From Community Engagement to Community Emergence: The Holistic Program Design Approach
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
University-community engagement has the potential to positively transform higher education, but community-engaged institutions must overcome challenges related to defining, planning, and assessing engagement activities. The 2015 Carnegie Community Engagement Classification application process and the results of the 2015 Campus Compact member survey revealed that there is room for improvement in engagement efforts within public and private institutions alike. The authors propose the holistic program design approach to curricular-based engagement as a new framework for building individual and institutional capacity. Utilizing interactional field theory, the framework shows how university-community engagement can promote the emergence or formation of community between a university and local participants. Curricular-based engagement experiences serve as venues for interaction in which students, faculty, and local residents communicate and work to address common, place-based needs. The authors provide operational definitions of university-community engagement and curricular-based engagement, describe a theoretical and philosophical rationale for engagement, and present a conceptual model of student and community development outcomes. They also highlight potential assessment metrics, address five recommendations of the Carnegie Foundation, and suggest directions for future research and development.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.093 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.042 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.010 | 0.005 |
| Research integrity | 0.000 | 0.023 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it