Much of the past literature on community-university engagement has focused on service-learning. However, service-learning does not represent a comprehensive view of community-university engagement; rather, it is one aspect of how institutions engage with their communities (Furco, 1996). The successful institutionalization of community engagement, including service-learning, could be aided by a shift in focus from institutionalizing service-learning to realizing the rhetoric of service and engagement championed by so many institutions (Morphew & Hartley, 2006) and their leaders (Boyer, 1996; Ehrlich, 2000). College and university outreach and engagement may be expressed through faculty teaching, research, and service. Engaged scholarship, service-learning, and public service and outreach are interrelated but involve different aspects of the faculty role. Engaged scholarship encompasses the research domain whereby faculty members incorporate a community orientation in their research agenda. Service-learning focuses on the teaching domain and involves a commitment to working with a community in ways that benefit the community and the faculty member's teaching. Public service and outreach focus on the service domain where faculty, and institutions more generally, lend their expertise to address community-based issues. In this paper, we link this three-pronged conceptualization of faculty work to the broader community-university engagement movement.
