition from a decentralized college-based to a more centralized approach.
    The recently revised governing policy is posted at
    http://www.ncsu.edu/policies/employment/faculty/REG05.20.10.php. The
    primary evaluation method is student questionnaires, and until recently each
    department and college has been free to evaluate its courses using its own
    instrument. In 2004 the University began requiring a core set of questions across
    all colleges and departments, none of which address community engagement at
    this time.

                                                                            NC State 21
                                                               Community Engagement

4c. Does the institution use the data from any of the tracking mechanisms?

   Yes. Because the tracking and evaluation mechanisms are deployed by each
   college, center, institute, or extension program for its own purpose. The resulting
   information is very useful for planning new programs and improving ongoing
   programs. Periodically the University has pulled this information together into a
   composite picture to communicate the value of these functions to external bodies
   including the UNC system administration and the state legislature.

5. Is community engagement defined and planned for in the strategic plans of
the institution?

   Yes. Community engagement is a fundamental characteristic of NC State in both
   historical and more recent philosophy-of-education terms. While the Carnegie
   Foundation defines “community engagement” primarily in reference to
   communities of place (local, regional/state, national, global), NC State also
   includes communities of interest, practice, and purpose. We define the latter as
   “identifiable groups of individuals sharing similar interests, concerns, and
   educational needs around a subject-matter area.” Central to both the Carnegie and
   the NC State definitions is a conviction that “community engagement is a
   responsive relationship bringing the University into mutually-beneficial
   partnerships with place-based or area-of-interest based communities.” Essential
   elements are mutual respect and involvement, reciprocity, and an educational
   benefit for both the university and its partners. Communities of place, interest,
   practice, or purpose may be in the private for-profit, non-profit, or governmental
   sectors, or in groups of students, citizens, organizations, businesses, or agencies.
   For NC State, community engagement is as diverse as our campus expertise
   allows and our partnerships define.

   NC State‟s mission statement has reflected partnerships with North Carolina‟s
   business, industry, education, government, and community leaders consistently
   throughout its history. “Through the active integration of teaching, research,
   extension, and engagement,” the faculty bring the results of research into the
   classroom and community, give students opportunities to address real issues in the
   world beyond our campus, and to work closely with external partners by bringing
   them to campus and achieving a community presence from across our state. NC
   State‟s vision is to “transform lives and the human condition” by being “a leader
   in collaborating with community, business, and government partners to develop
   informed policies and pursue bold strategies.” The theme of partnerships with
   external communities of interest, with the goal of addressing real problems and
   advancing the economic and social welfare of NC and the nation, is repeated
   throughout the University‟s new strategic plan adopted in June 2006

   The Strategic Plan identifies a total of ten Investment Priorities; seven of these are
   relevant to community engagement:

                                                                            NC State 22
                                                                  Community Engagement

      Strengthen research and graduate/professional programs in clearly defined areas
       of state and national needs.
      Develop a broader, more comprehensive range of disciplines, because 21st century
       challenges require a richer base of knowledge to address the complex issues of
       our times.
      Enrich undergraduates‟ educational experience through their active engagement
       with society.
      Foster innovation-driven economic development by engaging business and
       community leaders as partners in developing well-defined strategies for
       sustainable growth.
      Promote knowledge-based public policy, helping the state‟s and nation‟s leaders.
      Strengthen NC‟s K-12 science and math education.
      Integrate global perspectives into programs and functions, which is critical for our
       partners‟ success.

    The most complete integration of real-world, community-engagement experiences
into the curricular requirements for graduation of students with undergraduate and
graduate degrees from NC State is achieved within our campus-wide Service-learning
Program. Other program offices that also facilitate „community engagement” throughout
NC State include:
    1) Undergraduate research-participation programs in several colleges especially
        Agriculture and Life Sciences, Engineering, Management, and Design,
    2) Our institution-wide Office of International Affairs that administers both Study
        Aboard programs for about 500-700 undergraduate and graduate students each
        year in all 10 professional schools and colleges and also maintains formal
        research, education, and extension and engagement linkages between NC State
        University and other institutions of higher education in various countries,
    3) Our institution-wide Cooperative Education Programs Office that facilitates both
        formally required “Internship” programs for students in several colleges
        (especially the Colleges of Education and Natural Resources), and faculty guided
        “Coop Education” programs for about 1000 undergraduate and graduate students
        per year in many of NC State‟s 185 major and minor areas of course-work
        concentration in all 10 schools and colleges, and
    4) Formal leadership-development programs and courses in several colleges and in
        the university-wide General Hugh Shelton Leadership Development Program.

   6. Does the institution provide professional development support for faculty
   and/or staff who engage with the community?

       Yes. NC State offers many professional development activities related to all of its
       community engagement, teaching, and research faculty and staff – some at the
       institutional level, and others at the department, college, and other unit levels. At
       the institutional level, new faculty are introduced during orientation to NC State‟s
       mission, vision, expectations regarding performance in mutually agreed upon
       realms of faculty responsibility, annual performance evaluations, professional

                                                                               NC State 23
                                                         Community Engagement

development opportunities, and guidelines for decisions about reappointment,
promotion and tenure, and post-tenure review.

Professional development opportunities for community engagement faculty and
staff include: grant-writing workshops, seed-grants for new and innovative
community engagement activities, travel grants, scholarly assignments off-
campus, consulting opportunities, and encouragement for participation in
professional organizations.

New faculty and staff are also given the opportunity to participate in a statewide
orientation/development tour called “Connecting in North Carolina”

Approximately 1,500 faculty and staff members are involved in delivering
community-based educational programs are employed by NC Cooperative
Extension through North Carolina State University in Raleigh, NC and North
Carolina A&T State University in Greensboro, NC. Educational programs
developed by these employees are supported by an estimated 82,000 local
community volunteers and leaders from across the communities of North
Carolina. NC Cooperative Extension is continuously providing professional
development opportunities to these employees, community volunteers and
leaders. In 2005, approximately three hundred separate professional development
events were held for employees. A partnership of NC Cooperative Extension,
Industrial Extension Service, and North Carolina Sea Grant offer a biennial, two-
day State Extension Conference for NC State faculty and professionals involved
in extension and engagement. (http://www.ces.ncsu.edu/pods/xconf05/index.html)

From its inception in 1999, the NC State Service-Learning Program was
conceived primarily as a faculty development and support initiative. The Program
takes a developmental, learning community-based approach to its work with
faculty, offering a range of training opportunities from the introductory to the
advanced level. It supports interested faculty in moving from teaching with
service-learning to collaborative scholarship in service-learning. The Program
has supported several faculty members in publishing peer-reviewed journal
articles, presenting at state and national conferences, and participating in inter-
institutional projects. Its "Faculty Fellow" structure allows experienced service-
learning faculty to take on leadership roles in the Program; for example, providing
guidance to the Program's research agenda. During the summer of 2006, the
Program began formalizing outreach to new faculty as well as two new structures
for faculty development: a Civically Engaged Scholars program and an Engaged
College/Department program.

Examples of professional development programs run by NC State‟s other
community engagement units include The Science House‟s workshop for faculty
called Broader Impacts, which prepares them to design outreach programs related

                                                                      NC State 24
                                                                Community Engagement

      to research proposals, and the Shelton Leadership Forum, which provides training
      programs for Gateway County extension personnel and elected officials.

      In addition, many units across the university earmark funds specifically for
      professional development in this area. For example, the Small Business and
      Technology Development Center requires its field staff to complete 40 hours of
      continuing professional education annually. Professional development is one of
      five goals in the Industrial Extension Service‟s strategic plan, particularly as it
      relates to customer service and personal professional growth. Faculty affiliated
      with the Institute for Nonprofits attend a variety of nonprofit practitioner
      conferences and programs. Another example is the national leadership role
      played by staff at the McKimmon Center for Extension and Continuing Education
      in associations such as the Association for Continuing Higher Education,
      University Continuing Education Association, and the Adventures‟ Learning
      Collaborative for Higher Education.

   7. Does community have a “voice” or role in institutional or departmental
   planning for community engagement?

      Yes. Depending upon the definition of “community,” there are multiple
      mechanisms for local, regional, state, and community-of-interest input into the
      planning and prioritization process and the execution of programs in community
      engagement. Examples of this inclusion begin at the system level with the
      membership of the University of North Carolina Board of Governors. Similarly,
      representatives on NC State University‟s Board of Visitors advise and direct the
      Chancellor on matters that include NC State‟s engagement with various
      communities. Within NC Cooperative Extension, advisory boards exist at several
      levels (statewide, district, county, and program) and are comprised of community
      members. In addition, in recent years the “categories” and “imperatives” of the
      North Carolina Progress Board, a long-term strategic planning board provided for
      by the state legislature, serves to guide the priorities and efforts of NC
      Cooperative Extension. Individual departments, such as the Department of Social
      Work, and campus outreach programs, such as the Kenan Fellows for (K-12)
      Curriculum and Leadership Development, utilize advisory boards comprised
      mostly of community members external to the University. On an individual level,
      faculty and staff who receive grants and contracts for community engagement
      respond to the priorities of their external funders.

C. Other Documentation

   1. Does the institution have search/recruitment policies that encourage the
   hiring of faculty with expertise in and commitment to community engagement?

      Yes. NC State employs 1825 on-campus faculty. Almost 200 of these faculty are
      tenured or tenure-track whose appointments specify a certain portion of their time
      – up to 100% – will be spent on extension and engagement activities. For the

                                                                             NC State 25
                                                              Community Engagement

   remaining non-tenure-track (mostly time-limited contract-faculty) on our campus,
   extension and engagement is a general expectation.

   In addition, the university employs about 550 field faculty located in one of North
   Carolina's hundred counties or the Cherokee reservation; these faculty work
   directly with communities to identify needs and to coordinate NC State's response
   to those needs. Field faculty positions are discussed in institution-wide policy,
   specifically in Specialty Faculty Ranks and Appointments REG 05.20.34
   (http://www.ncsu.edu/policies/employment/faculty/REG05.20.34.php). The
   recruitment and appointment of extension field faculty by extension
   administration are further discussed in REG 05.10.3
   and REG 05.10.1 (http://www.ncsu.edu/policies/employment/coop_ext-
   personnel/REG05.10.1.php) respectively.

   While expertise or commitment to community engagement is not explicitly
   stipulated in university policy as a premise for faculty recruitment, advertisements
   often capture this expectation, and, as noted in section 2a (below), it is clearly an
   expectation for promotion and tenure.

2a. Do the institutional policies for promotion and tenure reward the
scholarship of community engagement?

   Yes. NC State University‟s Academic Tenure Policy POL.05.20.1 states that
   creative scholarship in each of six realms of faculty responsibility is valued and
   rewarded through promotion and tenure: (1) Teaching and mentoring of
   undergraduate and graduate students; (2) Discovery of knowledge through
   discipline guided inquiry; (3) Creative artistry and literature; (4) Technological
   and managerial innovation; (5) Extension and engagement with constituencies
   outside the University; and (6) Service in professional societies and service and
   engagement within the University itself (NC State University, 2006a).

   The language of this policy addresses each of the six realms in terms of service to
   society and advancing the quality of life; however, the last three of these six
   realms are specifically related to community engagement as defined by the
   Carnegie Foundation. The fourth realm (Technological and Managerial
   Innovation) states that “innovation provides the means by which knowledge and
   imagination in the sciences, humanities, and creative arts can be harnessed to
   drive the economic and social systems of the state, nation, and world. The goal is
   to provide new products, processes, and services needed by society at reasonable
   cost.” The fifth realm states “engagement with people and organizational
   constituencies outside the university are the principal means by which NC State
   University and other land-grant universities fulfill their unique mission.
   Accomplishments in extension and engagement represent an ongoing two-way
   interchange of knowledge, information, understanding, and services between the
   university and the state, nation, and world.” The sixth realm addresses service in

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                                                             Community Engagement

   professional societies, which are communities of interest as defined by NC State
   University earlier in this report. This sixth realm notes that “complex research-
   extensive universities and discipline-focused scientific and professional societies
   simply do not work effectively, efficiently, or for long, without the dedicated and
   continuing investment of university faculty time and creative energy in the
   programs and governance of these organizations. Thus, service to and
   engagement within all parts of the university and its affiliated organizations,
   including professional scientific and literary associations is valued, appreciated,
   and rewarded by NC State University” (NC State University, 2006a).

   Scholarship in these realms of faculty responsibility must be reported in Section
   III of the required dossier format for NC State University (NC State University,
   2006b), which further supports the institution‟s value of engagement in the
   promotion and tenure process.


   NC State University (2006a). Academic tenure policy PO.05.20.1: Faculty
     employment. Retrieved July 23, 2006 from

   NC State University (2006b). Reappointment, promotion and tenure dossier
     format requirements REG 05.20.20. Retrieved July 23, 2006 from

   2b. If yes, how does the institution categorize community engagement
scholarship? (Service, Scholarship of Application, other).

   Section 6.4 of the Academic Tenure Policy POL 05.20.1 at NC State University
   regards the need for department heads, deans, and senior faculty to engage in
   substantive discussions in reaching tenure decisions. The annotated version of the
   Academic Tenure Policy extends this notion. Categorization of the scholarship
   both of teaching and learning and of extension and engagement at NC State
   offered and approved by appropriate University Committees and the Faculty
   Senate. Regarding extension and engagement scholarship, the annotated policy
   states that the 2004 Joint Committee on the Scholarship of Extension and
   Engagement‟s has defined the scholarship of extension and engagement as
   “The scholarship of extension and engagement is creative, collaborative,
   intellectual inquiry with outcomes that are relevant, affordable, applied,
   communicated, validated, and evaluated by peers.

   Participants in the RPT process are encouraged to use the method documented in
   Scholarship Assessed: Evaluation of the Professoriate (Charles E. Glassick, Mary
   Taylor Huber, and Gene I. Maeroff. San Francisco: Jossey-Bass. 1997) which
   suggests the following check-list questions be addressed in the evaluation process:

                                                                          NC State 27
                                                             Community Engagement

      Does the scholar state the basic purposes of his or her work clearly?
      Does the scholar define objectives that are realistic and achievable?
      Does the scholar identify important questions in the field?

      Does the scholar show an understanding of existing scholarship in the field?
      Does the scholar bring the necessary skills to his or her work?
      Does the scholar bring together the resources necessary to move the project

      Does the scholar use methods appropriate to the goals?
      Does the scholar apply effectively the methods selected?
      Does the scholar modify procedures in response to changing circumstances?

      Does the scholar achieve the goals?
      Does the scholar's work add consequentially to the field?
      Does the scholar's work open additional areas for further exploration?

      Does the scholar use a suitable style and effective organization to present his
      or her work?
      Does the scholar use appropriate forums for communicating work to its
      intended audiences?
      Does the scholar present his or her message with clarity and integrity?

      Does the scholar critically evaluate his or her own work?
      Does the scholar bring an appropriate breadth of evidence to his or her
      Does the scholar use evaluation to improve the quality of future work?
      (NC State University, 2006).


      NC State University (2006). Academic tenure policy, section 6: Procedures
        for appointment, reappointment, promotion, and conferral of tenure
        annotated with description of the process. Retrieved July 23, 2006 from

3. Do students have a “voice” or leadership role in community engagement?

   Yes. The Service-Learning Program is a leading example of student leadership in
   community engagement. From its inception, this Program has been co-created by
   student leaders and faculty, with students creating and implementing such
   leadership roles as “Community Liaison” and “Reflection Leader,” which support
   faculty in integrating service-learning into their courses. Students serve on the
   Program‟s core leadership team, participating centrally in strategic planning and
   faculty development; they have worked with the Director on the development and

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                                                             Community Engagement

   delivery of a course that trains students for leadership roles; they have worked
   with the Program‟s Senior Faculty Fellow on course revision; they serve as
   Program Assistants in the Service-learning Center; and they serve as Research
   Associates on the Program‟s core scholarship team. Student leaders within this
   Program have also served on the Planning Team for the Annual Symposium on
   the Engaged University and Celebration of an Engaged University.

   Students access these leadership opportunities outside of service-learning as well.
   Annually, one undergraduate student and one graduate student are selected to
   serve with faculty and staff on the University Standing Committee on Extension
   and Engagement. Programs through the Center for Student Leadership, Ethics
   and Public Service (CSLEPS) offer students opportunities to lead in community
   engagement. Students are empowered and trained to lead Alternative Spring
   Break trips as well as to serve on leadership board for various CSLEPS programs.

   Graduate students of extension faculty often have significant community
   engagement responsibilities in specific programs. In several colleges, Extension
   Assistantships support graduate students who are engaged with communities
   across the state in much the same way that graduate students are supported by
   Teaching and Research Assistantships.

4. Is community engagement noted on student transcripts?

   No. Student engagement is not expressly noted on transcripts generated by the
   University Registrar. In fact, few honors and distinctions are included as notes on
   student transcripts at NC State University; however, of these few noted
   distinctions, many are scholarship and student enrichment programs that require
   and track some level of community engagement by student recipients and
   participants. Three such examples of programs that are noted on transcripts and
   focused on servant leadership are the Park Scholars, Caldwell Fellows, and
   University Scholars Programs. Student transcripts do record credits for those
   students who take HON 397, “Honors Extension and Engagement.”

   The Center for Student Leadership, Ethics, and Public Service (CSLEPS), which
   advances the philosophies and practices of servant-leadership, offers students the
   unique opportunity to create a Leadership Transcript. According to CSLEPS,
   “this dynamic resume supplement informs employers and admissions personnel of
   [student] commitment to developing personal leadership skills. It describes
   workshops [students] have completed as well as other service projects,
   organizational memberships and leadership positions held while here at NC State.
   When [students] attend a Leadership Development Series workshop, [they] fill
   out forms that automatically update the Leadership Transcript with that
   workshop” (Center for Student Leadership, Ethics and Public Service, 2006).
   Students then complete additional forms to update their leadership transcripts to
   include the community service initiatives they participate in as well as other
   leadership experiences.

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                                                        Community Engagement


Center for Student Leadership, Ethics, and Public Service (2006). Leadership
   transcripts. Retrieved July 23, 2006, from

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                                                                 Community Engagement

II. Categories of Community Engagement

   A. Curricular Engagement

   1a. Does the institution have a definition and a process for identifying service-
   learning (community-based learning) courses?

      Yes. The institution has a definition for service-learning courses. At present, the
      institution does not have a process for identifying courses that occur outside of the
      scope of the Service-Learning Program but that adhere to service-learning
      philosophies and practices.

      The NC State Service-Learning Program defines service-learning (in its faculty
      development, marketing, recruitment, etc. materials and in its publications) as
      “Service-learning (SL) is a collaborative teaching and learning strategy
      designed to promote academic enhancement, personal growth, and civic
      engagement. Students render meaningful service in community settings that
      present them with experiences related to academic material. Through
      guided reflection, students – individually and in groups – examine their
      experiences critically and articulate specific learning outcomes, thus
      enhancing the quality of their learning and of their service. SL helps
      students to deepen their understanding of what they know, who they are,
      how the world around them works, and their place in it and responsibility to

      In accord with this definition, the Program works closely with faculty on the
      design of well-integrated SL-enhanced courses. Faculty are exposed to and
      supported in using a research-grounded model of critical reflection and
      assessment of learning outcomes. Grounded in this definition, each course is
      customized to the unique needs, interests, constraints, and opportunities of the
      particular instructor/discipline/students/partners.

      The Program tracks courses as follows: Faculty who have completed the
      Program‟s comprehensive faculty development process (known as “Service-
      Learning Faculty Associates”) or who otherwise work closely with Program staff
      in the development of service-learning enhanced courses are asked to identify the
      SL-enhanced courses they teach each year.

      At present, neither the SL Program nor NC State more generally has a process for
      designating courses as “SL” in course catalogues or on student transcripts. The
      SL Program has a document called “Working Criteria for High Quality SL-
      Enhanced Courses,” which captures our best understanding of the characteristics
      of strong courses (e.g., reciprocity, academic/civic/personal learning outcomes,
      critical reflection). Discussions have been underway for several years regarding
      the formalization of these “criteria” for use in a course review and designation

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                                                              Community Engagement

   process, but philosophical, institutional, and practical issues have converged on
   the current practice of NOT doing so. We will be revisiting this question again in
   the coming year, as service-learning is positioned in the university‟s Strategic
   Plan and formalized as a specialized Center in the Office of the Provost.

   Community-based learning courses occur in every College at NC State. (They
   take the form of internships and practica. Neither the SL Program nor NC State
   more generally has a definition of “community-based learning” courses (a sub-set
   of which would be SL-enhanced courses) or a process for designating and
   tracking them.

1b. How many formal for-credit courses (service-learning, community based
learning, etc.) were offered in the most recent academic year?

   166 courses. Because service-learning and community-based courses are not
   flagged as such in the university‟s registration systems, we distributed the
   Carnegie Foundation‟s definition of “curricular engagement” to the colleges and
   asked for a list of courses that meet this definition. During the summer months,
   this Information was not readily available from four of ten colleges. Accordingly,
   the responses to all remaining questions in this section reflect only the colleges of
   Design, Education, Textiles, Natural Resources, Humanities and Social Sciences,
   and Veterinary Medicine. We assume that the level of curricular engagement in
   the other colleges – Agriculture and Life Sciences, Engineering, Physical and
   Mathematical Sciences, and Management – is at least as great as in the other six,
   since these colleges have very active extension programs.

   1bi. What percentage of total courses?


1c. How many departments are represented by those courses?


      ci. What percentage of total departments?


1d. How many faculty taught service-learning or community-based learning
courses in the most recent academic year?


      1di. What percentage of total faculty?


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                                                            Community Engagement

1e. How many students participated in service-learning or community-based
learning courses in the most recent academic year?

           5446 students registered for 166 classes.

       1ei. What percent of total number of students

           About 5%; this assumes each student took about 3 service learning or
           community based classes; if each student only took one class, the
           percentage would be closer to 20%.

2a. Are there institutional or departmental (disciplinary) learning outcomes for
students’ curricular engagement?

   Yes. As evidenced throughout the Undergraduate Catalog
   (http://www.ncsu.edu/registrar/publications/ugc/), several degree programs at NC
   State University specify engagement-related goals as educational objectives. For
   example, in the College of Engineering, the Department of Civil, Construction
   and Environmental Engineering list the following as two of their eight
   educational objectives: (1) “to instill in students the sense of pride and
   confidence that comes from applying their knowledge of engineering principles
   and procedures to the economic and social benefit of society,” and (2) to
   encourage in students an understanding of the professional and ethical obligations
   of the engineer…recognizing their responsibility to protect the health and welfare
   of the public, and to be accountable for the social and environmental impact of
   their engineering practice”
   (http://www.ncsu.edu/registrar/publications/ugc/engineering0607.pdf). This
   objective is partially met through senior engineering students‟ requirements to
   participate in team-based capstone projects in collaboration with industry

   In the College of Design, the Bachelor of Landscape Architecture degree aims to
   foster “the development of an individual‟s sense of responsibility to society as a
   steward of cultural and natural enviroments”
   (http://www.ncsu.edu/registrar/publications/ugc/design0607.pdf, p. 91). The
   curriculum includes community-based design and planning courses.

   Two final examples are from the College of Agriculture and Life Sciences. One
   objective of the Agricultural Business Management degree program is for
   students to “solve real-world economics/business problems effectively in the
   context of an industry or field of study”
   t_for_05-06_ay_cals.pdf, p. 9). The Horticultural Science program aims to
   develop in students “the values that lead them to use their educational experience
   to become good citizens of their communities” (p. 44).

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                                                             Community Engagement

   The Service-Learning Program, which is a campus-wide faculty development
   initiative – housed in the Office of the Provost and thus transcending any
   particular college, department, or discipline – has articulated “Program-wide”
   learning objectives for service-learning. These objectives are expressed
   hierarchically, in accordance with Bloom‟s Taxonomy, and are designed to meet
   the learning goals of personal growth, civic engagement, and academic
   enhancement. For example, within the category of Academic Enhancement the
   learning objectives are as follows:

         Identify a specific academic concept that you now understand better as a
          result of reflection on your service-learning experience.
         Describe the academic concept.
         Apply the academic concept in the context of the experience.
         Analyze the academic material (and/or your prior understanding of it) in
          light of the experience
         Develop an enhanced understanding of the academic material in light of
          the experience.
         Evaluate the adequacy of the material (and/or your prior understanding of
          it) and of its use in the community.

   These learning objectives are shared with instructors as part of the Program‟s
   faculty development offerings, and they are included in the Program‟s template
   “Service-Learning Objectives Agreement” (a tool provided by the Program to
   support the development of a shared, course-specific vision for service-learning
   activities among instructors, students, and community partners).

2b. Are those outcomes systematically assessed?

   Yes. Within the colleges, various means are used to assess curricular engagement
   outcomes. For example, the College of Education assesses student internship and
   field experiences in accordance with standards set forth by the National Council
   for Accreditation of Teacher Education (NCATE) and the North Carolina
   Department of Public Instruction. In the three Colleges of Engineering, Design
   and Management, community and industry representatives assist faculty in
   assessing students‟ community-based projects (for example, see Dr. Fay Cobb
   Payton‟s Information Technology Capstone Course, BUS 495Q,
   http://www4.ncsu.edu/~fcpayton/courses/bus495q/ ). Every eight years, the
   College of Agriculture and Life Sciences conducts a review and assessment of
   undergraduate programs. The 2005-2006 report
   t_for_05-06_ay_cals.pdf) details the various means used to assess program
   objectives, some of which are related to community engagement. Senior surveys
   and the review of student work are frequently used assessment tools for programs
   in this College.

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                                                             Community Engagement

   The Service-learning Program conducts and disseminates research on student
   reflection products in select courses, using the Program-wide learning objectives
   as a rubric. The Program is beginning to envision a Faculty Learning Community
   process in which instructors will participate in a Program-wide assessment
   project, investigating student learning outcomes in accordance with these learning

3a. Is community engagement integrated into the following curricular activities:

      Student research
      Yes. Students across NC State University‟s 10 colleges participate in research
      opportunities that exhibit a wide range of community engagement. Certainly,
      countless research opportunities situate students with communities of interest
      to conduct research, for example in a corporate, government or nonprofit
      setting. Many of these research partnerships are highlighted at the annual
      undergraduate research symposia. Other for-credit student research
      opportunities specifically craft intentional, reciprocal relationships with
      community partners.

      One such example is the Honors 397 course, “Honors Extension and
      Engagement.” The course fulfills seminar requirements of the University
      Honors Program, an enrichment program focused on scholarship and research,
      and HON 397 projects can also be further developed into students‟ required
      capstone projects. Initiated in 2004, HON 397 provides an opportunity for
      students to earn 1-6 credit hours while “investing their knowledge in solving
      real community problems…” (University Honors Program, 2004). Research
      projects can be initiated either by students or by community partners. To date,
      HON 397 students have worked with county extension agents as well as
      university-based organizations in areas such as small business development,
      nature trail development, cultural heritage documentation, sustainable
      agriculture, and continuing education. Although a relatively new initiative,
      success stories from HON 397 student experiences are already present. Jason
      Beale, recent NC State University College of Management graduate and HON
      397 participant, initiated a project with the Economic Development
      Partnership (EDP) at NC State University to identify and research “non-
      woven, bio-, and medical textile companies at the cutting edge of their
      respective fields for recruitment by the University and its economic
      development partners to Centennial Campus and elsewhere in North
      Carolina….He is one of the newest hires of Credit Suisse First Boston, a
      leading global financial services firm that the EDP and NC State helped
      recruit to the Research Triangle Region” (NC State University, 2006, p.4).

      Extensive guidelines exist that instruct students and their partners in creating a
      “fully reciprocal and mutually beneficial” undergraduate engaged research
      opportunity (University Honors Program, 2004). Students in HON 397 present

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                                                  Community Engagement

their research at the annual Extension and Engagement Symposium and
Celebration, as well as other showcase venues on campus.

                                                              NC State 36
                                                      Community Engagement


North Carolina State University (2006). Outreach, 2(1), p. 4. Raleigh, NC:
   Office of Extension, Engagement and Economic Development.

University Honors Program (2004). University honors program HON 397
   (honors extension and engagement): Guidelines for crafting undergraduate
   engagement opportunities. Retrieved August 1, 2006 from

Student leadership
Yes. Two such curricular examples are from the Center for Student
Leadership, Ethics, and Public Service and the Undergraduate Minor in
Nonprofit Studies. The Center for Student Leadership, Ethics and Public
Service (CSLEPS), in cooperation with the College of Education, offers EAC
301 “Introduction to Leadership” each semester. This course for sophomores,
juniors, and seniors provides “basic understandings of the components of
leadership that can be applied to their current and future leadership
experiences on campus or in their individual communities, and to provide a
model of critical reflection for those applications” (Center for Student
Leadership, Ethics and Public Service, 2006). The development of this course
is considered the first step in the creation of an undergraduate leadership
minor. CSLEPS also supports numerous out-of-classroom, learning-centered
experiences with documented objectives and outcomes assessments. For
example, the Emerging Leaders Program consists of a 9-week short course
based on the social change model, a value-based approach to leadership
development centered on service as the vehicle for social change.

The interdisciplinary minor in Nonprofit Studies offers several courses, both
required and optional, that focus on the relationship between leadership,
learning and service. According to the program description, the minor “is
designed to prepare undergraduate students for careers in the nonprofit sector,
in both paid and volunteer positions. The program provides students with an
understanding of the role of the nonprofit sector in society and builds
students‟ knowledge, skills and abilities in effective nonprofit leadership.
Through multiple service-learning experiences and a nonprofit internship
requirement, students are offered a variety of hands-on experiences designed
to facilitate an understanding of the issues and challenges faced by nonprofit
organizations and prepare students for nonprofit leadership positions in the
21st century” (College of Humanities and Social Sciences, 2006). The core
courses in the minor are structured to help students advance through five
learning goals, each of which is conceived as a "Leadership Challenge" facing
the non-profit sector (for example, "aligning mission, methods, and
resources"; each learning goal is articulated as a hierarchical set of learning
objectives, focused on continuously increasing understanding of the

                                                                   NC State 37
                                                     Community Engagement

Leadership Challenges and used in the design of service-learning projects, the
selection of readings, and the assessment of student learning outcomes.

The Service-Learning Program also emphasizes student leadership
development, including through a 4-credit course entitled "Changing
Paradigms of Leadership, Learning, and Service" (offered through the
Division of Interdisciplinary Studies in the College of Humanities and Social
Sciences). The Program has from its inception been co-created by student
leaders and faculty; student leaders designed and implemented the roles of
Community Liaison and Reflection Leader in the Program's early years and
have continued to develop important leadership, mentoring, and scholarship
roles as the Program has grown. The "Changing Paradigms" course is the
current manifestation of the training process for student leaders in the
Program (the course structure has evolved over the past five years): students
experienced with service-learning who wish to provide leadership and/or
move into roles as Service-Learning Program Assistants, Research Associates,
etc. take this intensive service-learning enhanced seminar (taught by the
Program's Director and an experienced student leader) and upon completion
partner with trained faculty to integrate service-learning into their courses
and/or work in the Service-learning Center. Over time, these student leaders
are able to conduct research on the implementation of service-learning,
develop self-designed capstone projects, etc. This course (which is written up
in a solicited book chapter in the newly released text "Students as Colleagues:
Expanding the Circle of Service-Learning Leadership," published by Campus
Compact and Anker Press) is therefore conceived as a point of entry for a
range of leadership and scholarship activities, launching students on what
student leaders recently described in a book chapter as a "developmental


Center for Student Leadership, Ethics and Public Service (2006). Leadership
   news and announcements. Retrieved August 1, 2006, from

College of Humanities and Social Sciences (2006). Minor in nonprofit
   studies: College of humanities and social sciences. Retrieved August 1,
   2006, from

Yes. NC State University undergraduates participate in a variety of internship
experiences, both for credit and not, that involve varying levels of community
engagement. For example, hundreds of students in the College of Education
are annually placed in community settings to complete student teaching

                                                                  NC State 38
                                                      Community Engagement

practica. Two additional examples provided herein are from the Social Work
Program and the College of Agriculture and Life Science (CALS).

The Department of Social Work requires all majors to complete internships in
social service and social welfare settings. Students in the undergraduate
program complete 480 internship hours during their last semester and receive
12 credit hours. These students also participate in three different 40-hour per
semester pre-professional work experiences through other courses: SW201
“Community Social Services,” SW 320 “Social Work Practice I,” and SW405
“Social Work Practice II.” The Department utilizes an Advisory Council and
a Field Work Council, both comprised of representatives from community
agencies, which meet regularly and provide consultation and direction for
department initiatives, including the placement and performance of student

The Career Center for the College of Agriculture and Life Sciences (CALS)
estimates that 30% of their undergraduates participate in some type of
internship experience; many of these students participate in two or more
internships. CALS continuously updates a repository of over 1,000 internship
opportunities on its electronic resource called iCenter. A quick glance at
these opportunities reveals several with a community engagement focus, such
as assisting with physical and emotional needs of AIDS patients, working with
special needs children at a dolphin training center, and educating at-risk
groups about renal disease. Since the student is responsible for setting
objectives and arranging course credit with their departmental undergraduate
coordinator and employer, the system for tracking student participation in
these internships is somewhat decentralized. Credits are awarded through
ALS 492 “External Learning Experiences,” for “meaningful learning
experiences as volunteers or paid workers in corporate, government, hospital,
and clinical settings” (College of Agriculture and Life Science, 2006).


College of Agriculture and Life Sciences (2006). Research (and teaching)
   experiences for CALS undergraduates. Retrieved August 1, 2006, from

Studies Abroad
Yes. Three of the for-credit study abroad programs with a community
engagement focus are described herein.

Since 2003, Dr. Craig C. Brookins, Africana Studies and Psychology, has
coordinated and supervised service-learning opportunities for students in
Tanzania, East Africa. Students participating in the summer study abroad
program have spent up to one week (5-week program) providing a variety of

                                                                   NC State 39
                                                      Community Engagement

assistance at a children's orphanage, a village for street children, and the
United African Alliance Community Center which provides educational
programs for youth and the elderly. This assistance has included teaching and
manual labor (e.g., painting a dormitory) intended to improve the services and
physical facilities of the agency. In addition, the Tanzania program aims to
increase service-related independent study opportunities, such as internships
at medical clinics.

For the past three summers, Professor Linda Williams, Department of Social
Work, has coordinated a five-week Spanish language immersion program in
Guatemala. The program description states, “within the supportive
framework of the NC State Social Work Field School in Guatemala, students
will enhance their provision of social work services to Latino clients through
the knowledge of 1) learning/enhancing Spanish language skills 2) the socio-
cultural environment of Guatemala and 3) social service responses and
solutions in Guatemala for Guatemalan clients. This program is designed for
social work majors or minors or students in related fields. Course work is
combined with a service-learning placement” (NC State University Study
Abroad Office, 2006). Students live with host families, work in a service-
learning social work setting in the morning, and learn with a language teacher
in the afternoon (personal communication, Linda Williams, July 28, 2006). In
most cases, host families as well as the language schools are connected with a
variety of social programs in the community, which proves to be another
advantageous link for the students. Students receive credit in either SW 495
“Special Topics” or 498 “Independent Study.”

Mr. Kent Lioret, Department of Foreign Languages and Literatures, leads a
summer program in Cuernavaca, Mexico that provides Spanish-proficient
students with a community-based internship opportunity (personal
communication, Kent Lioret, July 28, 2006). For example, pre-medicine
students have assisted surgeons and neo-natal caregivers at hospitals and pre-
dentistry students have assisted at dental offices, both services of the Mexican
social security system. Another business major applied accounting knowledge
in a private business office. These students are awarded credit for the
community-based experiences in FL 498 “Independent Study.”

The NC Japan Center is exploring student engagement linkages with its three
Japanese exchange campuses: Sophia, Nagaya, and Hiroshima Shudo

While some study abroad or exchange programs through NC State University
include curricular community engagement, a greater number of these
programs include co-curricular volunteer opportunities in the community;
these cases prove more difficult to identify and track (personal
communication, Ingrid Schmidt, July 27, 2006). Additionally, the Study
Abroad office has recognized significant interest in expanding the

                                                                   NC State 40
                                                             Community Engagement

       incorporation of service-learning into study abroad courses and international
       programming. This area is in development at this time.


       NC State University Study Abroad Office (2006). Guatemala social work
         summer program. Retrieved August 1, 2006, from

3b. Has community engagement been integrated with curriculum on an
institution-wide level?


3c. If yes, indicate where the integration exists.

           c(i) Core courses
           c(ii) First Year Sequence
           c(iii) In the Majors
           c(iv) Graduate Studies
           c(v) Capstone

           The General Education Requirements (GER) Task Force began a review
           of the general education curriculum at NC State University in 2005. Their
           work continues and is moving toward inclusion of a required student
           capstone experience that addresses “engagement with society or global
           06.doc, p. 2).

           c(vi) Other

   The most complete integration of real-world, community-engagement experiences
   into the curricular requirements for graduation of students with undergraduate and
   graduate degrees from NC State is achieved within our campus-wide Service-
   learning Program. Other program offices that also facilitate „community
   engagement” throughout NC State include:

   5)     Undergraduate research-participation programs in several colleges
   especially Agriculture and Life Sciences, Engineering, Management, and Design,

   6)     Our institution-wide Office of International Affairs that administers both
   Study Aboard programs for about 500-700 undergraduate and graduate students
   each year in all 10 professional schools and colleges and also maintains formal
   research, education, and extension and engagement linkages between NC State
   University and other institutions of higher education in various countries,

                                                                         NC State 41
                                                          Community Engagement

7)       Our institution-wide Cooperative Education Programs Office that
facilitates both formally required “Internship” programs for students in several
colleges (especially the Colleges of Education and Natural Resources), and
faculty guided “Coop Education” programs for about 1000 undergraduate and
graduate students per year in many of NC State‟s 185 major and minor areas of
course-work concentration in all 10 schools and colleges, and

8)      Formal leadership-development programs and courses in several colleges
and in the university-wide General Hugh Shelton Leadership Development

       Community engagement occurs throughout the curricular experience of
       students at NC State. As one example, the Service-learning Program
       works with interested faculty in any department or college across our
       campus; historically, it has supported faculty in 9 of the university‟s 10
       Colleges in integrating service-learning into their courses.

       Given our institution‟s highly de-centralized nature, we can best document
       the integration of community engagement with the curriculum not at the
       university-wide level per se but rather at the unit level.

       For example, the College of Humanities and Social Sciences offers a SL-
       enhanced minor in Nonprofit Studies, which is open to any NC State
       student regardless of major. This minor includes an Introduction to
       Nonprofits course (with a service-learning component), a set of core
       courses (several of them with a SL component), a community-based
       internship, and an integrative capstone. Five themes (challenges facing
       leaders in the nonprofit sector) run through the courses and help structure
       cumulative reflection and assessment of learning outcomes.

       As another example, the University Honors Program, in collaboration with
       the Office of Extension, Engagement, and Economic Development, offers
       an Honors Seminar (HON 397) in Extension and Engagement, which is
       open to any Honors student regardless of major. HON 397 students
       partner with a faculty mentor and a member of the community to develop
       and implement projects of value to the community. These projects have
       involved students in work with industry, with municipalities across the
       state, and with communities abroad (see 3.a.i in this section for more
       information on HON 397 projects).

       Some degree programs have required courses or course sequences that
       have a required community-based learning component. For example, the
       Department of Parks, Recreation, and Tourism Management requires 100
       hours of community-based experience of its students. The Introduction to
       PRTM course (PRTM 150) includes a required 30-hour service
       component, which the lead instructor is currently revising into a service-

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                                                             Community Engagement

           learning component. PRTM 358, Event Programming, is required of all
           upperclass students in the major, and it has included a service-learning
           project for the past 6 years.

4. Are there examples of faculty scholarship associated with their curricular
engagement achievements (action research studies, conference presentations,
pedagogy workshops, journal publications, etc.)

   Yes. As noted in the NC State University promotion and tenure guidelines, the
   documentation of engaged scholarship is an expectation. As such, NC State
   university faculty and staff are prolific writers and presenters in sharing
   scholarship related to curricular engagement. For example, faculty and students
   in the College of Design collaborate on community-based studio courses that
   result in design development reports as well as community presentations. Dr.
   Walt Wolfram, Professor in the Department of English, regularly publishes
   articles and books from his integrated teaching, research and engagement efforts
   in the area of linguistics. These serve as only two examples of such efforts

   The special attention to scholarship among faculty and staff engaged in service-
   learning is worthy of further discussion. Several Service-learning Faculty
   Associates are involved in scholarship projects in conjunction with their teaching.
   Dr. Sarah Ash, who serves as the Program‟s Senior Faculty Fellow, provides
   leadership to the Program‟s scholarship agenda, especially its research on critical
   reflection and assessment and its development of tools to support faculty and
   students in critical reflection. Dr. Ash‟s publications and conference
   presentations related to this work include the following representative examples:

    Ash, S.L., Clayton, P.H., & Moses, M.G. Teaching and Learning Through
           Critical Reflection: A Guide for Service-Learning Instructors. Sterling,
           VA: Stylus Publishing. Under development.

    Clayton, P.H. & Ash, S.L. (2004). Shifts in perspective: Capitalizing on the
           counter-normative nature of service-learning. Michigan Journal of
           Community Service-Learning, 11(1). pp. 59-70.

    International Conference on Civic Engagement & Service-Learning, National
            University of Ireland at Galway, June 2005: “Shifts in perspective and
            practice associated with service-learning” and “Integrating reflection and
            assessment to enhance student learning”

   Other Service-Learning Faculty Associates also conduct and disseminate
   scholarship of teaching and learning related to their implementation of service-
   learning. As an example of a collaborative publication, seven instructors co-
   authored an article on adapting a core understanding of service-learning to various
   disciplines [Clayton, P.H., Ash, S.L., Bullard, L.G., Bullock, B.P., Moses, M.G.,

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                                                                Community Engagement

      Moore, A.C., O‟Steen, W.L., Stallings, S.P., & Usry, R.H. (2005). Adapting a
      core service-learning model for wide-ranging implementation: An institutional
      case study. Creative College Teaching. Vol 2, Spring.]. As an example of a
      collaborative conference presentation, five instructors offered a panel on capacity-
      building for service-learning at a state-level conference [NC Campus Compact 8th
      Annual Service-Learning Conference, February 2006: “Learning in the Deep End:
      Building Students‟ Capacity for Service-Learning”].

      In addition to collaborating with and supporting the Service-learning Faculty
      Associates in scholarship, the Program‟s Director also engages in substantial
      scholarship with student leaders and with colleagues across campus and at other
      universities. Representative examples of this work include the following
      (*indicates a student contributor):

      *Whitney, B.C, McClure, J.D., Respet, A. and Clayton, P.H. Maximizing the
      Developmental Potential of Service-Learning: Student Perspectives on a
      Mutually-Transformative Journey. In McIlrath and MacLabhrainn (Eds). Higher
      Education and Civic Engagement – International Perspectives. Open University
      Press, Higher Education Series. Under development.

      Clayton, P.H. and *David, J.S. Advancing Engagement at NC State: Reflection
      Leader Training and Support. In Zlotkowski, Williams, and Longo (Eds.). (2006).
      Students as Colleagues: Expanding the Circle of Service-Learning Leadership.
      Campus Compact and Anker Press. In press.

      AAC&U Conference “The Civic Engagement Imperative: Student Learning and
      the Public Good,” November 2005
       Pre-conference workshop with Edward Zlotkowski (Bentley College and
          Campus Compact): “Reclaiming Reflection: Tapping the Academic and Civic
          Learning Potential of Service-Learning through Critical Reflection”
       Panel with John Saltmarsh (NERCHE) and Nancy Wilson (Tufts): “Civic
          Learning Across the Disciplines: Strategies and Tools for Fulfilling the
          Democratic Promise of Higher Education”
       Session with Steve Jones (IUPUI): “Civic engagement: What does it mean
          and how can we promote it within our disciplines?”
       Panelist: “Civic engagement at Research-Extensive Institutions: Is It Really

D. Outreach and Partnerships

   1. Indicate which programs are developed for community:

         i. learning centers
         Various programs for community learning exist at NC State University. Three
         such programs are highlighted here. The DELTA/Gateway Technology
         Center, located in Rocky Mount on the campus of North Carolina Wesleyan

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                                                      Community Engagement

College, is an innovative collaborative academic outreach program offering
distance education (DE) programs from both NC State University and Eastern
Carolina University in northeastern NC. This academic collaborative is
funded through NC Senate Bill 1239. The objective of this collaborative is to
provide Distance Education (DE) opportunities for students in this
underrepresented area of the state, targeting students from Edgecombe,
Halifax, Nash, and Wilson counties. Impact will be measured by the number
of DE enrollments along with outreach opportunities for these communities.

Another community learning center is the Diagnostic Teaching Clinic of the
College of Education. This fee-for-service clinic offers service to students
who have experienced learning and/or behavioral difficulties in conventional
classroom situations at all grade levels (K-12). Impact is measured by the
number of clients served, along with the number of prospective classroom
teachers and school psychologists who obtain clinical practice with the clients.

The third and largest community-learning center at NC State University is the
McKimmon Center for Extension and Continuing Education‟s Encore Center
for Lifelong Enrichment. Created in 1991 as an approved center by the UNC
Board of Governors, the Encore Center for Lifelong Enrichment promotes
lifelong learning through a series of noncredit short courses, study trips, and
special events for adults over 50. It is a member-supported program with
active participation by members, whether in the classroom or behind the
scenes. The program attracts approximately 900 adults annually and provides
the opportunity to interact with a collection of peers from diverse
backgrounds. The Center operates as a receipt-based operation with
membership dues and course fees supporting its operational budget. The 70
courses offered each year are taught by NC State University faculty,
community experts, and Encore members with expertise in particular topics.
The classes are six weeks long with topics including art, politics, history,
finance, science, technology, literature, and music. Membership benefits
include admittance to twice-monthly lectures, checkout privileges at NC State
University libraries, and student discounts to campus theatre and arts events.
The members also have the opportunity to participate in short-term volunteer
projects and pursue special interests through extracurricular groups.

As evidenced by the end-of-course evaluations, 73% of the members rated
Encore courses as excellent, 21% as very good, 5% as good, and 1% as
satisfactory. Forty-two instructors completed evaluations of their experience,
and of those, 37 said they would be happy to teach again. Evaluations of the
study trips to Virginia and Italy also registered a high degree of satisfaction
with participants rating both trips 4.5 on a 5.0 scale. The impact of Encore
courses on its membership has been noted by personal testimonials; i.e.,
“Encore has totally affected my mental well-being. I am enriched and
enthralled – thank you for some of the best moments in my life!” The Encore
Center is affiliated with the Elderhostel Institute Network, which includes

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                                                      Community Engagement

more than 300 similar “lifelong learning institutes” across the United States.

ii. tutoring
NC State boasts several community directed programs involving tutoring.
The Campus Pals program of the Center for Student Leadership, Ethics, and
Public Service is a partnership with Big Brothers Big Sisters (BBBS) of the
Triangle, and offers NC State students the opportunity to mentor a Wake
County elementary school aged child and learn responsibility as a role model.
Students may also serve as a tutor with Community In Schools (CIS) of Wake
County or with Helping One Student To Succeed (HOSTS).

This program is largely self-funded as student fees cover administrative costs.
The objectives are 1) To provide BBBS participants with a positive
relationship with a college student, 2) To expose BBBS participants to the
college environment, 3) To provide meaningful mentoring relationships, with
children, for NC State students, and 4) To connect NC State students with a
community agency and provide a structured volunteer experience. Impact is
measured through evaluations completed by participants and on-going follow-
up with our community partners

Another community tutoring program is the Diagnostic Reading Clinic of the
College of Education. This clinic provides internships for graduate students
and is supported by the Department of Curriculum and Instruction. Interns
identify students' needs in reading, develop teaching materials, and plan and
implement individualized activities. Impact is measured through the summary
reports provided to parents.

The McKimmon Center for Extension and Continuing Education (MCE&CE)
offers three distinct community tutoring programs. The Reading Skills
Enrichment Programs for Children and Adults, administered by the Office of
Professional Development (OPD), offers eight different speed-reading and
reading skills programs during the summer. Elementary school-age children,
college students, and adults are the target population. End-of-program
evaluations from students and parents indicated that these programs are
remarkably successful in turning poor readers into good readers and good
readers into great readers. OPD and NC State University are providing this
type of engagement activity to serve an identified need within the community.

A second program offered by the MCE&CE in partnership with the Center for
Integrated Fungal Research and the College of Agriculture and Life Sciences,
is the Summer College in Biotechnology and Life Sciences (SCIBLS). This
selective four-week program recruits high school students who are eager to
experience a true university environment and explore biotechnology

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                                                    Community Engagement

laboratory techniques and careers. Participants take the coursework for
college credit, working in state of the art laboratories on the NC State
University campus. SCIBLS provides the participants with extensive NC
State faculty interaction, hands-on lab experiences, and field trips.

Another MCE&CE tutoring program is the Summer Institute in English: The
English Language Program. The Summer Institute is a month long residential
program sponsored by the Department of Foreign Languages and Literatures,
College of Humanities and Social Sciences and MCE & CE‟s Office of
Professional Development. This program, which has been offered for 41
years, is designed for students, adults, and working professionals pursuing
more advanced proficiency in English. Registration fees support the program.
The Institute also provides regular non-academic evening programs and social
events to help participants adjust to the local community, to provide
opportunities to practice English skills, and to engage in cross-cultural
experiences. http://continuingeducation.ncsu.edu/smrinst.html.

In partnership with the North Carolina Department of Justice and Delinquency
Prevention, the NC 4-H program provides a community-based after-school
initiative that provides support and guidance to school-age children
(http://www.ncdjdp.org/sos/index.html). The “Support Our Students” (SOS)
program provides high quality after school educational opportunities through
awards of grants to neighborhood and community-based organizations. SOS
provides comprehensive, collaborative delivery of services by public and non-
public agencies to middle school students. In one urban county (Wake
county) the local 4-H Youth Development program coordinates seven after-
school programs at four middle schools, a faith-based location, and two Boys
and Girls Clubs. Support for these SOS programs takes a multi-key approach
to youth development and success and is grounded in the following: academic
success with a focus in math and reading, life skills development, physical
fitness and healthy life style choices, and character development through
community service. SOS curriculum and activities are tailored to the
particular needs of students at each unique site.

iii. extension programs
550 field faculty in NC Cooperative Extension work with 82,000 volunteers
within educational programs in such widely diverse program areas as:
1) Disaster preparedness and recovery,
2) Medicare program sign-up support,
3) Rural and youth entrepreneurship,
4) Sustainable tourism for economic development,
5) Alternative systems for animal waste management, and
6) Training and cooperative education programs with NC departments of
   Public Instruction, Health and Human Services, Agriculture, and
   Environment Natural Resources.

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                                                       Community Engagement

The Industrial Extension Service (IES) provides engineering and technical
expertise to make North Carolina businesses and organizations more
productive and profitable, using a fee-for-services model. During FY 2005,
IES activities yielded 380 projects, a revenue of $2.6M, 229 short
courses/workshops for 3438 participants, and 446 Applied Research and
Service Contracts. IES had a total income of about $10M, leading to retention
of 1237 jobs and an economic gain of ~$99M, a ten-fold increase in value as
measured by a national third-party market research agency survey sponsored
by the National Institute of Science and Technology.

The College of Textiles Extension Education for Economic Development
offers a series of 2-5-day short courses dealing with all aspects of textile and
allied industries. The aim is to improve quality and production by increasing
the knowledgebase of a company‟s associates. The In-Plant Education
Program has aligned with companies such as the Gap, Wal-Mart, Sears,
Abercrombie & Fitch, and Cotton, Inc. to deliver such extension programs. In
2005-2006, these workshops reached over 1,000 participants.

The NC Sea Grant Extension and Communications Program promotes wise
use of coastal resources via educational and informational programs for
coastal residents, businesses, agencies, communities, youth and the non-
coastal general public.

The Center of Marine Sciences and Technology (CMAST) offers the
“Seafood Science and Technology Program” to provide science-based
information on seafood safety, quality, processing technology and value-
added products with the result of a safe and wholesome supply of fresh and
processed seafood.

The Small Business and Technology Development Center offers services
ranging from general business counseling to strategic action planning to
business recruitment services. The Institute for Nonprofits offers a National
Experts Seminar Series that brings recognized nonprofit scholars to North
Carolina to lecture on critical issues facing nonprofits. The Philanthropy
Journal Article Series makes use of volunteer faculty/student expertise and
paid administrative support to educate nonprofit leaders. The Information and
Referral Service links nonprofits with NC State resources.

The State Climate Office offers weather and climate information and
applications that benefit meteorologists in a wide variety of public and private
positions and works to provide resources for teachers and students in North
Carolina who are studying climate and weather.

The College of Humanities and Social Sciences (CHASS) offers the North
Carolina Language and Life Project to preserve the rich heritage of language
variety in North Carolina. This project conducts research for improvement of

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                                                          Community Engagement

    education programs about language and culture throughout the state and
    gathers basic information about language varieties in order to understand the
    nature of language variation and how languages change. It produced and
    aired 10 documentaries to disseminate the work of the Project.

    The College of Natural Resources offers programs ranging from advice in
    accessing tax benefits, to Christmas tree improvement programs, to the
    development of woody biomass energy in North Carolina. Forestry Summits
    have attracted more than 1800 landowners to 5 information sessions held
    across the state. Other programs help small landowners learn about forestry
    alternatives to urbanization. Other programs include lumber manufacturing,
    secondary wood processing, Lean Manufacturing in the modular home
    industry, and secondary wood working industries. Rural tourism in western
    NC is supported with programs related to agritourism, wine/vineyard tourism,
    natural-resource-related tourism, and cultural tourism.

    In the College of Design, the Initiative for Community Design and
    Development has supported ten communities through research, design
    assistance and planning efforts. The Initiative for Inclusive Design provides
    design assistance, research, training and distribution of information to
    improve the quality of the built environment in a way to serve diverse
    populations. In the past year about 20 organizations and 3000 individuals
    have benefited from the Initiative.

    The General Hugh Shelton Leadership Forum reaches about 600 executive
    level corporate, education, and community leaders annually to promote
    excellence in values-based leadership development.

    iv. non-credit courses
    Data about non-credit instruction at NC State University resides in the Non-
    Degree Credit Activity Report that is managed by the Assistant Vice
    Chancellor‟s Office within the McKimmon Center for Extension and
    Continuing Education (MCE&CE). Each college and major campus unit
    appoints a key person(s) to collect and enter relevant data on an annual basis.
    The report defines educational non-credit activity as:
   Any non-degree-credit workshop, conference, seminar, short program, course
    or other structured educational experience in which participants register by
    name and enrollment is not limited to campus faculty, staff, and students.
   In general, such an activity will be one that includes prior planning of the
    event and designation of materials to be used in the activity, qualified
    instruction, a syllabus with state objectives, and program evaluation.
   The institution sponsors or offers the activity if it reviews or develops the
    content for the activity.
   The institution hosts the activity if it makes available its facilities and/or
    provides support services to an outside sponsor, but has no responsibility for
    reviewing or developing the content for the activity.

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                                                      Community Engagement

Such activities are offered for the purpose of enhancing employment
opportunities and job skills, improving citizenship skills, supporting economic
or community development, or enriching personal understanding and skill
development. They may, but need not, confer Continuing Education Units
(CEUs) or similar awards that formally recognize student participation. They
may be offered synchronously or asynchronously. If they are inter-
institutional programs, participant counts should be prorated or assigned to a
designated “lead” institution (www.mckimmon.ncsu.edu/ceu-5.html).

Data collected from faculty and extension personnel for the calendar year
2005-06 provide some idea of the amount of non-credit educational activity
being conducted. In a typical year from a campus-wide perspective, the
university extension and engagement units offered over 15,000 activities with
approximately 500,000 participants. For a more specific example, MCE&CE,
as one of the reporting units, had shown 948 activities with 34,494
participants through the first eight months of the 2005-06 fiscal year. The
final number of activities and participants for remaining four months of 2005-
06 are pending a final audit of the data for each of the units reporting to the
system. The level and scope of campus-wide reported noncredit educational
activities represent the responsiveness and commitment by our NC State
community in serving diverse constituencies as a key component of our
overall extension and engagement mission.

evaluation support
Departments and units across NC State University offer evaluation support to
a variety of communities; three examples are discussed here.

Since 1966, the Center for Urban Affairs and Community Services (CUACS)
has worked closely with state and local governments, public agencies, and
non-profit organizations to evaluate programs and identify opportunities to
improve effectiveness (www.cuacs.ncsu.edu). This research supports
administrators and service workers in their attempts to provide useful and
comprehensive services for clients. Evaluation research identifies the extent
to which programs reach their intended beneficiaries; how well the programs
function; and the degree to which, and at what cost, a program achieves its
goals. These services include consultation on program evaluation strategies,
development of outcome measures, management of client databases,
economic analysis of program effectiveness, analysis of secondary data, needs
assessment studies, and customer satisfaction studies. The CUACS staff
includes over sixty dedicated professionals with credentials in the areas of
education, social and behavioral sciences, demography, child development,
statistics and research methodology, program evaluation, and needs

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                                                       Community Engagement

The National Initiative for Leadership and Institutional Effectiveness (NILIE),
an outreach service provided through the Department of Adult and Higher
Education, is an example of a departmental evaluation support program. As
indicated in its website, “NILIE's mission is to assist institutions in developing
strategies that improve student success through collaborative leadership. This
is accomplished by conducting research on leadership and institutional
effectiveness using specialized surveys directed at assessing
faculty/staff/administration and student satisfaction with the college
environment. NILIE provides support for institutions that aspire to high
performance and sustainability through research, information sharing, and
consulting services that enhance leadership development and improve
institutional effectiveness” (http://ced.ncsu.edu/ahe/nilie/about.html). Since
1992, NILIE has provided evaluation support to institutions of higher
education, particularly community colleges, across the country.

As a final example, the General Henry Hugh Shelton Initiative supports the
Youth Leadership Project
oject.htm). This community empowerment program engages local
communities in survey research and town hall style forums focusing on three
theme areas: Community Environment, Environmental Stewardship, and
Quality of Life, including economic and social resources. School systems,
community organizations or municipalities are assisted in the collection of
data using the Youth Community Assessment, a 48-item survey. A final
bound report is created for the community client, which can be used for
educational accreditation and community planning. Outcomes from the
survey can also provide a benchmark to assist in leading discussions around
the needs in the community.

training programs
Training programs are a key means for each of NC State University‟s 10
Colleges and other centers, units and institutes to assist communities in the
application of best practices based on research findings and field experiences.
The following representative examples are from a college, an institute, and
three different extension programs.

The College of Design sponsors a major training initiative in the area of
inclusive design, with specific attention to the modeling of homes and public
buildings for disabled or aging citizens. Faculty involved with the Initiative
for Inclusive Design have trained over 2200 builders, architects, designers,
engineers, community planners, and policymakers on topics such as products,
housing, the non-residential built environment, codes and standards, and urban

The Institute for Transportation Research and Education (ITRE), a
multidisciplinary academic community housed on Centennial Campus,

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                                                      Community Engagement

provides numerous training opportunities on a variety of surface
transportation issues. The combined training activities of the Institute for
Transportation Research and Education (ITRE) educated over 15,000
individuals in 2005 (Annual Report, 2005,

Training programs included the North Carolina Local Technical Assistance
Program (LTAP) Roads Scholars Program (59 workshops in 2005), the Work
Zone Safety Program (205 workshops in 2005), the Center for Transportation
and the Environment (via national teleconference series), and the Bicycle and
Pedestrian Program (reaching 600 individuals through 19 workshops). ITRE
groups are supported by nearly 50 staff, faculty researchers and instructors,
part-time staff, and students. ITRE professionals have backgrounds in
research and education in an array of transportation-related subjects, including
civil engineering, transportation planning, management, forestry, library
science, writing, computer programming, publishing, graphic and Web design,
and more.

NC State's Industrial Extension Service (IES), the first of its kind in the US,
was established in 1955 to help North Carolina industries grow and prosper.
IES provides both live and on-line training courses, many of which are offered
through IEShop, an on-line store for national and international sales. Training
courses in highest demand include OSHA Safety and Health Management for
Small Businesses, DOT Hazardous Materials Transportation, and OHSA 8-
Hour HAZWOPER and RCRA and DOT Refreshers.

NC Cooperative Extension has sponsored the Natural Resources Leadership
Institute since 1995. Through a Leadership Development Program, an
Environmental Decision-Making Program, and a Needs-Based Training
Program, the Institute aims to “educate and support a diverse group of North
Carolinians who are committed to seeking consensus on issues affecting the
sustainable development of North Carolina's natural resources and the quality
of our environment.

professional development centers
The McKimmon Center for Extension and Continuing Education (MCE &CE)
and several NC State colleges are home to professional development centers
that engage various communities. Two examples from MCE & CE are
discussed first, followed by two examples from colleges.

The Computer Training Unit (CTU) has been a valuable and unique resource
in serving the IT training needs of North Carolina people since 1988

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                                                      Community Engagement

(www.ncsu.edu/ctu). Learning opportunities include one- and two-day
software competency classes as well as certification prep courses for high-
demand areas such as A+, Cisco, MCSE and Oracle. The goal of CTU is to
prepare students for challenging new career opportunities as well as to
enhance their existing skill set. CTU‟s primary funding source is program
receipts through professional development opportunities to an adult
population. During 2005-06, CTU conducted 267 classes with 1,949
participants. The certification classes attracted approximately 180 participants
in 2005.

The university has a high quality, customer focused service unit that provides
a variety of professional development and continuing education programs to a
large number of working professionals and adults. The Office of Professional
Development (OPD) is dedicated to the development of noncredit continuing
education and professional development programs
(www.continuingeducation.ncsu.edu). The unit offers a wide variety of
seminars, conferences, certificate programs and distance education
opportunities for all professionals who want to enhance their skills and
advance their careers. Most of the programs are co-sponsored with an
academic unit, department or college on the NC State campus. Many
programs can be accessed as public offerings or in a special custom designed
in-house format. During 2005-06, OPD offered 363 programs to 16,343

Several of NC State‟s 10 Colleges sponsor professional development centers
that engage various communities. The College of Physical and Mathematical
Science is home to The Science House, a professional development center for
K-12 science and mathematics teachers statewide. From six offices across the
state The Science House reaches over 5,000 teachers and 20,000 students each
year. Student science enrichment activities, teacher training programs, and
curriculum-related programs link the research university to the needs of K-12
science and mathematics education. Science House hands-on learning
activities include “Science on the Road” school demonstrations, laboratory
technology workshops for teachers, long-term loans of laboratory equipment,
summer student research programs, and development of learning materials.
Science House programs are guided by the best research and practices in
science and mathematics education. The Science House collaborates with
faculty and staff from science and education departments at NC State and
other K-12 organizations across North Carolina. These programs expand the
ability of teachers to reach and teach their students effectively, and have made
lasting, documented, impacts on rural schools.

A final example is from the College of Natural Resources‟ Department of
Parks, Recreation and Tourism Management (PRTM). As indicated in the
College website, “PRTM sponsors the largest recreation technical assistance
and professional service program in the U.S., with over (10,000) people

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certified in the past 30 years through the Oglebay Schools”
(http://www.cnr.ncsu.edu/prtm/extension/index.html). NC State University
faculty were involved in developing three schools at Oglebay‟s National
Training Center in Wheeling, West Virginia: Revenue Development and
Management School; Park and Recreation Maintenance Management School;
and Supervisors‟ Management School. NC State faculty and staff direct these
annual professional development schools, attracting a national audience of
park, recreation and leisure service professionals.

viii. other

The following discussion gives a sense of the numerous programs that NC
State University colleges, departments, units and institutes sponsor and that
fall outside of the scope of the previous categories.

The College of Engineering K-12 outreach programs target elementary,
middle and high school students and teachers with summer camps, science
fairs and other resources (http://www.engr.ncsu.edu/k12outreach/). The
College also works closely with Science Olympiad, a non-profit organization
housed on NC State‟s Centennial Campus with the mission to improve the
quality of science and technology education in all North Carolina schools
Per the organization‟s website, the North Carolina Science Olympiad (NCSO)
is third in the country in student participation. Currently, 250 middle and high
schools representing over 6,000 students and 60 counties in North Carolina
are participating in the NCSO. In 2005 alone, NCSO had over 5,000
volunteers involved in reaching middle and high school students for science.

The College of Textiles annually opens its doors to a number of community
groups through regular open houses and tour and presentation programs.
Departments such as Marine, Earth and Atmospheric Sciences
(http://www.meas.ncsu.edu/01-outreach.html), Biology
(http://www.ncsu.edu/bio-outreach/index.php?page=programs), and
Chemistry (http://www.ncsu.edu/chemistry/outreach/) conduct extensive K-12
outreach as well through school visits, tours, demonstrations and other
enrichment programs for students and educators.

In concert with the annual Emerging Issues Forum
(http://www.ncsu.edu/iei/2006EIF.html), the Institute for Emerging Issues
engages in policy development. The North Carolina Best Care health care
policy initiative is one such example
(http://www.ncsu.edu/iei/projects/healthcare.html). North Carolina Sea Grant
sponsors student fellowships in environmental policymaking. Programs
within the Institute for Transportation Research and Education (ITRE) offer
national broadcasts, organize international conferences on ecology and
transportation, and conduct grant initiatives that target municipalities. Faculty
in the College of Natural Resources are leaders of several regional and

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                                                            Community Engagement

      international research and outreach cooperatives with documented impacts
      worldwide in areas of forest development and maintenance. The Institute for
      Nonprofits sponsors an annual career fair to assist nonprofit employers in
      identifying staff and intern prospects. The Institute also supports the regular
      activities of the Community of Nonprofit Scholars, an interdisciplinary
      community of scholars interested in the study of nonprofit organizations and
      related research areas. As a final example, the Department of Foreign
      Languages and Literatures hosts a French Festival for middle and high school
      teachers and students, with approximately 800 participants annually.

      New NC State faculty are provided an opportunity to witness the impact of
      NC State‟s land grant initiatives throughout the state through an innovative
      program, Connecting in North Carolina (CINC)
      (www.mckimmon.ncsu.edu/cinc/ ). The five-day tour typically sends 32
      faculty and administrators to travel over 1,000 miles in North Carolina with 2-
      3 site visits per day. The tour program, conducted 9 times to date, allows
      faculty to witness firsthand and appreciate the land-grant ethic at work, to
      forge interdisciplinary networks with university colleagues, and to develop a
      strong and lasting commitment to NC State University and its mission.

      Several programs address areas of economic development. One key example
      is a program of the Kenan Institute for Engineering, Technology and Science.
      Recognizing North Carolina‟s potential in space-related research and
      commercial activities, the North Carolina Space Initiative (NCSI) coordinates
      efforts among various educational, governmental and commercial
      organizations to develop and promote space-related activities with strong
      research, educational, and commercial value. Since its establishment in 2001,
      NCSI efforts have been wholly or partially responsible for the gathering of
      funding in the amount of $15,483,191 for current and future space research,
      education and commerce in North Carolina. Similarly, the Industrial
      Extension Service supports the Minerals Research Laboratory, the Polymers
      Center for Excellence and the North Carolina Solar Center, each of which can
      be attributed to significant economic impact in North Carolina‟s mineral
      production, polymers, and renewable energy industries.

      Long-standing student service programs comprise a final category for
      discussion. The learning objectives and approach to the Alternative Spring
      and Fall Break Programs and Service NC State moves these programs beyond
      the scope of student co-curricular service.

2. Which institutional resources are shared with community?

      i. Co-curricular student service
      The volunteer efforts of undergraduate and graduate students are integral to
      NC State University‟s comprehensive community engagement approach. In
      the College of Natural Resources, the students of Rho Phi Lambda, the

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national honor fraternity for students majoring in parks, recreation and leisure
studies, hold an Annual Book Drive to benefit a local community agency.

The Center for Student Leadership, Ethics, and Public Service (CSLEPS)
recently added a VISTA position (Volunteers in Service to America) as part of
the AmeriCorps program. Under the direction or support of this position in
the most recent academic year, 760 volunteers served a total of 7950 hours in
Wake County and the surrounding area. (Note this statistic does not represent
the total number of volunteer hours performed by NC State University
students or the total number who volunteer, just those who worked with the
VISTA.) CSLEPS also maintains a comprehensive list of community agencies
and their volunteer needs on its website in order to help connect NC State
University students interested in volunteering with these agencies. Currently
over 100 agencies are listed.

At present there are over 30 registered student organizations which, as a direct
part of their mission, are engaged in service activities in Wake County, around
the US, and internationally. Several of these organizations are affiliated with
CSLEPS and thus receive support and limited resources from CSLEPS staff.
A listing of these organizations can be found at
http://www.ncsu.edu/csleps/service/serviceorgs.htm. CSLEPS also promotes
the Service Raleigh program. Service Raleigh was started in 1998 by the NC
State University Student Government and Park Scholars, and is an annual
citywide event devoted to service and celebrating community. Volunteers
from NC State University and the surrounding community unite to undertake
a variety of projects, each of which provides much needed assistance to local
organizations. Service Raleigh is funded by the Park Foundation, Student
Government, and local donors. In the past five years, Service Raleigh has
united thousands of volunteers to contribute thousands of hours of service to
local businesses and non-profit organizations. Projects included working in
homeless shelters, painting nursing homes, distributing fliers for multiple
sclerosis societies, and helping with campus beautification activities.

NC State University has an active partnership with the American Red Cross
and regularly hosts campus blood drives. The CSLEPS website lists three
dates with scheduled blood drives in the 2005-06 academic year. In addition,
many other blood drives sponsored by student organizations or campus
departments occur annually.

The Industrial Extension Service provides a supervisory engineer for a service
program called "Extension Student Workers-on-Demand." This program
provides opportunities for students to work on real life projects at local
companies – providing meaningful work experience for college students while
simultaneously assisting companies.

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The General Hugh Shelton Leadership Forum provides faculty mentors for
college honors students to complete independent study courses.

ii. Cultural offerings
NC State University is dedicated to providing cultural offerings to and with
the broader community. Several programs of this sort exist to encourage
Community-University interaction. The College of Natural Resources (CNR)
has a partnership for art and ecology with the NC Museum of Art to develop
the outdoor landscapes around the museum as a place for art, nature and
education http://ncartmuseum.org/museumpark.shtml. This is a major
initiative associated with the expanded Museum property and regional
greenway links around this important community cultural asset. CNR also, in
collaboration, with the Raleigh Civic Symphony and Chamber Orchestra,
presented the “Natural Wonders” concert and activity, in November 2005.

In the coming academic year, the DELTA/Gateway Technology Center will
be providing teleconferencing opportunities to area public schools in order to
connect public school students with NC State University subject experts on
cultural and academic topics.

The Center for Student Leadership, Ethics, and Public Service sponsors
several lectures and other events each year including the Role Model Leader‟s
Forum and the Fall Ethics Speaker. All of the programs are free and open to
the public and oftentimes a significant number of young children, families and
alumni attend. In addition, as a regular practice, whenever appropriate for a
middle-school aged audience, speakers visit Centennial Middle School on NC
State University‟s Centennial Campus.

The College of Education offers several community cultural events. The
Great Capital City Adventure (http://ced.NC State.edu/2/adventure/) is a site
that provides fascinating trips to historical places in Wake County, North
Carolina. This site is built on the concepts of place-based education,
curriculum integration, and differentiation. North Carolina's 6th Grade Goes
to Russia (http://www.NC State.edu/chass/extension/russia-nc6/) is a program
sponsored by NC State University and Project Harmony that offers students
and teachers an opportunity to experience life in Russia either first hand, or
virtually through this web site. The site encourages teachers to use
Curriculum Integration (CI) as their approach in teaching the 6th grade unit on
Russia, as this method has been shown to result in better student retention and
learning enjoyment. The Southern Coastal Heritage Program (http://www.NC
State.edu/chass/extension/sch/) was established at NC State in 1992. This
program is based on the twofold conviction that (1) our coastal heritage
enriches the lives of all of North Carolina's citizens and (2) all of North
Carolina's citizens have a responsibility as caretakers of this heritage. Its
goals include fostering a greater appreciation for coastal culture; establishing a

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forum where scientific and humanistic disciplines can intersect to achieve
more full and more balanced understandings of issues of current and future
concern; increasing the base of knowledge about coastal issues by drawing
upon the widest range of human experience and good will; and making that
knowledge accessible to people of all ages and interests.

The Department of Foreign Languages and Literatures (DFLL) in the College
of Humanities and Social Science also offers a variety of community cultural
programs. The NC State University on-line ESL newsletter, “The Globe” is a
professional education newsletter that addresses local, state, and national
issues related to the education of non-native speakers of English. This
newsletter is designed for education professionals but also is of interest to
anyone in the community who wishes to understand more about ESL
education and its impact on communities and schools. The French Section of
the DFLL has regularly hosted a French Festival for middle school and high
school students and teachers of French in Wake County, NC. Approximately
800 people participate yearly. Middle and high school students of French
competed for prizes in events including Original Group Dramatics, Cultural
Exhibits, Talent, Poetry Recitation, Theater Performance, Traditional Songs,
and Spelling Bee. The North Carolina Language and Life Project, also
initiated by faculty of the DFLL, developed and provide video and audio
resources on language in North Carolina, research expertise by faculty and
staff, and boasts three current museum exhibits.

iii. Athletic offerings
The NC Senior Games, (http://www.ncseniorgames.org/) directed through the
College of Natural Resources for 24 years, has blossomed into the nation's
leading such program. Each year 60,000 citizens age 55 and older compete in
athletic and arts competitions in all 100 NC counties, and many proceed to
state and national competition. Students from the Department of Parks,
Recreation and Tourism Management volunteer in Raleigh each year with this
statewide competition, gaining valuable experience while providing
meaningful community service.

The Department of Physical Education's public service contributions
encompass instruction, continuing education, research, public school outreach,
community engagement, and more. Some examples of public service by our
faculty include Special Olympics, NC Senior Games, Learn to Swim Program,
Wolfwalkers, NC State Clogging Team, The Mid-Atlantic American College
Dance Festival, Upward Bound, North Carolina School for the Deaf,
Centennial Middle School, Glow in the dark maze as a team building initiative
for the NC State Women's Gymnastics team, Officiating a basketball
tournament in Germany, as well as numerous presentations at the state,
national and international levels.

iv. Library services

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Any community member is welcome to use the NC State University Libraries‟
resources on site. As well, there are entire categories of NC citizens besides
the campus community who can check books out of the libraries. For a fee,
anyone can join the Friends of the Library (http://www.lib.ncsu.edu/friends/)
and borrow books. The Friends of the Library is a group of community
members, students, NC State alumni, corporate partners, and others who
support the NC State University Libraries. Its goals are to enrich the
intellectual and cultural environment for faculty, students, and community by
promoting excellence in library collections and services, attracting
distinguished special collections, and sponsoring special events. Friends of
the library also acts as an advocacy organization by elevating public
awareness of and raising funds for the NC State libraries.

Participants in the McKimmon Center‟s ENCORE program also have library-
borrowing privileges. The NC State University Libraries hold the major
science and engineering collection in the state, which is used by students,
researchers, and industry to educate, solve problems, and support economic

One of the most significant endeavors of the NC State Libraries is NC LIVE
(http://www.nclive.org/about.phtml). NC LIVE offers the citizens of North
Carolina online access to a diverse collection of electronic resources including
complete articles from over 16,000 newspapers, journals, magazines, and
encyclopedias, indexing for over 25,000 periodical titles, and access to over
25,000 online print and audio books. NC LIVE is available free of charge to
library patrons, students, and educators from four communities of interest
(COIs) – public libraries, community colleges, the state's university system,
and members of the North Carolina Association of Independent Colleges and
Universities. NC LIVE can be accessed from within an affiliated library or
from home. NC LIVE has a full-time technical staff that is responsible for the
ongoing operation, enhancement, and support for NC LIVE. The staff ensures
that NC LIVE servers remain up and running, facilitates vendor and database
connectivity, and provides technical support for librarians and library staff at
the approximately 200 affiliated libraries across North Carolina. The general
public can receive help in NC LIVE from the staff at their public library, or
the library at their college or university. NC LIVE's governing and advisory
committees, which have equal representation from all communities of interest,
determine general governance, the selection and purchase of NC LIVE
resources, web site organization and design, publicity efforts, training topics
and initiatives, and technical infrastructure.

Grant funding allows NC State Libraries to expand their public offerings. The
NC ECHO grant program (funded by the Library Services and Technology
Act) awarded NC State University a two-year grant ($49,992 in year one) to
digitize items in the Special Collections Research Center related to the history
of agriculture and extension. The grant is supporting the digitization of over

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12,000 documents and photographs. The "Living off the Land" project in the
Special Collections Research Center is supported by the North Carolina Farm
Bureau ($10K), the North Carolina Tobacco Research Commission ($15K),
and the North Carolina Tobacco Foundation ($4,867). A web site is being
created to provide digital access to collections of rare and unique items on
tobacco and crop science history in North Carolina dating from 1850 though
1950. Individual colleges also offer library resources to the community.
Through the NC Sea Grant Program, via their website, visitors can search
archives for Sea Grant supported research projects and results and link to the
National Sea Grant Library. The College of Design Library and the Center for
Universal Design Library are available for on site use by a variety of visitors.

The Industrial Extension Service (IES) provides hundreds of applied research
and service contracts related to manufacturing efficiency, health, and safety.
NC Cooperative Extension is linked via a statewide computer network that
enables field faculty to share resources with the community on a real-time
basis. The Science House part of the College of Physical and Mathematical
Sciences, lends science teaching laboratory equipment to middle and high
school teachers in rural schools, providing a resource that would otherwise be
unavailable to students.
The Biomanufacturing Training and Education Center (BTEC) works with
industry and education partners to support the BioNetwork, a statewide
initiative connecting community colleges across North Carolina, with the goal
of providing specialized training, curricula and equipment to develop a world-
class workforce for the biotechnology, pharmaceutical and life sciences

The DELTA/Gateway Technology Center has a state-of-the-art computer lab
with broadband connections for audio-video teleconferencing, a boon for
isolated rural areas. The Institute for Transportation Research and Education
(ITRE) offers the NC Local Technical Assistance Program and Roads Scholar
program to broadcast information statewide via a listserv. The ITRE website
includes searchable research databases on environmental topics in
transportation, an archive of programs produced by the Center for
Transportation and the Environment‟s National Broadcast Series, and a
variety of other resources.

The Center of Marine Sciences and Technology (CMAST) offers an important
service in the NC Research and Education Network (NCREN). Since 1985,
five agencies have used NCREN to share resources, information, and
programming with faculty and students across the state. The State Climate
Office in Raleigh provides a weather forecasting model, real-time and
historical climate data resources, and agriculture disease forecasts and climate
summaries to business, government, agri-business, and the general public.

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The General Hugh Shelton Leadership Forum offers Scantron data processing
for survey research the communities wish to conduct.

The Foreign Languages department in the College of Humanities and Social
Sciences (CHASS) publishes an online English as a Second Language
newsletter called “The Globe” to address issues related to the education of
non-native speakers of English. The Department of Social Work provides
Child and Family Team Trainer Guides and Videos for people wishing to
borrow the materials.

The College of Natural Resources operates the Hodges Wood Products
Laboratory, the wood industry‟s leading source for independent testing,
evaluation, and technical service. The program serves as the main testing lab
for National Electrical Manufacturers Association for laminates. The Wood
Machining Program provides technical assistance, research, and information
to the wood industry. The National Park Service Geographic Information
Systems (GIS) Research and Support team designs and implements GIS for
public land management, publications, and supervised master‟s theses relate
to research and support of the National Park Service initiatives, and
developing visitor use and impact monitoring protocols for eight national

The College of Education offers an array of free web-based resources.
Literacy Junction is an interactive website for teachers and students in grades
3-8 with outstanding children‟s and young adult literature that provides
support for learners from an online community of cybercharacters.
MentorNet is a consortium of current and future educators who challenge and
support each other in the creation and critical application of emerging
technologies. MIDtech is dedicated to the infusion of technology into middle
school classrooms. The Multimedia Mania program is for students and
teachers who use multimedia to teach and learn in a specific content area.
Online Technology Tutorials provide Internet resources and practice quizzes
for technology competencies required of students seeking initial teaching
licensure in NC. A "Portfolio Suggestions" section provides tips for creating
portfolio items reflecting the Advanced Competencies. The Scientific and
Technical Visualization site contains support materials for a 2-year curriculum
being offered in NC high schools in the exploration of ways to represent
scientific and technical information through the use of computer-based
graphics tools. The Middle Educators Global Activities (MEGA) was
established to provide a support system to middle school educators. Meridian
is an electronic scholarly research journal dedicated to research and practice
of computer technology in middle school classrooms, and Midlink Magazine,
which highlights the work of children, is the oldest children‟s magazine on the
web. SeniorSurf provides introductory Internet tutorials for senior citizens and
is used extensively in retirement homes.

vi. Faculty consultation

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The faculty and staff of NC State are deeply committed to providing
consultation services to the general public, reflecting the overall interest of the
institution as a university for the people. The colleges at NC State are
committed to engagement at every level, even to the most basic resource of
faculty expertise. The following examples provide a snapshot and overview
of many programs and resources available to the general public.

NC State is a major resource for people and organizations looking for
information available through university faculty and other experts. The
university specializes in making information applicable to the everyday, real
world problems and concerns that people encounter in their lives and
communities. NC Cooperative Extension employs 550 field faculty who
consult with clients statewide in areas related to communities, economic
development of agriculture and food industries, green industries,
environmental stewardship and sustainability, families, and youth. NC
Cooperative Extension is playing an important role in helping the state
negotiate its dual role as important agricultural producer for the nation and
high-tech, high-education industries that continue to grow in communities
across the state.

The Industrial Extension Service has at its major focus the extension of
University resources to clients interested in the engineering expertise of the
university. In 2005-2006, 856 individual manufacturing clients benefited
from direct consultation with NC State faculty and specialists to solve a
myriad of engineering problems.

In addition to the Extension divisions, the university supports a variety of
research and information centers that offer faculty consultations to the general
public. The State Climate Office provides faculty consultation related to
severe weather, drought, and climate applications to business, government,
educators, and the general public. NC Sea Grant has no faculty of its own, but
regularly puts interested and inquiring parties in direct contact with
appropriate faculty. Faculty and staff of the North Carolina Language and
Life Project regularly partner with communities in research sites and
throughout the state, providing a valuable preservation function for the varied
language and cultural traditions across the state. The General Hugh Shelton
Leadership Forum arranges faculty-speaking engagements for school and
agency leadership training, community development associations, and
municipal groups. The Institute for Nonprofits provides important evaluation
consultation services to Wake County (where NC State is located) in their
development of a ten-year plan to end homelessness.

Individual colleges also offer consulting services. Professors in all
departments of the College of Design frequently donate their knowledge and
skills to community groups and other public organizations. The College of
Education offers Mentor Junction (a resource for teachers and educational

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leaders) provides research-based resources, available online, to support
teacher development and Help Yourself YourSELF!, a program to encourage
adolescents to make good choices and advocate for themselves by providing
them with information about human growth and development. The Science
House, as the K-12 outreach arm for the College of Physical and
Mathematical Sciences (and one of the three major extension services of the
university, along with NC Cooperative Extension and the Industrial Extension
Service) maintains contacts with hundreds of scientists, most of them NC
State faculty. These faculty work with the staff of The Science House to
consult with school systems and education agencies to develop externally
funded programs to improve K-12 science and mathematics education. Each
year The Science House works with about 5000 K-12 teachers and 25,000 K-
12 students, the vast majority of whom are involved in programs that provide
connections with university faculty.

vii. Other
The following discussion gives a sense of the numerous resources that NC
State University colleges, departments, units and institutes sponsor and that
fall outside of the scope of the previous categories. One such example is
Coastwatch, North Carolina Sea Grant‟s award winning bi-monthly magazine
with a readership of over 10,000 individuals. Various facilities are also one of
NC State‟s key resources to share with the community, including the newly
remodeled McKimmon Conference and Training Center (MCTC). In 2005-
2006 alone, MCTC served a total of 2,260 events with approximately 193,000
participants, factoring for multiple-day events. Some examples of high-
profile annual events shared with the community via the McKimmon Center
facilities include the Emerging Issues Forum, the General Hugh Shelton
Forum, North Carolina Sustainable Energy Conference, Hispanic
Achievement Conference, and the Annual 4-H Congress. Other programs,
such as The Science House and Extension Services, provide facilities
statewide where citizens engage with university staff and other resources.
And, during extreme weather events in the Raleigh area, the Department of
Athletics opens the Carmichael Gymnasium to the community for free use of
the shower facilities.

Many campus entities, the NC Japan Center, for example, support websites
that both catalog and showcase useful resources for an international audience.
The College of Education houses several interactive websites that provide
resources for students, parents and educators. These include The Career Key
(http://www.careerkey.org/english/), Education Junction
(http://ced.ncsu.edu/educationjunction/), The Science Junction
(http://www.ncsu.edu/sciencejunction/), and Succeeding in School
(http://genesislight.com/web files/). The Small Business and Technology
Development Center (http://www.sbtdc.org/technology/index.asp) and the
Institute for Nonprofits (http://www.chass.ncsu.edu/nonprofit/) are other

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       examples of units whose websites serve as an invaluable resource for their
       constituent audiences.

3. Describe a representative partnership that was in place during the most
recent academic year (up to 20).

       i. Partnership Name

       ii. Community Partner

       iii. Institutional Partner

       iv. Purpose

       v. Length of Partnership

       vi. # of Faculty

       vii. # of Students or other Participants

       viii. Grant Funding

       ix. Institutional Impact

       x. Community Impact

   II.B.3. Representative Partnerships

Partnership name – Northeast Regional Office of The Science House/Bennett's

Length of partnership – 6 years

Purpose – improve K-12 science teaching through a high school teacher and student
environmental research program

Community partner(s) – the Albemarle Learning Center, Chowan County, Edenton-
Chowan, Perquimans, Gates and Bertie county school systems

NC State partner(s) – The Science House, NC Cooperative Extension

Number of faculty – 3

Number of students or other participants – 5 high school teachers and 10 students per

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                                                          Community Engagement

Amount and source of grant funding – Howard Hughes Medical Institute ~$160K/

Assessment efforts – external evaluation

Impact on NC State – increase reach to northeastern NC

Impact on the community – better high school science and mathematics teaching;
students motivated toward Science, Technology, Engineering, and Math (STEM)

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                                                            Community Engagement

Partnership name – Carteret Catch

Length of partnership – 3 years

Purpose – to promote local seafood through community and business partnerships
and to educate consumers about environmental rules and food safety regulations
affecting the seafood industry

Community partner(s) – 30 community partners including the National Oceanic and
Atmospheric Administration, Carteret Community College, and NC A & T State

NC State partner(s) – NC Sea Grant, NC Cooperative Extension

Number of faculty – 6

Number of students or other participants – 1

Amount and source of grant funding – Rural Community College Initiative (RCCI), a
grant program sponsored by the Ford Foundation

Assessment efforts – Surveys are now being conducted among the fishing
community and among consumers to determine their awareness of the Carteret Catch
program, as well as their interest in new opportunities to link the fishing community
with consumers who value fresh, local seafood. The team is also applying for an
additional grant that will fund a more detailed assessment of the social and economic
impacts of Carteret Catch.

Impact on NC State – collaborative partnership utilizing university knowledge and
expertise to sustain the coastal communities of North Carolina

Impact on the community – enable the community to develop a plan that is market-
driven and focuses on high quality, local-branded seafood

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                                                            Community Engagement

Partnership name – Gateway Technology Center

Length of partnership – 5 years

Purpose – to extend advanced educational opportunities to eastern North Carolina

Community partner(s) – Carolina Gateway Partnership, Golden Leaf Foundation,
Rural Internet Access Authority, NC Wesleyan College, East Carolina University,
Edgecombe, Halifax, Nash and Wilson Technical Community Colleges, local elected
officials, DeLeon Carter Foundation, Mims Foundation, and industry partners Sprint,
Honeywell, Royal Bank of Canada, and Cisco

NC State partner(s) – Distance Education and Learning Technology Applications
(DELTA), College of Engineering, and McKimmon Center for Extension and
Continuing Education

Number of faculty – 23

Number of students or other participants – Approximately 1,000 divided evenly
between university students and incumbent workers

Amount and source of grant funding – Senate Bill 1239 appropriated NC State Funds

Assessment efforts – corporate request for graduate programs for their engineers

Impact on NC State – being able to offer higher education opportunities to
northeastern North Carolina

Impact on the community – increased educational opportunities from collaborative
relationships between the local community colleges, East Carolina University and NC
State University

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                                                             Community Engagement

Partnership name – North Carolina Senior Games, Inc. (NCSG)

Length of partnership – 24 years

Purpose – to provide year–round health promotion and education for adults 55 years
of age and better

Community partner(s) – North Carolina Senior Games, Inc.

NC State partner(s) – Parks, Recreation, and Tourism Management Department,
College of Natural Resources

Number of faculty – 6 per year

Number of students or other participants – 150 students per year, over 3,000
registered for the 2006 State Finals and 60,000 older adults in the local games

Amount and source of grant funding – NC Senior Games (501c3) $10,000 for
statewide survey

Assessment efforts – Statewide survey assesses impacts and outcomes to ensure
participant satisfaction and guide ongoing program enhancements

Impact on NC State – Enhanced educational opportunities for students within Parks,
Recreation and Tourism curriculum. Strong mentoring and intergenerational
relationship opportunities. Excellent opportunity for the University to serve the

Impact on the community – Fostering better health and independence among older
adults across the State. Preventive care has tremendous positive economic impact.

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                                                                 Community Engagement

Partnership name – Fraser Fir Christmas Trees

Length of partnership – 3 years

Purpose – to promote Christmas tree freshness on grower farms and retail lots

Community partner(s) – local Christmas tree farms and retail lots in NC and Florida

NC State partner(s) – NC Cooperative Extension, College of Natural Resources

Number of faculty – 8

Number of students or other participants – 4 students, 92 growers, and 164 retailers

Amount and source of grant funding – NC Cooperative Extension and Christmas Tree
sector funding

Assessment efforts – observation of tree care practices, survey results, and grower

Impact of NC State – new applied research and extension effort; new research on
needle loss, fire retardants, fertilizers, plant growth regulators, and the creation of a
Christmas tree care educational program for chain store employees

Impact on the community – increased post harvest quality of Christmas trees resulting
in more sales of trees

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                                                               Community Engagement

Partnership name – Alternative Spring Break Service–Learning Program

Length of partnership – 7 years

Purpose – to build houses with the poor and participate in a cultural exchange with
local citizens

Community partner(s) – Habitat for Humanity International, Global Village

NC State partner(s) – Center for Student Leadership, Ethics and Public Service

Number of faculty – 13

Number of students or other participants – 130

Amount and source of grant funding – mainly through self-supporting means such as
fundraising activities, student presentations at local civic clubs, etc.; small number of
scholarships presented to deserving students to be able to participate; percentage of
student fees support the activities of the service-learning program

Assessment efforts – participant evaluations, reflection sessions with participating
students; student journals; and post-trip evaluations and debriefings.

Impact on NC State – provides an opportunity to help develop and enhance a value
for public service and civic engagement within the students in addition to exposing
students to diversity, including cultural immersion, political and economic

Impact on community – increased construction of houses for poor residents thereby
enhancing their lives and safety from the elements of weather

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                                                            Community Engagement

Partnership name – Kinston Waterfront NOW!

Length of partnership – first year

Purpose – The purpose of this Gateway Counties Project is to provide assistance in
the redevelopment of waterfront areas along the Neuse River in the city of Kinston

Community partner(s) – Town of Kinston, area businesses, industries, local citizens

NC State partner(s) – Downtown Design Studio and the Landscape Architecture
Department, College of Design, and the Lenoir County office of NC Cooperative

Number of faculty – 2

Number of students or other participants – 15

Amount and source of grant funding – University Extension, Engagement, and
Economic Development Grant, NC State University, $8,000

Assessment efforts – feedback from the Kinston Waterfront NOW! Task Force

Impact on NC State – an opportunity for design students to experience directly and
with a “hands-on” manner to develop a riverfront that is healthy, diverse, active,
memorable, and accessible to all

Impact on community – access to university resources for redevelopment and design
on a new, vibrant waterfront along in the Neuse River

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                                                              Community Engagement

Partnership name – Marine Science and Education Partnership (MSEP)

Length of partnership – 4 years

Purpose – to increase awareness among community, government and general public
leaders on sustainability of coastal and marine resources and communities and to
build on our collective infrastructure and capacity within our respective institutions
and businesses to address the identified needs

Community partner(s) – Duke University Nicholas School of the Environment
Marine Laboratory, UNC Institute of Marine Sciences, East Carolina University,
Carteret Community College, NOAA Center for Coastal Fisheries and Habitat
Research, NC Aquarium at Pine Knoll Shores, NC Division of Marine Fisheries,
National Estuarine Reserve Program and NC Division of Coastal Management

NC State partner(s) – Center for Marine Sciences and Technology, NC Sea Grant

Number of faculty – approximately 65

Number of students or other participants – an estimated 430

Amount and source of grant funding – $32M in public grants and contracts; $21 M in
government appropriations and $5M in local and regional industry, company,
association and individual support

Assessment efforts – major study contracted by the Carteret County Economic
Development Council to document the impact of MSEP; developed an inventory of
marine sciences infrastructure that could support and enhance a cluster of businesses
related to marine sciences, therefore stimulating private investment and creating jobs.

Impact on NC State – an opportunity to extend university resources to collaborative
partners for the long-term sustainability of the local community based on identified

Impact on the community – to increase community‟s understanding of sustainability
issues related to coastal and marine resources

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Partnership name – Project MiddleData

Length of partnership – 3 years

Purpose – to facilitate standards-driven reform of NC State University‟s middle-
grades teacher preparation program, improved technology and data-driven decision-
making skills, improved integration of technology in core curricula, and increased
exposure to diverse classrooms and master teachers.

Community partner(s) – Wake County, Franklin County, Granville County, Lee
County, Person County, and Chatham County School Districts, National Board for
Professional Teaching Standards, the Concord Consortium, and SAS in School.

NC State partner(s) – College of Education

Number of faculty – 8

Number of students or other participants – 900 teachers and NC State students

Amount and source of grant funding – US Department of Education, College of
Education, $1 million dollars

Assessment efforts – pre-and post-surveys of the faculty and student on
understanding of the National Educational Technology Standards for Teachers; also
student surveys after each videoconference interaction with the teachers in the school

Impact on NC State – a closer relationship with rural school teachers who can act as
guest speakers in NC State classes through videoconferencing and can also provide
internship sites for our students.

Impact on community – The schools report that the middle school students have a
better understanding of college life and videoconferencing has opened up their world.

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                                                            Community Engagement

Partnership name – Nuclear Engineering Outreach Program

Length of partnership – 21 years

Purpose – bring awareness to the application of nuclear technology and help those
students who are interested enter the program, either graduate or undergraduate. NC
State recruitment of students to high-demand program and simultaneous enhancement
of middle and high school science and technology education statewide.

Community partner(s) – NC High School Students grades 11-12, NC Elementary and
Middle School Students, NC Civic/community groups, Transfer students with
emphasis on schools we have 1.5/2.5 articulation agreements, graduate outreach and
recruitment, and in all cases, there is an emphasis on engaging more underrepresented
students in nuclear engineering.

NC State partner(s) – Department of Nuclear Engineering, College of Engineering

Number of faculty – 1 full time director of outreach programs; every member of the
Nuclear Engineering faculty participates in programming

Number of students or other participates – approximately 1,200 people per year; 1
student assistant; about a dozen undergraduate and graduate students per year
participate in various programs.

Amount and source of grant funding – State funding, foundation funds gathered
through Engineering Development Foundation; 3 major contributors, half a dozen
smaller contributors.

Assessment efforts – various evaluations after each program; verbal wrap up of each
event for participants and faculty; community groups that do not follow up with
contact person; various reports to funding agents.

Impact on NC State – Every Nuclear Engineering faculty member is involved with
outreach to teachers, K-12 students, undergraduate students at colleges and
universities other than NC State in NC and surrounding states.

Impact on the community – better understanding and awareness of Nuclear
Technology in the state and how nuclear technologies impact the daily lives of

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Partnership name – National Institutes of Technology, Manufacturing
Partnership Program

Length of partnership – 12 years

Purpose – Provide federal funding to the Industrial Extension Service (IES) to
provide best practices and quality improvement programs to portions of the 11,000
manufacturing enterprises within the state. Obtain funds to support new positions
within IES and location of new specialists in twelve strategic regional offices across
the State of North Carolina so as to be close to the industry served.

Community partner(s) – various businesses, companies, and industries across North

NC State partner(s) – Industrial Extension Service, College of Engineering

Number of faculty – No faculty; 40 IES Specialists

Number of student or other participants – multiple clients

Amount and source of grant funding – $2.2 million in federal dollars

Assessment efforts – typical results in direct economic impact in the companies
served are in the range of $98,000,000 annually; over 1,200 jobs created or retained
as a result of this partnership with IES.

Impact on NC State – provided the external resources to support the growth of
positions within IES to support the industrial needs within the State of North Carolina

Impact on community – significant economic growth, job retention, and job creation
for industries supported by this partnership

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Partnership name – Ending Homelessness: The Ten-Year Plan

Length of partnership – 2 ½ years

Purpose – to end homelessness in Wake County within the next 10 years; to utilize
the expertise of faculty members and students at NC State to advance the work of the
partnership; at the same time, assist students in learning course material, in
developing research skills, and in gaining professional experience. Most importantly,
the partnership helps students learn how to work collaboratively, to address a serious
social issue, with a goal of achieving systemic change.

Community partner(s) – Leadership Council of the Ten-Year Plan, City of Raleigh,
Wake County, Triangle United Way, Wake County Continuum of Care

NC State partner(s) – Institute for Nonprofits and Dr. Elizabethann O‟Sullivan; the
Institute for Nonprofits provides educational programs, conducts research and offers
engagement activities designed to support and advance the work of the nonprofit
sector in North Carolina and beyond.

Number of faculty – 10 from NC State and a number of faculty from other colleges in

Number of students or other participants – approximately 50 NC State students
(undergraduates, masters, and PhD students) from disciplines that include but are not
limited to Communication, History, Political Science, Public Administration, and
Social Work have supported this partnership through service-learning assignments,
applied assignments, research, internships, and other ways. A team of Park Scholars
students has also participated and a student organization, Hope for the Homeless, has
become involved.

Amount and source of grant funding – none to date; all work has been done on a
volunteer basis. However, as a result of the Institute‟s work on this project, the
Institute has been asked to be a subcontractor for a $2M federal DHS grant. If the
proposal is successful, the Institute will conduct the evaluation component of this
partnership. The Institute would receive $350,000 over a 5-year period to support
this work. Decision pending.

Assessment efforts – evaluation varies. For the Institute‟s service-learning courses
and internships, participating organizations complete evaluation form. Informal
assessment is ongoing through discussions and meetings with partnership leaders.

Impact on NC State – this partnership has provided excellent opportunities for
students from a variety of disciplines to participate in engaged learning. The
partnership has created closer ties between faculty, students, and the community.
It has also provided a way for the community to learn more about our academic
programs and faculty expertise. It holds a promise for grant opportunities.

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                                                            Community Engagement

Impact on the community – the involvement of NC State has significantly impacted
the work of the partnership. Students and faculty have provided expertise and
“person power” that the partnership could not afford to purchase. The community
has gained an appreciation and understanding of using evidence-based practices and
assessments to guide its work. With the recognition of the significant impact that
students have had on advancing the work of the partnership, the partnership‟s
Leadership Council recently voted to create a slot on the Council for a student who
will be a full, voting member of the Council.

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Partnership name – Technical Outreach for Public Schools (TOPS)

Length of partnership – 16 years

Purpose – to assist the North Carolina Department of Public Instruction (NCDPI) in
providing the research, technical, professional and coordination assistance
appropriate in implementing the State Board of Education‟s accountability and testing
programs as well as providing resources needed in improving the methods, processes,
and statistical procedures and formulas utilized in executing the NC Public School
Research and Testing Programs and related research/evaluation projects

Community partner(s) – North Carolina Department of Public Instruction, statewide
school systems

NC State partner(s) – Center for Urban Affairs and Community Services (CUACS),
McKimmon Center for Extension and Continuing Education

Number of faculty – No faculty; 35 professionals, Center for Urban Affairs and
Community Services (CUACS)

Number of students and other participants – approximately 8-10 students

Amount and source of grant funding – $7,124,340 from NCDPI, State of North

Assessment efforts – CUACS became a collaborative and contractual partner with
NCDPI to support the department‟s mission to the school children of the State of
North Carolina

Impact on NC State – provide an opportunity to engage with a state agency to meet
the agency‟s new mission and goals

Impact on community partner – more cost effective and efficient operations as
mandated by the accountability standards and the fulfillment of the testing program as
defined by the State Board of Education

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Partnership Name – Nonwoven Textiles Precision Marketing Initiative
Length of Partnership – 5 years (currently in 2nd year)
Purpose – Catalyze growth in the nonwoven and advanced textiles sector within
North Carolina to foster new jobs and investment while simultaneously growing
University research, education, and economic development programs. Partner with
the economic development community to leverage University connections with
industry to help create the jobs students are being educated for. Support
industry/university research collaborations, new product development, expansion of
resident firms, and establishment of first-in-kind manufacturing operations in North
Community Partners – Wake County Economic Development, the Greater Raleigh
Chamber of Commerce, Wake County Board of Commissioners, the Research
Triangle Regional Partnership, the North Carolina Department of Commerce, private
sector firms and their economic development staff.
NC State Partners – College of Textiles, Nonwoven Cooperative Research Center
(College of Textiles), NC State Economic Development Partnership, Centennial
Campus Partnership Office.
Number of Faculty – 15
Number of Students or other participants – 50
Amount and source of grant funding – $100,000 per year from county government,
$100,000 per year from private sector investors, $150,000 in-kind University
Assessment effort – The success of the program is directly measured via the number
of member companies within the industry/university consortium, annual fee-for-
service income, amount of industry and other sponsored research, number of
undergraduates and graduate students involved in research and economic
development projects, and the amount of new jobs and investments generated for
North Carolina.
Impact on NC State – NC State is home to the largest industry-sponsored university-
based research consortium in the nation (77 member companies). Together the
University and the Region serve as the international epicenter for the nonwoven
textiles industry. Nearly 25 graduate students annually are engaged in the research
projects of the Center. NC State participates as a full partner in local, regional and
state economic development efforts in textiles and many other industry clusters.
Companies locate on NC State‟s Centennial Campus to be proximate to the
innovation and product develop resources of the University, and in doing so engage
students through a variety of learning and employment opportunities.

Impact on community – nearly half of North Carolina‟s 100 counties are home to
nonwoven textile and related firms, which employ nearly 16,000 people annually.

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Partnership name: Institute for Emerging Issues (IEI) and Emerging Issues
Length of partnership: 20 years (1986-2006)
Purpose – IEI is a “think-and-do tank” established in 2001 and grew out of the
Emerging Issues Forum, established in 1986. These annual two-day forums typically
attract 1000 to 1400 business, government and community leaders to debate pressing
public policy questions and work to advance particular policy initiatives. IEI brings
leaders from outside of the University community to NC State through its programs
and events, and also carries the work of the University across the state through its
regional and community forums.
Community partner(s) – Former Governor James B. Hunt, Jr., leaders in 500-600
business enterprises, local and state governments, educational organizations, and non-
profit or volunteer organizations throughout the state of North Carolina.
NC State partner(s) – Chancellor Oblinger and other Executive Officers of NC State,
Deans of Colleges, Director and Staff of the Institute for Emerging Issues, and
Faculty Fellows from NC State and other North Carolina universities.
Number of faculty – Typically 15-40 faculty depending on the current areas of work.
In addition to NC State faculty, Faculty Fellows from across the University System in
a variety of policy activities designed to inform and educate leaders and opinion-
makers across the state.
Number of students or other participants – Typically 10-25 undergraduate and
graduate students depending on the current areas of work. Some of these students
also are enrolled in a Public Administration Course (PS 498) – a Senior Seminar on
state-level public policy led by Institute staff.
Amount and sources of grant funding – Annual State legislative appropriation. The Z.
Smith Reynolds foundation ($85,000), The GlaxoSmithKline North Carolina
Foundation ($250,000 over three years). $180,000 in annual corporate sponsorships
and the $200-$300 registration fees paid by most of the 1000-1400 persons who
participate in the annual Forums.
Assessment efforts – The impact of IEI‟s work is monitored and enhanced by an
Advisory Board chaired by former Governor James B Hunt, Jr. on which the
Chancellor serves ex-officio. The Board meets twice a year to evaluate current
programs and review planning for future programs.
Impact on NC State – One significant outcome, for example, was establishment of the
“Governor‟s Summit on Sustainability” which was initiated after the 1998 Emerging
Issues Forum titled "People and Planet: a Fragile Partnership" and has stimulated
development of a campus-wide curriculum at NC State in Environmental
Impact on the Community – Working groups convened by IEI in fall 2004 produced
health care recommendations that were debated at the 2005 Emerging Issues Forum
and regional Forums across the state; the resulting policy initiative (NC Best Care)
was a result of that process with buy-in from across healthcare sectors. In addition,

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IEI‟s online magazine, Innovation Online, has become a resource for information
relating to North Carolina‟s economy and society. It is aimed at leaders and
practitioners across the state and is currently receiving 13,000 unique visits every
month. IEI‟s monthly electronic newsletter currently has more than 5,000

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Partnership name – Public Safety Leadership Initiative

Length of partnership – 17 years

Purpose – provide management and leadership education for law enforcement
professionals. Creation of this partnership‟s Advisory Board provides ongoing
support, counsel, and assistance for the continual improvement of the program.
Establishment of a very active alumni association of past participants has led to
sponsorship of an annual conference, periodic training sessions, and helps facilitate a
network of friends and colleagues of value to participants.

Community partner(s) – North Carolina State Highway Patrol, Wake County
Sheriff‟s Office, 128 law enforcement agencies from 13 states and 3 foreign countries

NC State partner(s) – Public Safety Leadership Initiative, Department of Political
Science and Public Administration, College of Humanities and Social Sciences

Number of faculty – 7

Number of students or other participants – 1,250 officers

Amount and source of grant funding – $940,163 in research grants from the U.S.
Department of Justice (including the Office of Community Oriented Policing
Services, National Institute of Justice, and the Office of Science and Technology),
and the North Carolina Governor‟s Crime Commission; registration fees also support
the overall programmatic and implementation costs of the program

Assessment efforts – evaluations at the end of the program; feedback from
participants; input from participating faculty and community partners

Impact on NC State – opportunity for the university to provide a unique education
experience for participants from the law enforcement profession to earn fifteen
college credits in a rigorous twelve week program at a cost that it makes it one of the
most affordable programs of its kind in the country.

Impact on the community – a partnership that bring together the theoretical
perspective of the faculty and the practical experience of police officers in an effort to
produce the effective and efficient public management techniques that are demanded
in these increasingly complex times.

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Partnership name – Community-Campus Partnership Program (Wake County)

Length of partnership – Six years

Purpose – To serve the needs of NC State veterinary students and the Wake County
Animal Care, Control, and Adoption Center. One of the main goals is to equip the
next generation of veterinarians with community-oriented competencies necessary to
practice in a changing veterinary environment and to make a difference in the lives of
their clients and the diverse communities they serve. To achieve this goal, we aim to
increase primary care opportunities for our students to practice routine surgical
procedures and to diagnose and treat common diseases of dogs and cats in the Wake
County Animal Care, Control and Adoption Center.

Community partner – Wake County Environmental Services

NC State partner – Animal Welfare, Ethics and Public Policy Program in the College
of Veterinary Medicine

Number of faculty – 2

Number of students – 70 fourth-year veterinary students each semester.

Amount and source of grant funding – $22,000 a year from Wake County
Environmental Services per Memorandum of Understanding.

Assessment efforts – Monitor the health and welfare of the shelter population; survey
students and faculty regarding improvement of clinical competencies after participation
in the program; ongoing interaction between NC State faculty and Wake County staff to
develop and monitor best practices.

Impact on NC State – Improve veterinary student clinical competencies by increasing
the number of primary care opportunities for students. Through this partnership, both
NC State and Wake County benefit from the cooperative nature of the program. NC
State veterinary students receive valuable training opportunities and exposure to a
diverse population. Wake County receives a high level of medical and surgical care
for the animals in their care as well as access to valuable expertise in shelter animal

Impact on the community – Provide veterinary services to a segment of the animal
population that would not otherwise have access to care, and improve the adoption
potential of those pets.

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Partnership Name – Center for Innovation Management Studies

Length of Partnership – Indefinite

Purpose – The College of Management‟s Center for Innovation Management Studies
(CIMS) is a research center that partners with 10 R&D intensive corporations. These
corporations support faculty research in innovation management which always
produces a presentation given to its membership and usually results in a publishable
journal article in a peer reviewed journal.

Community Partners – Industrial Research Institute

Corporate Partners – Corning, Air Products, British Petroleum, IBM and others
NC State Partner: College of Management

Number of Faculty – 7

Number of Students – 6

Amount and source of grant funding – Member companies pay $20,000 annually to
support CIMS

Assessment Efforts – CIMS has spent the last 12 months developing an innovation
management competency model and pedagogical framework that is being rolled out
to the corporate community this next year. This tool is the first enterprise-wide
assessment that virtually all of its member companies will complete. And this
assessment will be updated annually with both current and new corporate members.

Impact on NC State – CIMS has elevated the research credibility and brand
recognition of both the College of Management and North Carolina State University
specifically in innovation and technology management. Also, several of CIMS
members have extended their university engagement beyond CIMS. For example,
Xerox that has not engaged NC State much in the past, has approached the High
Technology and Commercialization (HiTEC) in the College of Management and is
also engaging the Services Science Management Initiative – a joint program between
the College of Management and College of Engineering.

Impact on the Community – CIMS has led to a major NSF research project on the
impact of nanotechnology on the participating corporations. This joint project
between CIMS, 6 other universities, and the Industrial Research Institute has created
a strong bond between all eight organizations. This has lead to the IRI wanting to
partner with CIMS and the College of Management to create a corporate education
program for its membership. The IRI‟s membership consists of the top 200+ R&D
intensive corporations that make up about 80% of all corporate research dollars spent
in the U.S.

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Partnership name– County Government Partnership Group

   Length of Partnership – 3 years

   Purpose – To improve the flow of communication between NC Cooperative
   Extension and its county partners across the state

   Community partner(s) – the North Carolina County Commissioner‟s Association, and
   the North Carolina County Manager‟s Association

   NC State partner(s) – NC Cooperative Extension, Office of the Vice Chancellor for
   Extension, Engagement and Economic Development, College of Agriculture and Life
   Sciences personnel department, and College of Design

   Number of Faculty – 15

   Number of students or other participants – 9

   Amount and source of grant funding – N/A

   Assessment efforts – Collaborative review of programs, relationships, grants,
   fiscal/payroll, staff quality, communication, facilities, personnel policies and
   procedures, shared funding of NCCE and county governments, state government
   relationships, complexity of NCCE. In order to ensure extension programs have
   relevant and effective community impacts, university engagement with local and state
   elected and appointed officials is critical, especially in a high growth state.

   Impact on NC State – better communication between local and state partners, local
   officials feel engaged with campus administrative processes, hear timely and relevant
   issues directly from locally appointed and elected officials, local officials kept up-to-
   date on university administrative issues

   Impact on the Community – the essential connecting point between local NCCE
   offices and county government is the county manager‟s office. On a state level, that
   connecting point is the County Commissioner‟s Association. Every Extension office
   in the state, as the local “gateway to the university,” is strengthened through this

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Partnership Name – Kenan Institute for Engineering Technology and Science

Kenan Fellows for Curriculum and Leadership Development Program

Length of Partnership – 6 years

Purpose – The Kenan Fellows Program is an innovative model to promote teacher
leadership, address teacher retention and advance K-12 science, technology and
mathematics education. Kenan Fellows are public school teachers selected through a
competitive process to participate in a prestigious two-year fellowship all while
remaining active in the classroom.

Community partner(s)- Eight North Carolina county school systems (Wake, Durham,
Orange, Lee, Guilford, Johnston, Granville and Iredell Counties), as well as Chapel Hill
Carrboro City Schools. Science Math and Technology Center (BWF), NC Museum of
Natural Science, The LIFE Center (University of Washington, Stanford University and
SRI International), Grassroots Museum Collaborative, NC Department of Public

NC State partner(s) - William and Ida Friday Institute for Educational Innovation and the
Science House.

Number of Faculty- 99 faculty largely from NC State but also Duke University, UNC-
Chapel Hill, Meredith College, NC A&T State University, NC Central University as well
as Museums

Number of students or other participants- 71 K-12 teachers

Amount and source of grant funding- In 2005-2006, $751,162 from private foundations,
government grantors such as NSF and NASA, and industry partners such as SAS and
CISCO Systems

Assessment efforts- Kenan staff, Foundation Directors and participating fellows regularly
review program outcomes and impacts as the best way to ensure quality programs and
identify program priorities for the upcoming year.

Impact on NC State - NC State faculty become deeply engaged in entrepreneurial efforts
to enhance science and math education in classrooms across North Carolina leading to a
broader perspective of STEM education overall. Significant cross-pollenization occurs
between university and K-12 instructors on innovative strategies to entice, engage and
direct students interested in the sciences.

Impact on the Community- The alumni network of Kenan Fellows now reached across
North Carolina forming a distributed network of talented entrepreneurial teaching
professionals able to continually share need ideas and techniques. In collaboration with
the National Science Foundation and The Partnership for Research and Education in

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Plants (PREP) Fellows, Kenan Fellows has replicated in three states in the US: Missouri,
Virginia and Arizona.

Reciprocity and mutuality of the partnership - The intensely interactive nature of the
program ensures that learning and growth occur for both fellows and their university

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21) North Carolina Progress Board (not used in final submission)

Length of Partnership – 8 years
Purpose – The North Carolina Progress Board was created by the NC General Assembly
in 1995. Its dual purposes are to help define the quality of life aspirations of the people
of North Carolina and to periodically assess and evaluate the progress achieved by the
people; federal, state and local governments; educational institutions; commercial and
business organizations; and volunteer organizations within the state of North Carolina.
As indicated in the list below, eight general “categories” of concern regarding the quality
of life in the state were identified by the General Assembly in the original enabling
Former Governor Jim Hunt and former President of the University of North Carolina
System, William Friday provided initial leadership for the Progress Board. The North
Carolina Department of Commerce provided logistical support for the early meetings of
the Progress Board and its staff. The 1997 report of the Progress Board – “Measuring
Our Progress: Targets for the Year 2010,” was a good start even though it dealt with
only four (see bold items below) of the General Assembly‟s original eight “categories” of
concern by North Carolina citizens:
   1)   Healthy Children and families,
   2)   Safe and Vibrant Communities,
   3)   Quality Education for All,
   4)   High Performance Workforce,
   5)   A Sustainable Environment,
   6)   A Prosperous Economy,
   7)   21st Century Infrastructure, and
   8)   Active Citizenship/Accountable Government.
After publication of the 1997 report, Governor Hunt and President Friday recommended
that the budget and continuing activities of the NC Progress Board should be transferred
to the campus of NC State University. Beginning in 1998, space and meeting facilities
for the Progress Board were provided by NC State on its Centennial Campus. The
subsequent 2000, 2001, and 2005 reports of the NC Progress Board dealt thoroughly with
all eight of the General Assembly‟s original “categories” of concern. They also defined
specific goals, targets, and measures of progress for the future of our state. These four
reports are titled:
 “NC20/20: A Report About the Future of North Carolina” published in 2000
 “Eight ‘Imperatives’ for the year 2020: A Summary of Findings, Facts, Visions,
        Goals, and Targets” published in 2001
 “North Carolina 20/20 Update Report” and “NC Progress Scorecards” published in
  2005 (http://www.ncprogress.org/PDF/2020Report_2005.pdf)
       As indicated below under the heading, Impact on the Community, the 2005
“North Carolina 20/20 Update Report” and “NC Progress Scorecards” were especially
noteworthy because they included detailed descriptions and analyses for 51 of the 84

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societal-target goals defined by the Progress Board in “NC20/20: A Report About the
Future of North Carolina.”

Community Partner(s) – General Assembly of NC, Governor‟s Office, State and local
government agencies such as the Departments of Commerce, Agriculture, Health and
Human Services, Public Instruction, Environment and Natural Resources, etc.

NC State Partner(s) –Centennial Campus Partnership Office, Kenan Institute for
Engineering, Technology and Science, Office of the Vice-Chancellor for Extension,
Engagement, and Economic Development.

Number of Faculty – 4

Number of students and other participants – 6 student interns

Amount and sources of grant funding – $250,000 annual appropriation by the NC
General Assembly

Assessment Efforts – See analysis under the sub-heading Impact on Community below.

Impact on NC State – One of the most immediate and direct impacts of the 2005 “2005
Update” and “Scorecard” reports of the North Carolina Progress Board is the recent
decision by both the administration and the campus- and field-faculties within NC
Cooperative Extension to accept and endorse the eight “categories” of concern and
quality of life “imperatives” identified by the NC Progress Board for use in shaping their
current outreach and engagement programs throughout the state.

A second and much longer-term impact of these NC Progress Board reports is their
potential for use in other community engagement units within North Carolina State
University and other public and private institutions of higher education in our state. The
following conclusions and implications of these Progress Board reports are of special
1) A large number of the quality of life and societal target areas for the people of NC
identified by the NC Progress Board are within the areas of special competence of the
faculty, staff, and graduate and undergraduate students at NC State and other North
Carolina universities. Thus, many of these target areas (but most especially those with
national rankings of 45th through 20th) are worthy of close attention, scrutiny, and
consideration as motivations and goals for “Innovation in Action” by all of us at NC State
and other NC universities – faculty, graduate and undergraduate students, staff,
department heads, deans of all colleges, vice-chancellors, provosts, and chancellors.
2) Progress in essentially all of these areas of societal need in NC inevitably will involve
ripple effects within many other societal target areas. Thus, progress toward any of these
interrelated and interdependent societal targets will require effective partnerships and
collaboration among expert persons in many scientific, technological, engineering, and
social-science disciplines within NC State and other UNC universities, in small and large

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business and commercial enterprises, in local state, and federal government agencies, and
in many non-governmental and international organizations.
3) Progress will also require that many different expert persons at NC State and other
institutions of higher education join together with those in other collaborating institutions
and organizations to:
         a) Listen carefully to these and other needs and aspirations of the people,
         b) Reason together with colleagues in our own and related fields of special
         competence, and
         c) Go back again and again to listen and plan together with the people – how to
             help improve the quality of life in our state, region, nation, and the world.

Impact on the Community – The most important impact of the 2005 “Scorecard” and
2005 “Update” reports of the North Carolina Progress Board is the opportunity for the
people of North Carolina to see more clearly the status of their quality of life in relation
to the quality of life within the 50 states of the United States and the 9 states of our
southern region. As shown below, some of North Carolina‟s national and regional
rankings are pleasing high. For example, North Carolina was ranked:
         3rd nationally and 1st regionally in workplace safety,
         4th nationally and 1st regionally in child health care,
         4th nationally and 1st regionally in child care,
         4th nationally and 1st regionally in math/science proficiency of school children,
         5th nationally and 2nd regionally in economic climate,
         7th nationally and 4th regionally in agricultural vitality,
         8th nationally and 2nd regionally in manufacturing vitality,
        11th nationally and 4th regionally in state government stewardship,
        12th nationally and 2nd regionally in access to primary health care,
        16th nationally and 2nd regionally in reading/writing proficiency of school
        16th nationally and 5th regionally in state government efficiency,
        18th nationally and 2nd regionally in energy efficiency,
        18th nationally and 4th regionally in short term growth, and
        18th nationally and 6th regionally in access to higher education.
        By contrast, however, altogether too many of our state‟s national and regional
   rankings revealed serious shortcomings and needs for improvement in the quality of
   life for our people. For example, North Carolina was ranked:
         45th nationally and 10th regionally in clean air,
         45th nationally and 6th regionally in secondary schools,
         44th nationally and 9th regionally in clean lakes and streams,
         44th nationally and 8th regionally in child poverty,
         44th nationally and 9th regionally in transportation efficiency,
         43rd nationally and 6th regionally in college preparedness,
         42nd nationally and 6th regionally in private technology access,
         40th nationally and 6th regionally in family income,
         40th nationally and 5th regionally in basic educational attainment,
         39th nationally and 7th regionally in property crime,

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39th nationally and 6th regionally in natural gas access,
39th nationally and 7th regionally in public technology access,
39th nationally and 8th regionally in community service,
37th nationally and 3rd regionally in longevity,
37th nationally and 6th regionally in weight,
36th nationally and 9th regionally in safe drinking water,
36th nationally and 10th regionally in home ownership,
36th nationally and 5th regionally in personal income,
36th nationally and 6th regionally in pollution control,
35th nationally and 4th regionally in advanced educational attainment,
35th nationally and 5th regionally in voter participation,
34th nationally and 4th regionally in smoking,
34th nationally and 7th regionally in health insurance,
32nd nationally and 6th regionally in employment,
31st nationally and 7th regionally in violent crime,
30th nationally and 6th regionally in elementary schools,
30th nationally and 3rd regionally in highway quality,
30th nationally and 9th regionally in power access,
30th nationally and 3rd regionally in local government performance,
28th nationally and 7th regionally in housing availability,
28th nationally and 5th regionally in competitive wages,
24th nationally and 2nd regionally in long term economic growth,
23rd nationally and 5th regionally in home affordability,
23rd nationally and 3rd regionally in teacher recruitment,
23rd nationally and 3rd regionally in local government stewardship,
20th nationally and 6th regionally in government efficiency, and
20th nationally and 2nd regionally in university resources.

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4a. Does the institution or do the departments work to promote the mutuality
and reciprocity of the partnerships?

   Yes. From the institution to individual faculty, NC State works to achieve the
   levels of mutuality and reciprocity within its partnership envisioned by the
   Kellogg Commission and outlined in the Commission‟s seven-part test of
   engagement. To these ends, and as demonstrated by the 20 partnerships described
   above, NC State works to move its knowledge, expertise, and resources off
   campus into partnerships with industry, governments, and communities that
   simultaneously generate benefits for these partners and support the growth of
   academic programs. For example, NC State faculty and staff work directly with
   the economic development community to create new jobs and investments within
   targeted industry clusters. The resulting partnerships generate new sponsored
   research projects, enhanced educational opportunities, and catalyze multi-college,
   multi-disciplinary responses by faculty to needs across the State. Ultimately,
   students are better prepared for jobs that the University has taken an active role in
   helping create.

4b. Are there mechanisms to systematically provide feedback and assessment to
community partners?

   Yes. As noted above, the majority of individual community engagement projects
   have as a core component some mechanism for systematic feedback and program
   assessment. Indeed, often these processes are conducted jointly on an ongoing
   basis by partners inside and outside the University. These efforts help to ensure
   stakeholder satisfaction and continual improvement year-to-year for recurring

   However, NC State recognizes the need to, and the potential benefits of,
   enhancing the institution‟s capacity to collect, aggregate, and then disseminate the
   combined impacts of its many programs and initiatives. Historically, efforts to
   measure and communicate the outcomes of engagement have been fragmented
   and thus have reached narrow audiences. Creation of an even richer environment
   for engagement opportunities is the goal of current efforts to tell the larger story
   of NC State‟s engagement to many more audiences statewide.

5. Are there examples of faculty scholarship associated with their outreach and
partnerships activities (technical reports, curriculum, research reports, policy
developments, journal publications, etc.)

   Yes. As noted in the NC State University promotion and tenure guidelines,
   documentation of engagement scholarship is an expectation for all faculty. As
   such, NC State university faculty and staff are frequent writers and presenters in
   sharing their outreach scholarship. This type of scholarship, as reported by
   colleges and units, is voluminous and widely varied in nature. Hence, the
   following discussion highlights only a few examples:

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   The Science House annually publishes the proceedings from its Conference on K-
   12 Outreach from University Science Departments. Proceedings from 2000-2004
   can be found at

   Faculty in the College of Natural Resources present and publish in a number of
   national and international venues, including the Journal of Extension. Some
   College of Natural Resources faculty are also involved in producing annual
   reports of significance to government park and recreation departments across the
   state; one such annual report is the North Carolina Municipal and County Parks
   and Recreation Services Study. Reports from the last 3 years can be found at

   Faculty in the College of Education seize numerous opportunities to share their
   engaged knowledge. The College‟s MiddleData Project serves as just one
   example; in 2004-2005, faculty involved with this project made 14 presentations
   at national conferences and published 3 journal articles based on this technology
   outreach program.

   NC State faculty often produce white papers to share with diverse audiences in
   government, education and private industry. For example, Dr. Christopher
   Brown, North Carolina Space Initiative, and several colleagues produced a white
   paper in March 2006 on the status of the aero/space economy in North Carolina;
   this work was supported by a University Extension Seed Grant in 2005.

   A point of pride for the NC State University community is the inclusion of
   students in outreach scholarship. Following from the examples above, doctoral
   candidates in the College of Natural Resources assist in creating the annual
   reports using data from statewide park and recreation departments. Both
   undergraduate and graduate students in the College of Education served as co-
   authors and co-presenters of the MiddleData scholarship.

6. Are there other ways you engage with communities that we have not
identified? Please describe briefly.

   NC State's Centennial and Centennial Biomedical Campuses

   Much has been mentioned throughout this document regarding NC State's
   Centennial and Centennial Biomedical Campuses and the philosophy underlying
   these incredible partnership and engagement enterprises. As previously stated, the
   philosophy is a very simple one; that at all levels NC State‟s faculty, staff and
   students will work entrepreneurially to put innovation into action. Among the
   most notable physical manifestations of this are NC State‟s Centennial and
   Centennial Biomedical Campuses. With nearly seventy partnering organizations
   now on campus and a projected daily population at build out of 35,000 people,

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these combined campuses will truly be places where industry, government and the
academe live, work, and play.

Collectively, the immense current and future resources encompassed by these
campuses provide NC State with the capacity to positively impact the future
prosperity of North Carolina and the nation. For example, Centennial Campus is
home to the nation‟s most productive College of Textiles, truly the epicenter of
the international nonwoven, bio- and medical textile industries and a key player in
rebuilding the U.S. textile industry. The campus is home to the corporate
headquarters of Red Hat, the world‟s leading provider of open source software.
MeadWestvaco has just selected the campus as the location for its 250-person
Packaging Innovation Center to develop packaging solutions for such things as
individualized therapeutics based upon patients‟ own DNA. And the campus is a
leader in the collaborative development of cutting-edge weather and disaster
forecasting models and houses units of key federal agencies charged with
responding nation-wide to bioterrorist attacks.

Looking ahead, these two campuses are already assembling their resources to help
coalesce North Carolina‟s tremendous potential for the production of needed
medical devices and other advanced medical care technologies, many addressing
the critical path research and development called for by the U.S. Food and Drug
Administration. The Centennial Biomedical Campus is now home to NC State‟s
Center for Comparative Molecular Medicine and Translational Research and will
become an international leader in the convergence of human and animal medicine
as the world faces the challenges of current and future epidemics.

These are but a few examples of how these campuses, as a home for the
convergence of industry, government, and the academy, can have material
impacts on North Carolina, the nation, and beyond. They are where innovation
becomes action and actions produce results. They are a sign to all that NC State is
serious about engaging and partnering for economic, social and community

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       Carnegie Task Force Committee

James Zuiches                       james_zuiches@ncsu.edu     513-0388
Vice Chancellor, Office of Extension, Engagement and Economic Development

Patti Clayton                       patti_clayton@ncsu.edu       513-1271
Coordinator, Service-Learning Program

Ellis Cowling                       ellis_cowling@ncsu.edu        515-7564
College of Natural Resources, University Distinguished Professor at Large

Karen Helm                           Karen_helm@ncsu.edu         515-6648
Director, University Planning Office

Brent Henry                         brent_henry@ncsu.edu         919-250-1105
Wake County Extension Director

Ted Morris                        ted_morris@ncsu.edu            513-0388
Director, Economic Development Partnership

Sharon Schulze                     Sharon_schulze@ncsu.edu 515-9403
Associate Director, The Science House, College of Physical and Mathematical Sciences

Susan Moore                         susan_moore@ncsu.edu        515-3184
Director, Forestry and Environment Outreach Program, College of Natural Resources

Susan Navey-Davis                   navey@social.chass.ncsu.edu 515-9288
Senior Lecturer, Foreign Languages and Literature, College of Humanities and Social

Courtney Thornton                  courtney_thornton@ncsu.edu 513-0388
Office of Extension, Engagement and Economic Development

Alice Warren                        alice_warren@ncsu.edu       515-8929
Associate to the Assistant Vice Chancellor, McKimmon Center for Extension and
Continuing Education

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