The Commission's third report "Returning to Our Roots: The Engaged Institution" suggested an over-arching theme for LINC Workshop #5 and offers a line of inquiry concerning leadership's role - and the kind of leadership necessary -to redesign "teaching, research, and extension and service functions that are sympathetically and productively involved with the communities universities serve, however community is defined." (chapter 2 - page 11, http://www.nasulgc.org/Kellogg/engage.pdf)

WITH THIS AS THE META-THEME of Leadership Workshop #6:

• When thinking about 'the engaged institution,' what issues are important to consider?
• What questions do you have about the concept of the engaged institution?
• Who and what are useful resources on this topic for helping think how to shape the event?
• Who and what are useful resources on this topic as a presence at the event in July?

An institution where most faculty, staff, and students ground their work in "application" to external community needs. Chemistry that solves problem, students that apply what they learn to real life community needs. Rewards that are given for creative action and not just academic recognition.

How can we develop lasting and meaningful relationships with the community when so many people are concerned with their own particular needs and focuses. If action is funding based, how can we overcome the carrot and stick syndrome and the take the money and run complex?

Here is Texas we are having diverse and meaningful experiences. There are commonalties to what we are learning that have transferable value. I'm sure the FSPE projects have much to teach us also. I don't think we have to go far to find expertise.

The institution listens to, and vocalized support for and interest in its faculty and staff. At the same time it makes a continuous effort to listen to and learn from a diverse group of constituents and interest groups --- even those that have different views of the institution's roles and responsibilities

How do you motivate institutional leaders and faculty to want to discuss these issues? How can we make it possible for busy people to engage themselves in this kind of discussion?

The faculty at The Evergreen State College might be called on to organize a mini-workshop" on this topic. They have been quite successful at keeping all faculty involved in the process of governance as well as learning.

1.What University Professor activities contribute to engagement and which tend to disengagement as perceived by the public. Maybe a panel of a cross section of individuals from all socio economic levels would give some important insights. Their views might be compared to those of professors. What is needed is some set of guidelines which institutions could use to determine the degree and level of engagement. So the issue is role of the professor, vehicles or strategies for increasing engagement, barriers to engagement, public perception of what is meant by engagement, and finally processes for determining needs.

2. Is there payoff in terms of salary, promotion and recognition for professors to become engaged. I think it is an error to think of an engaged institution, the only way the institution will become engaged is through the work and efforts of the faculty. Will the ranking systems, accreditation bodies, and professional associations etc recognize and reward institutions for becoming engaged? A significant cultural shift will be required.

3. A lot of resources, books, Creating Entrepreneurial Universities, The Responsive University, The American University-National Treasure or Endangered Species, other resources, Dawn of the Learning Age, Michael Dolence and Associates. I mentioned a panel, maybe a video conference of all participants at every LINC location for a dialogue, set up a web page for discussion.

4. some of the same as #3. Judy Ramely, formerly of Portland State or someone from that institution. Someone from the PEW Foundation, Michael Dolence, Donal Norris, panel of former presidents, Stan Ichenberry (sp) etc.

1. In reading over John Bryne's comments made to the FSPE Directors at the Portland Networking conference, he speaks of the change from the land-grant concepts of teaching,research, and service, and the the adoption of the new concepts of "learning, discovery, and engagement". A discussion of these new concepts as part of the " engaged institution" and how they differ/improve upon the concepts of "teaching, research, and service may be beneficial. Further, a discussion on what is meant by " engaged" would be interesting and useful.

3. Working with John Byrne and/ or members of the President's Commission would be useful ( maybe those directly involved in the Engaged Institution report.

4. Same as above.

The first question that comes to mind is "How will faculty be rewarded?" It would be useful to have some examples of how institutions have done this.

When thinking about an engaged institution, it is important to consider who determines the kind(s) of engagement. There should be mechanisms for various entities and people on campus to have engaged relationships with communities outside the University. Too often a small cadre determines the University's engagement. Examples of engagement must be rewarded by the University to encourage engagement across the campus. Projects that seek engagement should always begin with representatives of all interested groups. The University can't make a decision and then invite a targeted community to participate.

You may want to consider getting a business and industry person that talks about building community

People that come to mind are James Autry and M. Scott Peck

They may be able to provide community development insight as a benchmark!

The public is structured around issues and the university is structured around disciplines. Do we need to look at how universities are structured?

issues that are important to consider include the definition of community and the broader the definition the more stakeholders with expectations that may differ from the core mission of the institution. The challenge is how to manage multiple and differing expectations, value the diversity of the larger community and maintain the integrity of the core mission. Resource people should be drawn from outreach and continuing educationbut also from community constituents, govt/ business/, k-12. Another question/issue is how to engage faculty in service/outreach when traditional structures do not reward broader involvement. How does/can technology define community and what are practical strategies for working with these broader definitions.

An engaged institution must take responsibility for a variety of constitutents--students, taxpayers (if publicly funded), donors, alumnus to name a few of the most important. It is important to weigh the various opportunities to serve these constituencies and make wise choices since resources are always limited. Currently the reward system at Universities tend to encourage faculty to attend to issues which do not build relationships or meaningfully respond to important contituencies or at least don't attend to these constituencies in such a way as to make them feel well served. Institutions ignore these pressures at their peril--at least the publicly funded ones do. It is critical to examine what and who are we here for and how do we balance competing interests.

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IMPORTANT COMPONENTS TO CONSIDER FOR EACH SUB-THEME OR PRESENTATION:

• Conference environment
• Integration of Public Art
• Team resources
• WorkSpan resources
• Kellogg resources

- Include some time outdoors together; time to talk and reflect.
- Try to integrate some art of the PNW ethnic communities, e.g. Native American, Asian, African American, etc. The Seattle Art Museum might be a resource, or the Tacoma Historical Museum.
- I think I am a member of the WA State Team, and did participate in the first LINC workshop, however I have had no involvement since. I think there needs to be some consideration about how these teams are "fed and watered." I would love to participate in the Evergreen workshop but have no ideas how team participation is determined.

Team resources is a very important topic.

Team resources are probably the most important but the other areas are important also.

Leave enough time for reflection and team interactions.

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With a meta-theme of "The Engaged Institution," the following four threads should inform the particular offerings and activities of Leadership Workshop #5

The Civic Mission

• When you think of the term 'civic mission,' what keywords or concepts come to mind?
• What would you like to learn more about regarding the concept of 'civic mission?'
• What is a really important aspect of a civic mission that should be explored in July?
• Are you or someone you know a good resource for planning around this topic or offering expertise in July? Please list contact name and address.

Servant leadership. Service to mankind. Faculty reward system. Changing role of the university.

I would like to share our experiences from the trenches.

University as an agent of change (and not just cultural museum)in nearby towns and communities.

Not sure.

- Civic Mission: citizenship with responsibility; trust building through listening and sharing ideas; creative planning with a group that have found some common interests
- Motivation of entrenched colleagues in higher education
- I would be happy to assist (Lorna Michael Butler at butlerl@wsu.edu); you might also want to call on Martha Henderson(mhenders@evergreen.edu) Pat Labine at Evergreen State College. I can be reached at 831 459-3232 or 831 662-2398 until about June 10; after June 20 try 206 725-2114. I am currently on sabbatical until I return to WSU July 1.

Review, the Mission statements from each of the institutions involved in LINC try to identify statements that relate to the Civic Mission of the institutions. If you contrast these mission statements to those of community colleges I think there would be sharp contrast related to civic mission. The keywords I think about are civic responsibility, citizenship education, at the individual level, service to civic community organizations and clubs from an institutional perspective, a service or research to governmental agencies etc. I like to learn more about a workable definition of civic mission and one that would include examples, strategies, partnerships, etc. After Littleton Colo and the follow up I guess the whole issue of violence and security and how they are related to civic responsibility. What role and responsibility does a university and all of its resources have to offer if we have a mission that includes making society a safe place. No specific person comes to mind, any good process facilitator could organize a plan for this topic. Maybe a review of some good videos or films would be helpful.

1. One keyword that comes to mind is stewardship. As land grants we are constantly being asked to be good stewards of the resources given us. As the accountability movement has much to do with the public perception of higher education's role as stewards, I feel it is an aspect of the civic mission that should be explored.

4. I'll give some thought to that and get back with you.

Civic Mission = acting on ideals of community

We need to separate civic mission from scholarly work that can be translated to or comes from community involvement.

Civic mission makes me think of ethics

A definition is needed--I'm not clear on the meaning.

establishing a common language might be important. Getting some clarity on the words and have all participants share in the meaning.

sorry, I can't help

Community neighborhoods.

Community involvement and service come to mind. Also, I think about partnerships and systemic change that can result when we look at larger societal goals and look at systems rather than pieces, and interrelationships rather than boundaries.

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Power Dynamics

• When you think of the term 'power dynamics,' what keywords or concepts come to mind?
• What would you like to learn more about regarding the dynamics and application of power in your institutional (inter/intra) setting?
• Do you know someone or are you a good resource to help plan or present around this theme?

Communities and universities are messy places. Those who are effective in the communities tend to be political creatures by choice or necessity. Live by the sword, die by the sword. In both of the communities where I've been concentrating my efforts the key players have become embroiled in controversy. Texas A&M is very supportive of our efforts so our main problem is not so much power dynamics but promotion of important individuals and insufficient time on the project.

If power is the main issue, your university is not ready for change! What goes around, comes around. This should be a movement and not a revolution.

When you consider power it has to be considered within the political context of the organization. So key concepts are politics, sources of power, interest groups and coalitions, How to analyze the power structure of the organization both internal and external and learn how to work within it rather than fight it. I'm not familiar with a specific individual but I'm sure there are professors or folks out of industry who have written about power structures

1. The keyword that comes to mind is " conflict" and how to effectively manage the conflict that comes from power imbalance. A certain amount of creative tension is needed for innovation, learning, and discovery, but how much is actually needed? The paradox is that to be "engaged" can also mean to be in conflict. I would like to learn more about what is considered to be a appropriate balance of power.

A six-stage model has been developed by Janet Hagberg in her book, Real Power. It is a personal power model, which I believe is a critical prerequisite to understanding institutional power. Hagberg lives in the Minneapolis area and can be reached through her publisher, Sheffield Publishing Co. at 414/843-2281. I have taught her model at ISU and have heard her speak. She is an excellent presenter. If she is not available, I could present the model, if you are interested in this kind of approach. I'm a facilitator for the Iowa State University LINC group. Rhonda Wiley-Jones (rwiley@iastate.edu)

Power dynamics = how does one become more effective in an organization, community, home? Yes, I would like to have this topic explored.

Power Dynamics--disenfranchised I'd like to learn how unempowered people can gain a voice

words like civic mission and power dynamics sound militaristic or at the very least defensive. However, when I think of power I think of personal power - how I feel about myself and my environment, and consequently how I am willing to contribute to my environment.

the dynamics and application of power discussion sounds like a lose/lose topic to me.

From a leadership perspective, exploring personal power would be more valuable.

Have's and have notes, empowered, independent.

Power dynamics - need to redefine how we think of power.. most often we come at this from a scarcity rather than abundance model or think of positon power rather than referent power. I'd like to hear someone knowledgeable discuss emerging models for collaborative leadership and how they address the power and hierarchical structures.

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Leadership Models

• Please describe some important characteristics of an ideal leadership model.
• What unanswered questions do you have about leadership?
• Can you think of someone who would be a good resource on leadership models to help plan or present in July?

We have three or four models that are emerging. One for working with communities, one for supporting existing projects, and one for getting diverse university players to share resources within the university. Our Web communication scheme could also be used as a model for leadership as could yours. We are beyond characteristics at this point.

I'm not so sure we should be as concerned about leadership as we are about positive action and change. We are working primarily with leaders so that the key issues are involvement, vision, action, sustainability, communication and so on and not how good leaders we all are. We know the basics but some very well intentioned people have a hard time overcoming their need for power or control.

The ideal leadership model is one which incorporates the full range of leadership strategies from lasse faire to transformational leadership. there are many unanswered questions because institutions are complex organization with cultures that do not lend them to accepting many of the leadership concepts. So the question is how to transform the institution to increase its capacity for self governance. How should or does decision making get done in the Learning Organization or University. Are or can Universities become Learning Organizations? Jerry Moskus, President Lane Community College, Eugene OR, Chair League for Innovation in the Community College, moskusj@lanecc.edu

1. I think the characteristics of what is an ideal leadership model will vary from situation to situation. The important characteristics needed for each situation are actually discovered within the context of the situation itself, which will differ each time. But one important characteristic needed for any model is an ability to hold and balance two opposing views simultaneously and the capacity to think in terms of "both/and" rather than " either/or"

3. I'll give some thought to the resource question and get back with you.

Starry Krueger P.O. Box 98 Prince Street Station New York, NY 10012 (212) 777-9137 (212) 477-0367

The Rural Development Leadership Network has identified grassroot-type leaders from across the country for several years. The organization might have some suggestions of leaders who could share principles with us.

An ideal leadership model would be dynamic - it would be developmental - it would focus on the leader understanding themselves first, then understanding others (teaming and diversity), then understanding and developing the skills it takes to effectively lead, and then the process for application - leading through others.

An effective leadership model would include a group of individuals forming their own learning community while they gain deeper understanding of themselves, their roles, their responsibilities and their capabilities

Unanswered ?: Why are so many of us willing to identify who needs to learn to lead/who can't lead, but many of us seem dramatically unwilling to enter into the learning and forgiving process ourselves?

Important characteristics include aspects of both management and leadership, efficiency and effectivenss, promoting change, visioning, and flexibility.

Refer to previous answer regarding leadership and power and traditional organizational structures, policies and practices. can't change one piece without looking at the whole,, need a systems perspective. get an expert on systems thinking to speak to leadership as one piece of the system and how change strategies.

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Interinstitutional Collaboration

• Please articulate key issues that are inherent in interninstituional collaboration.
• What would you like to learn more about related to interinstitutional collaboration?
• Are you or can you identify a good resource on this issue to assist with planning or presentation?

A common accouniting system. Continued interaction across many projects. Inegrity in carrying out their given role. More importantly, institutions don't partner, people do. Success does not depend on resources being present for common projects, very often sister institutions can benefit by mere association and donated labor. We've had a lot of success in this area.

The biggest problem in interninstitutional collaboration is the degree of institutional autonomy most universities have or want. We are not prone to merger, we want to be stand alone self directed institutions controlled by the faculty through a process know as faculty governance. so why should any faculty want to collaborate with others? A lot of work out there on partnerships, collaboration etc, NACUBO has done a lot of work in this area, but it is primarily focused on non academic issues or problems. Faculty tend to collaborate on an individual basis with other faculty with similar research or teaching interests. Some collaboration on research projects which is very good. I bring someone in from the Business world to talk about mergers, economies of scale, the community colleges have done more in collaboration than the traditional 4 year institutions.

One key issue here deal with the power dynamics involved ( larger institutions collaborating with smaller, etc. ),also the issues of differing institutional cultures and how those cultures can create barriers to effective collaboration.

3. Once again, I'll give some thought on the the resource and get back with you.

California has a model that might be useful. Please contact Mark Bender (209) 575-6198 at Modesto Junior College.

This is Grant Suhm.

I whole heartedly support Texas A&M Associate Dean for Liberal Arts Nancy Joe Dyer to present the TAMU System Theater Collaborative Project under this theme. You should be hearing from her separately.

Interinstitutional collaboration seems to involve an excess of red tape

I believe individuals need to truly understand the difference between compromising, avoiding, competing and collaborating

In any change process, there will be conflict - my observation is that most people avoid conflict - consequently change is painfully slow

It takes a few brave souls willing to model and respect collaboration to make it happen.

"Common ground" and identifying strengths in each.

This is a challenging piece because often we are still struggling with intrainstitutional collaboration.. need to know how to do both better. need to develop common set of goals that bring us together rather than focus upon differences that are real and often pose barriers.

Collective vision, shared goals, visible and measurable advancement

I have found John Gardners' work ON LEADERSHIP to be useful.

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