Please RSVP  to Leslie by close of business on January 10 to attend the winter regional meetings. 

The Carnegie Foundation for the Advancement of Teaching has selected 115 U.S. colleges and universities for its 2010 Community Engagement Classification. These institutions join the 196 institutions identified in the 2006 and 2008 selection process.  These three institutions bring the NC total to 16 - all NC Campus Compact members.

Colleges and universities with an institutional focus on community engagement were invited to apply for the classification, first offered in 2006 as part of an extensive restructuring of the Carnegie Classification of Institutions of Higher Education. Unlike the Foundation's other classifications that rely on national data, this is an "elective" classification-institutions elected to participate by submitting required documentation describing the nature and extent of their engagement with the community, be it local or beyond. This approach enabled the Foundation to address elements of institutional mission and distinctiveness that are not represented in the national data on colleges and universities.

Read the complete Carnegie Press Release.

Complete List of NC Institutions with the Community Engagement Classification 

Outreach and Partnerships

University of North Carolina at Pembroke (2008)

Curricular Engagement & Outreach and Partnerships

Appalachian State University (2008)

Duke University (2008)

Elon University (2006)

East Carolina University (2008)

Elizabeth City State University (2010)

Garner-Webb University (2010)

North Carolina Central University (2008)

North Carolina State University (2006) 

Pfeiffer University (2008)

University of North Carolina at Chapel Hill (2006)

University of North Carolina at Charlotte (2008)

University of North Carolina at Greensboro (2008)

University of North Carolina Wilmington (2008)

Wake Forest University (2010)

Western Carolina University (2008)

We are seeking outstanding service-learning or civic engagement projects to feature during the 2nd Annual Student Showcase at the 2011 PACE Conference in February.  During the closing Plenary Session we will ask the students to set-up tables around the conference room with displays from these initiatives.  The students should be available at the tables to answer questions and describe their displays, similar to a Poster Session.

Let Leslie know as soon as possible if you have suggestions for students from your institution.  

UNC-Charlotte was the only campus in North Carolina selected to participate in the Civic Minor in Urban Education project. The four other campuses selected are: Buffalo State, California State University, Fresno, San Jose State University and West Chester University.

The Corporation for National and Community Service awarded the American Association of State Colleges and Universities (AASCU) a $433,000+ Learn and Serve Teacher Education grant to develop and disseminate a pilot 15-21 credit hour Civic Minor in Urban Education at five AASCU member urban institutions. Chosen campuses are expected to have their Civic Minors in Urban Education designed, approved, and in operation after three years.

The Minor will offer pre-service teachers, and their peers who might not otherwise consider a career in education, the opportunity to learn about service learning as a pedagogy, have experiences with service learning in urban settings, and take other courses in the minor which develop a rich understanding of the public policy context of urban schools and community factors that affect school performance and learning outcomes.

The assumption is that the five selected campuses will create five unique models. However, each model must include three core service-learning components:

·  A course or experience in Public Achievement, an award winning service-learning model developed by the Center for Democracy and Citizenship under the leadership of Harry Boyte and Dennis Donovan.

·  A second service learning experience identified by the urban school district partner (e.g. tutoring, after school programs, community study center, etc.).

·  A service-learning methods course designed to make sure that future teachers can implement service learning with their students.

This initiative is intended to equip future urban teachers with direct knowledge of the complex context of urban schools, the strengths and capabilities of urban children, and the implications of public policy on the K-12 public schools.