“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 Lindsey Miller Furiness.
2021-2022 University Coalition for Civic Engagement
Maryam Arain, Center for Muslim Life
Morgan Barlow, Duke Immerse
Anna Bernard-Hoverstad, Office of University Scholars and Fellows
Meg Bittle, Polis: Center for Politics
Katherine Black, Duke Innovation & Entrepreneurship
Lou Brown, Forum for Scholars and Publics
Tavey Capps, Sustainable Duke
Emily Durham, Rubenstein-Bing Student-Athlete Civic Engagement
Emilie Dye, Office of Student Leadership
Elana Friedman, Jewish Life at Duke
Kimmie Garner, Duke Service-Learning
Chuck Givens, Office of Global Affairs
Elise Goldwasser, Sanford School of Public Policy
Alec Greenwald, Academic Advising Center
Anjali Gupta, Duke Partnership for Service
Laura Howes, Bass Connections
Jayne Ifekwunigwe, Center for Truth, Racial Healing & Transformation
Ling Jin, International House
Jamie Lau, Duke Law School Clinics
Holly Leddy, Pratt School of Engineering
Katie Lipe, Duke State Relations
Lysa MacKeen, Duke Global Health Institute
Nicole Mitchell, Duke University Career Center
Eric Mlyn, Kenan Institute for Ethics
Kimberly Monroe, Duke Health Office of Community Relations
Heather Mountz, DUSON Community Health Improvement Partnership Program
Kim Nichols, Duke Division of Community Health
Leslie Parkins, Duke Civic Engagement
Bruce Puckett, Duke Chapel
Swetha Rajagopal, Duke Student Government
Ana Ramirez, Hart Leadership Program
Domonique Redmond, Durham and Community Affairs, Research & Advancement
Hananiel Setiawan, Duke University Graduate and Professional Student Government
Jessica Sperling, Social Science Research Institute
Megan Stanley, Center for Truth, Racial Healing & Transformation
Vicki Stocking, Robertson Scholars Leadership Program
Brian Valentyn, Duke Arts
Breana van Velzen, Duke Chapel
Sara Wakefield, Fuqua School of Business
Maranatha Wall, Partners for Success
Erin Worsham, Center for the Advancement of Entrepreneurship
Gwendolyn Wright, Samuel DuBois Cook Center on Social Equity
Kristin Wright, DukeEngage
Berkeley Yorkery, Center for Child and Family Policy
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.
2021-2022 Faculty Advisory Board Members
Jennifer Ahern Dodson, Assistant Professor of the Practice, Thompson Writing Program | Trinity College of Arts & Sciences
Leonor Corsino, Associate Professor, Medicine | School of Medicine
Andrew Foster, Clinical Professor, Law | School of Law
Michelle Hartman, Assistant Professor, Nursing | School of Nursing
Michelle Lyn, Assistant Professor, Community & Family Medicine | School of Medicine
David Malone, Professor of the Practice, Education | Trinity College of Arts & Sciences
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