Community-Engaged Scholarship Program
The Community-Engaged Scholarship (CES) Program is a professional development opportunity that promotes the intentional and effective use of community engagement in your career or scholarship through regular meetings in a peer learning community. Participants are encouraged to reflect on their current methods and how community engagement can apply to their current role or scholarship.
Additionally, participants will participate in a discussion-based learning cohort to share ideas about critical community engagement, gaining a deeper understanding through their own experiences, insights, reflections, and ideas from other faculty, staff, and participants. Finally, participants will create a project and portfolio through collaborative dialogue and inquiry that best demonstrates their understanding of community engagement through the cohort and course content.
The University has been formally designated and recognized by the Carnegie Foundation as a “highly engaged” institution and holds the Elective Classification for Community Engagement. Therefore, the continued development, implementation, and improvement of this program are essential to promoting and meeting the University's goals and metrics set forth in the 2023-2027 Wolf Pack Rising Strategic Plan and Land-Grant Mission.
Program outcomes
All program outcomes are aligned with the six major components of CES in higher education, outlined by Gordon da Cruz (2017), as identify, investigate, partnerships, generate, exchange, and produce. Learn more about OSLCE and CES on our website.
By the end of the program, participants should be able to:
- Identify and describe the theories, pedagogies, methodologies, frameworks, and advantages of community engagement and community-engaged learning or scholarship both within and outside the University
- Build and sustain mutually beneficial and reciprocal relationships with community partners founded on reciprocity, respect, and trust, and view community partners as educational collaborators and co-learners
- Intentionally design, effectively cultivate, and envision implementation through the interdisciplinary lens of community-engaged scholarship by applying theories and frameworks to practice
- Facilitate and assess critical reflection to enhance participant learning, engagement, and outcomes
- Understand and navigate University policies, resources, opportunities, awards, and recognition related to community-engaged learning or scholarship, and
- Create a learning community that fosters professional and intellectual growth, provides feedback and accountability, and offers access to community engagement networks and resources both on and off campus
Program commitmens and requirements
Faculty, staff, and graduate students at all experience and interest levels with community engagement are encouraged to apply and participate. Those who have public or community-facing responsibilities in their role or work are highly encouraged to apply. This program has no cost.
If selected, participants receive an email from the OSLCE Coordinator with further program details, a syllabus, and are asked to sign the Commitment Form. Notification of participation will be sent to the participant’s supervisor. As a CES program participant, you will commit to completing the following by the end of the academic year:
- Devote at least two hours each month to CES program readings, activities, and meetings.
- Attend the orientation and at least eight out of nine course meetings throughout the academic year.
- Submit four 2–3-page quarterly reflections as they relate to professional or scholarly development.
- Attend at least one community-based event, opportunity, or program and submit a 3–4-page reflection on the experience.
- Propose and deliver a final project and compile a final portfolio of your work within the program.
Upon completing the program, participants will receive a personalized completion letter, a signed certificate, and a notification of completion, which will be sent to their designated supervisor or direct report. The participant will also remain closely connected to the Office of Service-Learning & Civic Engagement, as well as its other resources, programs, and opportunities.
Participants should expect approximately 60 minutes of preparation work and 75-minute course meetings. Meetings will typically include lectures and discussions on current community-engaged methodologies, pedagogical research, and how to implement them in practice, as well as how and why to incorporate critical community-engaged opportunities into your role or work. Additionally, a guest speaker presentation may take place during some weeks. To help implement CES and work toward the final project, participants are encouraged to join the monthly Café Conversations. They should expect to meet with the OSLCE Coordinator individually at least twice during their experience for consultation and guidance.
Course meetings typically occur virtually on the second Thursday of each month from 10:30-11:45 a.m. In addition to the regular course meeting, there will be opportunities to connect the week after each meeting for more casual discussions at Café Conversations. Café Conversations is not required, but highly encouraged for a more robust and engaged experience. In addition to Café Conversations, CES program participants will meet one-on-one with the OSLCE Coordinator to discuss their projects at least twice during the academic year. More dates and details will be covered in the program syllabus.
| Meeting | Date | Topics |
|---|---|---|
| 1 | September 18, 2025 | Orientation and Intro to Community Engagement |
| 2 | October 9, 2025 | Community-Engaged Scholarship |
| 3 | November 13, 2025 | Identifying Social or Societal Gaps |
| 4 | December 11, 2025 | Investigating Critical Solutions in CES |
| 5 | January 8, 2026 | Critical Partnerships and Engagement (Mid-Point Presentations) |
| 6 | February 12, 2026 | Generating Effective Strategies for CES |
| 7 | March 12, 2026 | Collective Collaboration with Communities |
| 8 | April 9, 2026 | CES as an Evolving Praxis |
| 9 | May 14, 2026 | Final Reflection Presentations and Discussion (Date Flexibility - Finals) |
Please note: The schedule is tentative, and modifications may be made to accommodate participant interests and presenter availability.
Interested applicants must by Friday, August 29, 2025, at 5:00 p.m. Applicants are asked to provide a brief explanation of their interest in participating in the certificate program, outline their goals, and attach a current resume or CV.
Certificate recipients
2024-25
- Aaron Koning, Teaching Assistant Professor, Department of Biology
- Erin Keith, Lecturer, College of Engineering, Computer Science & Engineering
- Joey Ray, Lecturer of Management, The College of Business
- Stephanie Barreto, Graduate Student, Clinical Mental Health Counseling and Psychotherapy
- Tammy Haddad, 4-H Afterschool Coordinator (Clark County), UNR Extension 4-H Youth Development
- Tanya Nawrocki, Administrative Assistant and Graduate Student, Department of Gender, Race, and Identity Studies
Participant testimonials
"Community-engaged teaching was a professional development experience that resulted in immediate applications throughout the program. As an educator working with preservice math and science teachers, the program helped me see community engagement through the lens of others, including colleagues in different fields. The program also challenged me to be reflective of my own practices to improve the learning experiences of our students to be more relevant and meaningful while serving our community's needs." - Mandi Collins, Master Teacher, NevadaTeach
"As someone who came in with zero experience with community-engaged teaching, and from a discipline where service-learning is not as common a practice, I benefited so much from this program. Between learning more about the amazing work my colleagues at the University are doing and dedicating time to read and expand my pedagogical practice, I feel confident and excited about the prospect of making community engagement central to my teaching practice." - Seth Cosimini, Teaching Assistant Professor, English