This book offers a much-needed appraisal of two key social change movements within higher education: civic engagement and social innovation. The authors critically explore the historical and contemporary contexts as well as democratic foundations (or absence thereof) of both approaches, concluding with a discussion of possible future directions that may make the approaches more effective in fulfilling the broader democratic mission of U.S. higher education. This is an essential resource for those in higher education who wish to promote and advance social change, as it provides an opportunity to critically examine where we are with our civic engagement and social innovation approaches and what we might do to best realize their promise through changes in our educational processes, pedagogical strategies, evaluation metrics, and outcomes.

THE POWER of SOCIAL INNOVATION Civic leaders across the U.S. and throughout the world are discovering creative ways to overcome the obstacles that seal the doors of opportunity for too many. These inspiring individuals believe that within our communities lie the entrepreneurial spirit, compassion, and resources to make progress in such critical areas as education, housing, and economic self-reliance. Real progress requires that we take bold action and leverage our strengths for the greater good. The Power of Social Innovation offers public officials, social entrepreneurs, philanthropists, and individual citizens the insights and skills to create healthier communities and promote innovative solutions to public and social problems. This seminal work is based on Stephen Goldsmith's decades of experience, extensive ongoing research, and interviews with 100+ top leaders from a wide variety of sectors. Goldsmith shows that everyday citizens can themselves produce extraordinary social change. The book explores the levers and guiding principles used by champions of civic progress who drive new organizations, new interventions, or new policies to enhance social conditions. The Power of Social Innovation features illustrative case studies of change-oriented philanthropists, public officials, and civic leaders. While all collaborate across sectors, they run both start-ups and established organizations such as the New York City public schools, United Way of America, the United Negro College Fund, and Teach For America. The book shows the catalyzing role each plays in transforming a community's social service delivery systems. To complement the book's myriad tools and case studies,The Power of Social Innovation web site (www.powerofsocialinnovation.com) provides links to relevant Harvard research as well as additional helpful resources.

This timely book addresses assumptions and challenges inherent within community engagement as a catalyst for developing students’ sense of civic responsibility at a time of rampant social polarization. Promoting academic development and life skills through the high-impact practice of service-learning, the book explores a new ecological framework for reflecting on and improving practice. This book describes new models such as the #CaliforniansForAll College Corps, offers advice on coalition building, and presents the narratives of community-engaged professionals and faculty, offering a sense both of tensions inherent in this work and examples of initiatives in local contexts. Chapters primarily reflect on what action is required for fulfilling our public purpose and what’s holding us back. This book provides guidance, examples, and benchmarks for best practices in community engagement that are particularly relevant to this time of crises and unrest and will be relevant to community-engaged professionals, higher education faculty, and college administrators.

This open access book offers unique and novel views on the social innovation landscape, tools, practices, pedagogies, and research in the context of higher education. International, multi-disciplinary academics and industry leaders present new developments, research evidence, and practice expertise on social innovation in higher education institutions (HEIs), across academic and professional disciplines. The book includes a selected set of peer-reviewed chapters presenting different perspectives against which relevant actors can identify and analyse social innovation in HEIs. The volume demonstrates how HEIs can respond to societal challenges, support positive social change, and contribute to the development of international public policy discourse. It answers the question ‘how does the present higher education system, in different countries, promote social innovation and create social change and impact’. In answering this question, the book identifies factors driving success as well as obstacles. Furthermore, it examines how higher education innovation assists societal challenges and investigates the benefits of effective social innovation engagement by HEIs. The interdisciplinary approach of the volume makes it a must-read for scholars, students, policy-makers, and practitioners of economics, education, business and management, political science, and sociology interested in a better understanding of social innovation.

Internet and World Wide Web platforms, big data analytics, software, social media and civic technologies allow for the creation of smart ecosystems in which connected intelligence emerges and disruptive social and eco-innovation flourishes. This book focuses on three grand challenges that matter for any territory, no matter where it is located: (i) smart growth, a path that more and more cities, regions and countries are adopting having realised the unlimited potential of growth that is based on knowledge, innovation and digital technologies; (ii) safety and security, which is a pre-requisite for quality of life in a world of intense social, natural and technological threats; and (iii) sustainability, use of renewable energy, protection of living ecosystems, addressing climate change and global warming in a period of rapid urbanisation that makes established sustainability models and planning patterns quickly obsolete. The core argument of the book is that problem-solving and novel solutions to these grand challenges emerge in smart ecosystems through connected intelligence. It is the broadest form of intelligence that combines capabilities from heterogeneous actors (humans, organisations, machines) and propel problem-solving through externalities and resource agglomeration, user engagement and collaboration, awareness and behaviour change. This book will be of interest to students and researchers of urban and regional studies, innovation studies, economic geography and urban planning, as well as urban policy makers.

Anti-racist Community Engagement: Principles and Practices centers anti-racist community-engaged traditions that BIPOC academics and community members have created through more than a century of collaboration across university and community. It demonstrates both the progress and the work that still needs to be done. The book is organized around a set of Anti-racist Community Engagement Principles developed by the editors as part of their shared work and dialogue with colleagues regionally and across the country. The significant number of diverse voices that have informed the creation of the principles reveal the groundswell of work underway to center anti-racist values and to pivot away from the traditional, higher education-centric, and “white savior” ways of doing community engagement teaching, research, and practice. The chapters in this book are organized into four sections, each focused on one of the four Anti-racist Community Engagement Principles. The first section explores the various ways in which reframing our institutional and pedagogical practices can help counteract the persistence and impact of racism on our campuses and in our community engagement work. In the second section, authors share practices that promote critical reflection on individual and systemic/structural racism through examinations of positionality, bias, and historical roots of systemic racism. The third section examines intentional learning and course design through anti-racist learning goals, course content, policies, and assessment. Finally, the fourth section shows how authors have developed compassionate and reflective classrooms by creating a sense of belonging that acknowledges student cultural assets and contributions and meets students where they are to co-create a supportive anti-racist learning environment. Each chapter in the book introduces a specific example of anti-racist community engagement, with authors providing unique, situated insights into the nature and complexity of the factors at play. This is followed by a “Practice” section where authors reflect on their engagement, and the lessons learned through it, thus leaving readers with detailed insights and roadmaps for adapting or replicating the work. Finally, a “Connections” section places the case and its practices into broader contexts of pedagogical, curricular, institutional, and community change. There is an open access digital companion to the volume, where authors have shared materials that will help shed further light on their compelling practices, including syllabi, agendas, handouts, worksheets, and additional resources.