Community Engagement Faculty Network

The Community Engagement Faculty Network was created in the Fall of 2009 (with the support of the Teaching and Learning Network) with the purpose to find ways for faculty members to better support one another in their social responsibility/ community engagement efforts. This group of self-identified community engagement scholars meets monthly and hopes to include scholars from the other Claremont Colleges in the future.

The committee serves as a forum for support and sharing (including the exchange of ideas, syllabi, literature, best practices, funding opportunities, collaboration opportunities, tenure and promotion assistance as it relates to review portfolios, etc). The Committee also enables faculty to harness power to more effectively lobby for increased institutional support for community engagement at Pitzer. The committee meets on a monthly basis to reflect on, act and share educational experiences in relation to community engaged education. The committee advocates for better educational practices and policies (for example, hiring of new faculty and tenure procedures as it applies to community engaged research and practices). The committee also takes on the task to interpret the relationship between the ethical implications of knowledge and action and to assess the impact of social responsibility for teaching, research, and participation in a community. The committee attempts to identify the kinds of resources available in terms of community engagement needed to thrive. Larger goals for inter-disciplinary and inter-institutional community engagement research, education and policy could naturally evolve from convening such a group and add to future strategic plans (creating an intercollegiate center or minor around community engagement are some possible examples).

Among other initiatives, the committee is currently preparing a report regarding how various social justice-minded notions of community engagement and social responsibility play out in pedagogy and scholarship so that serving committee members who may be unfamiliar with this kind of approach are aware of what it involves and the kind of demonstrations of scholarship that can result from this particular practice.

For more information contact Tessa Hicks-Peterson