“Civic engagement is working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes. In addition, civic engagement encompasses actions wherein individuals participate in activities of personal and public concern that are both individually life enriching and socially beneficial to the community.”American Association of Colleges and Universities (Ehrlich, 2000)
Duke Civic Engagement strengthens, connects and amplifies the various ways that students, faculty and staff work to make a difference in the civic life of our communities. The Office supports Duke’s collaborations with communities on pressing social challenges.
Unleashing and catalyzing the civic energy of our university to nurture a community of engaged students, scholars, staff and alumni.
Principles of Effective Community Engagement
Preparation and Reflection
Before entering into a new community, take the time to learn about the history, strengths, challenges and community context. Also take time to understand your own values, beliefs and various identities. Throughout your experience, challenge your own beliefs and assumptions and engage in thoughtful reflection about your work and your role.
- What are the systemic, historical and institutional forces that give rise to the issues that you hope to address?
- What skills and knowledge do you need to develop before serving in the community?
- What is your role in the community and how might your involvement be perceived?
Build trusting, reciprocal and sustainable relationships by taking the time to get to know the community and the people who are a part of it. Be open, responsive, communicative and focused on mutual benefits. Work together to set clear expectations and establish a realistic timetable for communication and evaluation.
- Who benefits from the partnership and how?
- How can you use your strengths and unique position to best serve in this relationship?
- In what ways do your timeframe and expectations align or conflict with those of the community partner? How will you practice flexibility and open-mindedness when expectations differ?
Let your work be identified and driven by the community partner, responding to the needs and assets that are most salient for the community rather than imposed externally. Work to create inclusive environments in which all voices are heard and valued. Reflect on and try to understand the unique power dynamics that may be at play and work to distribute power equitably in this partnership.
- Who identified the need for the project or partnership and who participated in how it was shaped?
- How is power distributed in this endeavor? Which way does money flow in this project and how might that limit equity or partnership?
- What expectations, distrust or hesitations might a community partner have about your project?
Rather than entering into a community with an idea of “fixing” some aspect of it, approach your work with an asset-based perspective, seeking to understand the unique strengths and resources that already exist.
- What are the strengths present in the community?
- Who in the community is already working on these issues? How can you collaborate to support those existing efforts?
- Are you willing to step back from engagement if you learn your collaboration does not promote the strengths or best interests of this community?
Please contact us to set up a consultation about how you may adapt these principles to your work.
These principles were developed based on examples from within Duke and across other institutions of higher education, with special attention paid to the Principles of Community Engagement developed by the Office of Community Relations at Duke Health and the Principles of Ethical and Effective Service developed by the Haas Center for Public Service at Stanford University. They were also informed by community input shared during the Civic Action Planning process and refined using feedback from the University Council on Civic Engagement and other campus partners.
Duke Civic Engagement Networks
University Coalition for Civic Engagement
The goal of the University Coalition for Civic Engagement (UCCE) is to strengthen and connect new and ongoing civic engagement initiatives across campus. The Coalition will identify strategies for fostering effective civic engagement opportunities for students, faculty and staff; organize and assess existing curricular and co-curricular civic engagement efforts to maximize their impact on student learning and community needs; and set sustainable goals for civic engagement efforts at Duke. For more information contact Duke Civic Engagement.
2023-2024 University Coalition for Civic Engagement
Meg Bittle, Sanford School of Public Policy – Polis: Center for Politics
Lou Brown, Forum for Scholars and Publics
Amiya Bryant, Program in Education – Partners for Success
Victoria Chavis, DCA Duke/Durham Education Collaborative
Tavey Capps, Sustainable Duke
Mark Dalhouse, Trinity Deans Office
Michael Domeracki, Academic Advising Center
Emily Durham, Rubenstein-Bing Student Athlete Civic Engagement
Jenn Fendrich, Office of University Scholars and Fellows
Chuck Givens, Office of Global Affairs
Elise Goldwasser, Sanford School of Public Policy – Office of Career Services
Carrie Gonnella, Center for the Advancement of Social Entrepreneurship
Alec Greenwald, Trinity College of Arts & Sciences
Thalia Halloran, Hart Leadership Program
Allie Hargrove, Graduate and Professional Student Government
Laura Howes, Bass Connections
Jayne Ifekwunigwe, Center for Truth, Racial Healing & Transformation
Dawna Jones, Student Affairs
Holly Leddy, Pratt School of Engineering
Anna Lehnen, Student Involvement & Leadership
Eric Lindsay, Fuqua School of Business
Cara Kozma, Academic Advising Center
Katie Lipe, Duke State Relations
Jamie Lau, Law School Clinical Program
Maggie McDowell, Academic Guides
Joanna Middleton, Program in Education – Partners for Success
Heather Mountz, School of Nursing – Community Health Improvement Partnership Program
Naomi Nelson, Duke University Libraries
Bruce Puckett, Duke Chapel
Swetha Rajagopal, DSG – Durham-Community Affairs
Ana Ramirez, Sophomore Spark, Undergraduate Education
Kathy Sikes, Duke Service-Learning
Jessica Sperling, Social Science Research Institute
Sean Tate, Rubenstein-Bing Student Athlete Civic Engagement Program
Brian Valentyn, Duke Arts
Paige Vinson, Academic Guides
Kristin Wright, DukeEngage
Berkeley Yorkery, Sanford School of Public Policy – Center for Child and Family Policy
Corin Zaragoza, Duke Human Rights Center
Faculty Advisory Board
The mission of the faculty board is to advise DOCE leadership on key priorities to strengthen, connect and amplify civic engagement at Duke and to serve as ambassadors of these goals and priorities across campus and in partner communities. Board members, representing Duke’s 12 schools, serve a three-year term, meeting monthly during the regular academic year.
2023-2024 Faculty Advisory Board Members
Jennifer Ahern Dodson, Assistant Professor of the Practice, Thompson Writing Program | Trinity College of Arts & Sciences
Joan Clifford, Associate Professor of the Practice, Romance Studies and Faculty Director, Duke Service-Learning| Trinity College of Arts & Sciences
Leonor Corsino, Associate Professor, Medicine | School of Medicine
Andrew Foster, Clinical Professor, Law | School of Law
Michelle Lyn, Assistant Professor, Community & Family Medicine | School of Medicine
Deb Reisinger, Assistant Professor, Romance Studies | Trinity College of Arts & Sciences
Liz Shapiro-Garza (Chair), Assistant Professor, Environmental Science & Policy Division | Nicholas School of the Environment
Orin Starn, Professor, Cultural Anthropology, History | Trinity College of Arts & Sciences