Community engagement -- the umbrella term I use for a host of distinct yet interrelated practices such as service-learning, participatory action research, civic engagement, public scholarship, and community-based research -- has become one of the most common and most powerful models for engaged teaching and learning in higher education. Yet I have long argued that we have reached an "engagement ceiling" in that our practices are all too often "a mile wide and an inch thick." My work thus focuses on fostering powerful models of community-based teaching, learning, and research. I do so through a variety of conceptual and pragmatic strategies that have been used and replicated nationally and internationally: I highlight "the four Rs" of community engagement: respect; reflection; reciprocity; relevance; I explicate the distinctive ways that faculty can make use of service-learning: technical; cultural; political; antifoundational. I suggest that community engagement should be seen as a distinctive academic endeavor (much like Boyer's Scholarship of Engagement) that requires substantial individual, disciplinary, and institutional investment and support.
This is -- in a highly visual and densely abbreviated form -- the conceptual underpinnings for my arguments about the engaged campus and the role of service-learning (and other high impact practices) in transforming how we teach and learn.