Blogs

• Seven articles about Faculty for the Engaged Campus, a national initiative of Community-Campus Partnerships for Health (CCPH) in partnership with the University of Minnesota and the University of North Carolina at Chapel Hill
• Three articles resulting from the conference Community-Engaged Scholarship: Critical Junctures in Research, Practice and Policy, held November 4-5, 2010 in Guelph, Ontario Canada
• Three book reviews on topics related to community-engaged scholarship.
  

This White Paper offers a historical and philosophical context that can be used by higher education institutions to have a deeper conversation regarding community engagement and its role in informing the discovery and learning missions. Initially it describes historical adherence to this principle and then define engagement among current higher education communities in the US. Next it discusses the role of the engaged university in a dynamic future society which is dependent upon new and advanced sources of knowledge. 

These notes and questions have been prepared to promote discussion of the ideas set out in the clarifying paper Living and Learning in EcCoWell Cities. This paper has been prepared to provide a possible framework for further exchanges between cities participating in the PASCAL International Exchanges (PIE) that go in the direction of broader more holistic and integrated strategies.[1]

Subscribers may be interested to know that U21 is a partner to the UN's Academic Impact initiative and has consultative status with the Economic and Social Committee of the UN (ECOSOC), the only network of universities with that status.

I spotted some time after the event that the eThekwini Municipality, which incorporates the city of Durban, in South Africa is positioning itself as a learning city with the launch of the Municipal Institute of Learning (MILE) in December 2010.

This initiative, which is reported as a first in the history of local government on the continent, aims to enhance the capacity and knowledge of local government practitioners in Africa in order to be effective in the delivery of core competencies.