ABSTRACT
Since their inception, American universities have existed, in large part, to prepare students for active citizenship and to produce knowledge that serves the needs of society (Bringle, 1999). Today, however, many leaders in higher education warn that American universities are losing a central piece of their historic identity and purpose (Bok, 2003; Boyer, 1994; Checkoway, 2001; Newmann, 2000). These scholars claim that most colleges and universities have, in fact, drifted away from their civic missions. They argue, for example, that faculty members are more aligned with the narrow expectations of their departments and professional associations than with the needs of society. They insist that faculty are neither adequately trained nor prepared for civic roles and responsibilities, and they highlight the lack of faculty rewards and incentives to engage directly with local communities.
