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University of Wisconsin, Extension, Outreach, Engagement: Observations from my Experience Gerry Campbell, Professor and Extension Specialist. UW-Madison/Extension, College of Agricultural and Life Sciences, Department of Agricultural and Applied Economics March 5, 2008.
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University of Wisconsin, Extension, Outreach, Engagement: Observations from my ExperienceGerry Campbell, Professor and Extension Specialist
UW-Madison/Extension, College of Agricultural and Life Sciences, Department of Agricultural and Applied Economics
March 5, 2008
“A system lives in its own world, a world whose meaning it has made. It becomes who it is bywhat it has chosen to be. Every system takes form from the self it has created.…..Identity, then is another essential condition for organization. It is the self of the system thatcompels it toward particular actions and behaviors. It is the self that defines meaning. It is theself that invites people to change or compels them to resist.
Margaret Wheatly and Myron Kellner-Rogers, p. 851,
A Simpler Way, Berret-Koehler, SanFrancisco, 1996, 135 pp.
March 5,2008 Professor and Extension Specialist, UW-Madison/Extension (55% Extension)
1838 The state territorial legislature passes a bill to establish a
University of Wisconsin “at or near Madison, the seat of government.”
July 26, 1848 Wisconsin’s first governor, Nelson Dewey, signs an
incorporation act creating the University of Wisconsin and investing
its government in a board of regents.
1863 First women students admitted.
1866 Legislature designates the UW as the Wisconsin land-grant institution.
Land Grant Act 1862…..to the endowment, support, and maintenance of at least
one college where the leading object shall be, without excluding other scientific
and classical studies and including military tactics, to teach such branches of learning
as are related to agriculture and the mechanic arts, in such manner as the legislatures
of the States may respectively prescribe, in order to promote the liberal and practical education of
the industrial classes on the several pursuits and professions in life.
1892 Charles R. Van Hise receives first UW Ph.D.
1894 Regents defend a UW professor by adopting the sifting and
winnowing statement: “Whatever may be the limitations which
trammel inquiry elsewhere, we believe that the great State University of
Wisconsin shall ever encourage that continual and fearless sifting and
winnowing by which alone the truth may be found.”
AAUP 1915 statement of principles of academic freedom. It includes this summarizing
It is clear, then, that the university cannot perform its threefold funtion (sic) without
accepting and enforcing to the fullest extent the principle of academic freedom.
The responsibility of the university as a whole is to the community at large, and any
restriction upon the freedom of the instructor is bound to react injuriously upon the
efficiency and the morale of the institution, and therefore ultimately upon the interests
of the community.
of $5,000 to the University of Wisconsin College of Agriculture for the
establishment of Farmers’ Institutes came in 1885
Hatch Act. In 1887, the federal Hatch Act provided funds to
establish a system of experiment stations in cooperation with
land-grant colleges to promote solid research base for a scientific
agriculture and home economics program.
Teachers’ Institutes. In 1888, the Legislature authorized statewide
Teachers’ Institutes to be conducted by Extension
Mechanics Institutes. In 1890, the first series of mechanics institutes
were held in Racine. In 1901 they were revived as an engineering summer
school. The "new" institutes’ success came with the addition of practical and
relevant teaching, which replaced the scientific theory approach of the 1890’s.
Babcock Butterfat Test. 1890, Professor S. M. Babcock announced the
invention of a simple, quick and accurate device to test the butterfat content
of milk. Babcock’s refusal to patent the device for personal gain and his
decision to freely share the test with the state’s dairy industry set the
tone for the extension of University resources to the people of Wisconsin.
Lectures and Correspondence Courses. In 1891, the University created
three new extension programs: lecture courses in general subjects, courses
on industrial subjects for working people, and correspondence courses–
the beginning of Extension’s Independent Study program. Extension
teaching and correspondence work were added to the residence teaching
loads of UW-Madison faculty.
“the beneficent influence of the university [be] available to every home in
the state,” later articulated as the “Wisconsin Idea.”
Extension division is created campus has agricultural college extension and
1914 - Smith Lever Act That in order to aid in diffusing among the people of the
United States useful and practical information on subjects relating to agriculture and
home economics, and to encourage the application of the same, there may be
inaugurated in connection with the college or colleges in each State now receiving,
or which may here-after receive, the benefits of the Act of Congress approved
July second, eighteen hundred and sixty-two, entitled
"An Act donating public lands to the several States and Territories which may provide
colleges for the benefit of agriculture and the mechanic arts"
patenting and patent income on UW inventions.
1946 Soldiers returning from World War II help to nearly triple the UW’s
enrollment from its 1944–45 level, sparking decades-long expansion of the
faculty and the physical space on campus.
1965 University Extension Merger. In 1965-66, the merger of the several
Extension units of the UW-Madison created one integrated unit: University
Extension, headed by a chancellor. The outreach units merged included
the Cooperative Extension Service of the College of Agriculture,
the University Extension Division, WHA Radio/TV, and the
Geological and Natural History Survey, all formerly from the
1971 Legislature establishes the University of Wisconsin System, merging the University of Wisconsin and the Wisconsin State University system. UW-Extension Becomes a separate institution.
1973, the Board of Regents policy on outreach assigned UW-Extension
with responsibility to lead, coordinate, plan and administer a
Systemwide extension function with all institutions of the UW System.
1982 Regent Policy. Following a two-year study of Extension, the 1982 Board of Regents Policy on Extension reaffirmed the importance of the Wisconsin Idea and mandated continuation of UW-Extension as an institution, along with integration of the extension function with the programs and faculties of the other UW institutions. UW-Extension was internally reorganized so that program and support units with similar funding, functions, and clientele were separated by three divisions: Cooperative Extension, General Extension, and Telecommunications. Integration with all UW institutions was implemented by July 1985.
Defining Scholarly EngagementBeyond Outreach to Scholarly EngagementUMassAmherst, October 22, 2007http://www.scholarshipofengagement.org/Lorilee R. Sandmann, Associate ProfessorDepartment of Lifelong Education, Administration, and Policy, University of GeorgiaPh.D. in Adult and Continuing Education/Business ManagementThe University of Wisconsin at Madison
Community Engagement describes the collaboration between higher education institutions and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.
Carnegie Foundation for the Advancement of Teaching, 2006
Scholarship of Engagement
Degree of academic/intellectual influence and influence of partners
University of Southern Indiana, 2005
Carnegie Foundation, 2008
Barker, D. (2004). The Scholarship of Engagement: A Taxonomy of Five Emerging Practices. JHEO
Scholarly Engagement is the creation, integration, application and transmission of knowledge for the benefits of external audiences and the University and occurs in all areas of the University Mission: research, teaching and service. The quality and value of Scholarly Engagement is determined by academic peers and community partners.
UMass Faculty Senate Outreach Council, 2006
Mode I– traditional– pure, disciplinary, homogeneous, expert-led, hierarchical, peer reviewed, university-based
Research is inspired by:
Consideration of use? No Yes
Pure basic research
Use-inspired research (Pasteur)
Quest for fundamental understanding?
Pure applied research
Stokes, D. (1997). Pasteur’s quadrant
National Review Board Scholarship of Engagement, (2000)
CCPH Kellogg Commission, 2005
Our ability to answer this question has a special urgency in connection with recent calls for "engagement" that have land-grant colleges and universities searching for ways to develop partnerships between universities and communities for broad civic purposes. The Kellogg Commission on the Future of State and Land-Grant Universities recently defined engagement as "two-way partnerships, reciprocal relationships between university and community, defined by mutual respect for the strengths of each," where the "purpose of engagement is not to provide the university's superior expertise to the community, but to encourage joint academic-community definitions of problems, solutions, and success" (Kellogg Commission, 1998, pp. 30, 29).