The Carnegie Elective Classification for Community Engagement recognizes a university’s commitment to meaningful community partnerships through teaching, research, outreach, and service. As a modern land-grant institution, Penn State is deeply committed to fostering engagement with communities in Pennsylvania and beyond, as evidenced by our Carnegie Community Engagement Classification in 2008 and 2015, and our reclassification application in 2025, which we are hopeful will be approved in January 2026.
The Reclassification Process
Penn State’s most recent reclassification process began in 2023, working toward a submission deadline of April 2025. As part of the process, a multi-departmental task force, chaired by Michael Zeman, director of experiential learning for Penn State Outreach, engaged with more than 250 University and community partners, completed a deep institutional self-assessment, and then filed the application.
Working through the reclassification process brought about new and improved data reporting structures, which will support community engagement assessment within the University’s colleges, campuses, and schools; provide data for grants, awards, and accreditations; and enhance initiatives to bolster student success.
Defining Community Engagement
The Carnegie Foundation defines community engagement as “the collaboration between institutions of higher education 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.”
It further defines the purpose of community engagement as the “partnership of college and university knowledge and resources with those of the public and private sectors” to:
- enrich scholarship, research, and creative activity
- enhance curriculum, teaching, and learning
- prepare educated, engaged citizens
- strengthen democratic values and civic responsibility
- address critical societal issues
- contribute to the public good
Penn State’s definition of community engagement prioritizes reciprocity, co-created solutions, and long-term impact. It further encompasses the strategic role of community engagement in addressing societal challenges through public impact research while supporting student learning outcomes and professional development.
Penn State’s Broad Sense of Community
Unlike many institutions that view community engagement as a campus-to-community effort, Penn State approaches it on a University-to-Commonwealth level. With campuses across urban, suburban, and rural areas of Pennsylvania, Penn State delivers statewide educational access and engagement, fulfilling its land-grant mission through a broad array of local partnerships.
Looking Ahead Strategically
Influenced by Penn State’s 2025 Strategic Plan, particularly the goals of Enhancing Student Success and Increasing Land-Grant Impact, the University has committed to strengthening its community engagement efforts in three significant ways.
1. Integrate Community-Engaged Learning Across Curriculums
To enhance student success, Penn State will expand opportunities for undergraduate and graduate students to participate in community-engaged learning experiences that are embedded within their academic programs. This includes creating specific student learning outcomes (SLOs) for community engagement, service-learning courses, community-based and broader-impact-based research projects, and internships with local organizations. Such experiences not only enrich student learning but also foster civic responsibility and real-world problem-solving skills. By aligning these opportunities with community needs, the University can ensure that student learning contributes meaningfully to societal challenges, thereby fulfilling its land-grant mission.
2. Enhance Coordination Among Penn State Campuses, Outreach, and Pennsylvania Communities
Penn State’s extensive network of campuses, extension offices, and engagement offices uniquely positions the University to serve diverse communities across the state. To maximize this potential, the University will improve coordination among these entities to share best practices, resources, and strategies for community engagement. This collaborative approach will lead to more cohesive and impactful programs that address local economic development, workforce training, and public health initiatives, thereby amplifying the University’s community impact.
3. Develop a Centralized Infrastructure for Tracking and Supporting Community Engagement Activities
To effectively measure and enhance community engagement, Penn State will establish a centralized system to document and assess community engagement activities across all campuses and units. This infrastructure will facilitate the sharing of information, enable the evaluation of impact using standard metrics, and identify areas for improvement. By systematically tracking community engagement efforts, the University will promote alignment with strategic goals, recognize and support faculty and staff contributions, and demonstrate accountability to community partners.
Community Engagement Student Learning Outcomes
An enhanced focus on students working toward Community Engagement Student Learning Outcomes (CE SLOs) has manifested alongside our Carnegie Community Engagement Reclassification efforts. This learning focus is a particularly effective method for addressing complex social issues and fostering civic engagement. Pursuing CE SLOs is a form of experiential learning, where students apply their academic knowledge in real-world settings while actively engaging with communities to develop the following competencies.
1. Civic and Social Responsibility
Students understand their role in their communities, recognize civic issues, and feel empowered to contribute to positive change.
Example behaviors: believing you can make a difference, participating in civic activities, and taking initiative to address social or community challenges
2. Critical Thinking and Problem-Solving in Community Contexts
Students apply disciplinary knowledge to analyze real-world community issues, consider complexity and ambiguity, and propose informed and sustainable solutions.
Example behaviors: identifying community needs, applying research or data to problem-solving, and evaluating outcomes
3. Collaboration and Working Across Differences
Students work effectively with diverse community partners, navigate different perspectives, and build reciprocal partnerships that emphasize mutual benefit and respect.
Example behaviors: demonstrating cultural awareness, communicating effectively across differences, and fostering inclusion within group work
4. Reflection and Lifelong Learning
Through experience and structured reflection, students develop self-awareness, connect theory to practice, and demonstrate the ability to transfer learning across contexts.
Example behaviors: identifying personal growth, recognizing assumptions, and articulating how experiences influence future learning and behavior
5. Integration of Academic Knowledge and Community Impact
Students bridge academic learning with community engagement by adapting skills to meet community needs while reinforcing their disciplinary understanding.
Example behaviors: applying classroom theories to community settings, demonstrating practical problem-solving, and communicating disciplinary concepts to non-academic audiences
6. Ethical and Inclusive Practice
Students engage in community contexts with integrity, cultural humility, and a commitment to equity and inclusion. They understand how their actions affect others and the broader community.
Example behaviors: recognizing ethical implications of decisions, valuing multiple perspectives, and demonstrating respect for community expertise