Across the country, new attention is being paid to graduate education and civic engagement (Applegate, 2002; Bloomfield, 2006). For decades college campuses have worked diligently to connect undergraduate academic study with public service in order to enhance learning and meet community needs, a connection often referred to as service-learning or civic engagement. Given that over 1,000 institutions have joined Campus Compact, a national organization of college presidents and institutions committed to this work (www.campuscompact.org), the widespread success of the service-learning movement is undeniable. As a further testament, the Carnegie Foundation for the Advancement of Teaching now has a classification focused solely on community engagement (www.carnegiefoundation.org/classifications/index). While graduate schools that prepare students for service-oriented professions such as law, medicine, and social work have long traditions of engaging students in clinics and other forms of experiential learning, graduate education overall has not been a major focus of the civic engagement movement (Stanton & Wagner, 2006).
O’Meara, KerryAnn, "Brief 20: Graduate Education and Civic Engagement" (2007). New England Resource Center for Higher Education Publications. 44.