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  1. ARIZONA STATE UNIVERSITY The Intersection of Community and University Excerpts from Presentations 2004-2007 Last updated 06-08-2007

  2. T H E A C A D E M Y : Universities that defined their time

  3. 5 T H C E N T U R Y University of Alexandria

  4. U N I V E R S I T Y O F A L E X A N D R I A • Created as part of Ptolemaic vision to make the city one of the most influential in the world • Site of the legendary Library of Alexandria • Home to thinkers and scholars

  5. 11 T H C E N T U R Y Oxford University

  6. O X F O R D U N I V E R S I T Y • Oldest English-speaking university • Continuous operation for nine centuries • Home to philosophers and political, social, and economic leaders

  7. 17 T H C E N T U R Y Harvard University

  8. H A R V A R D U N I V E R S I T Y • Oldest American university • Evolved from an elite Protestant university to a secular, liberal institution • Renowned alumni represented at highest levels of government, research, business, academia

  9. The university as an elite, often religiously-based haven for the creation and study of knowledge.

  10. T H E C I T Y : Communities that defined their time

  11. 1 0 4 6 B . C . Xi’an

  12. X I ’ A N • One of the most ancient capital cities • Capital city throughout 12 Chinese dynasties • Starting point of the Silk Road trading route • Cultural, economic, and political center for more than 1,900 years

  13. 2 5 0 B . C . Paris

  14. P A R I S • Seat of the Merovingian dynasty in 508 A.D. • Capital of 36 monarchies, three empires, and modern-day government • Epicenter of the social, political, and economic upheaval of the French Revolution • Home to thinkers, artists, and revolutionaries

  15. 1 6 2 9 A . D . New York

  16. N E W Y O R K • Founded by the Dutch as a pluralistic community • National Capitol,1785 – 1790 • International financial and cultural center • Targeted as iconic American city in September 11, 2001 terrorist bombings

  17. The city as a gateway and flourishing political, economic, and cultural center.

  18. Where and howshould the “academy” and the “community” intersect? T W O P E R S P E C T I V E S

  19. 1. “The true task of academic work is the search for truth and the dissemination of it through teaching… …..We should look to the practices in our own shop, narrowly conceived, before we set out to alter the entire world by forming moral character, or fashioning democratic citizens, or combating globalization, or embracing globalization or anything else.” - Stanley Fish, former Dean, College of Liberal Arts and Sciences, University of Illinois, Chicago

  20. 2. “Preparing young people to be citizens in a democracy was the principal aim of education as long ago as ancient Athens…. - Derek Bok, former President, Harvard University

  21. We challenge higher education to become engaged, through actions and teaching, with its communities. We have a fundamental task to renew our role as agents of our democracy. This role is both urgent and long-term. - Declaration on the Civic Responsibility of Higher Education

  22. Why is Social Embeddedness important?

  23. The growth of knowledge is too fast and too great to be kept isolated. • The values of an inclusive, democratic, and civil society demand that knowledge and resources be shared broadly. • The explosion of mass communications and technology create the potential for knowledge and community to be both more connected and also more complex.

  24. A Transformative Process – Creating the New American University Through Social Embeddedness Traditional University/Community Relationships: One Way / Usually through “service,” research about communities, etc. Expanded Relationships: Two-way Learning Transformed University – Reciprocal relations with community, respect for community knowledge, long term partnerships, sustainable programs, evaluated for effectiveness for both community and university

  25. “To be truly socially embedded, a university would need to be “open” to dialogue and challenge. It would need to build different kinds of relationships that might go against its traditional self-interest. It would require building trust and being willing to be flexible and organic. It would need to recognize the value of being interdependent with the community.” - Community Activist

  26. The Plan for Social Embeddedness • Comprehensive and transformative • Intended to be put into place over 7-10 years • Implementation requires multi-faceted approach

  27. A R I Z O N A S T A T E U N I V E R S I T Y Vision A university that is socially integrated and embedded within its many communities

  28. A R I Z O N A S T A T E U N I V E R S I T Y Social Embeddedness Core to the creation of ASU as the New American University … a university-wide, interactive, and mutually supportive partnership with the communities of Arizona

  29. The Plan • Five themes/strategies • Four broad goals • Creation of a shared and enduring ethos that can permeate the university and the community

  30. D E F I N I T I O N Social Embeddedness at ASU The ongoing integration of five innovative and distinct, yet interrelated actions (strategies): • Teaching and Learning • Research and Discovery • Community Capacity Building • Economic Development and Investment • Social Development and Well-Being

  31. A R I Z O N A S T A T E U N I V E R S I T Y Goals • University-wide culture • Internal structures and reward systems • Partnerships with communities of Arizona to increase the state’s social capital • National model for university-community partnership

  32. The ASU / Community “Quilt” S T R A T E G I E S G O A L S

  33. A R I Z O N A S T A T E U N I V E R S I T Y Goal One: University-Wide Culture Foster a university-wide culture that embraces responsibility for contributing to positive social change in the community and in the research, teaching, and service practices of ASU

  34. A R I Z O N A S T A T E U N I V E R S I T Y Goal Two: Structures and Rewards Develop internal and external structures and reward systems to encourage and support effective implementation and long-term sustainability of Social Embeddedness as a core value for ASU and the greater Phoenix community.

  35. A R I Z O N A S T A T E U N I V E R S I T Y Goal Three: Partnerships with the communities of Arizona Work in partnership with the communities of Arizona to increase the state’s social capital and to strengthen the capacity of communities.

  36. A R I Z O N A S T A T E U N I V E R S I T Y Goal Four: National Model Establish ASU as a national model for university-community partnership

  37. Beyond ASU: The Vision The Plan embraces a vision of Arizona where communities work together to cultivate their combined creativity, knowledge, experience, and resources to enhance, promote, and support the well-being of its people.

  38. “Good is the enemy of great.” - Jim Collins

  39. A R I Z O N A S T A T E U N I V E R S I T Y What do we mean by great?* * in relation to ASU’s Social Embeddedness Design Imperative

  40. G R E A T R E S U L T S • Every resident and business in Maricopa County describes ASU as the all-important asset in the community • Peer universities see ASU as a top tier research university based on its ability (and demonstrated experience) to integrate mutually beneficial and supportive community partnerships into teaching, learning, research • National foundations that support higher education look to ASU for guidance in establishing criteria for university-community partnerships • Measurements show that the communities of AZ are faring better than their counterparts in other states

  41. G R E A T R E S U L T S • ASU is seen as the national exemplar of Social Embeddedness as core to a new kind of university • The greater Phoenix community shows gains in the health, housing, and economic viability of the population • ASU’s definition and standards for Social Embeddedness are copied and become increasingly influential • There is a change in the thinking about how research is designed; affected communities are part of discussions • Communities of Arizona can better define their own goals for success and can more easily solve their problems • Campus boundaries are diffused: more community in the university; more university in the community