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Four APLU Universities Selected as Finalists for 2014 C. Peter Magrath University Community Engagement Award

Will compete for $20,000 prize presented during APLU Annual Meeting

May 28, 2014—In recognition of extraordinary community outreach initiatives, four APLU universities have been selected as regional recipients of the 2014 Outreach Scholarship W.K. Kellogg Foundation Engagement Award. Oregon State University, the University of New Hampshire, Purdue University, and Virginia Commonwealth University will represent their respective regions and compete for the C. Peter Magrath University Community Engagement Award that will be presented during the 127th APLU Annual Meeting Nov. 2-4 in Orlando, FL. (Register here)

Each regional winner will receive a cash prize of $5,000 and compete for the C. Peter Magrath University Community Engagement Award, which includes a sculpture and $20,000 prize.

Since 2006, APLU and the Engagement Scholarship Consortium, with support from the W.K. Kellogg Foundation, have partnered to recognize the engagement scholarship and partnerships of four-year public universities. The award recognizes programs that demonstrate how colleges and universities have redesigned their learning, discovery, and engagement missions to become even more involved with their communities. The national award is named for C. Peter Magrath, APLU president from 1992 to 2005.

“This year’s Magrath Award entrants have had significant impact in communities across the nation, and the world,” said APLU President Peter McPherson. “The four regional award winners exemplify the broad principles of community-based outreach and engagement embraced by the public university community. We salute each of these model programs that feature students, faculty and administrators working in their community to improve the quality of life for all.”

A team of 31 community engagement experts judged this round of the award. A second team will pick the national winner following presentations at the 2014 National Engagement Scholarship Conference in October.

Background on the regional winners follows:


In the Oregon Open Campus (OOC) initiative Oregon State University serves as a convener of community partners who address educational needs unique to individual Oregon communities. The state’s complex economic and educational issues cannot be adequately addressed by any single organization, educational institution or government agency. Through OOC, the Oregon State builds local collaborations that span the boundaries that artificially separate community-based educational providers. Under the OOC banner, OSU partners with K-12 schools, community colleges, businesses, and governmental interests to provide and coordinate educational opportunities—credit and non-credit—that specifically meet the needs identified in individual communities. When refined and proven to be successful, these innovations are made available to other communities. OSU, with a statewide mandate as Oregon’s land-grant university and the Carnegie Foundation’s top designation for research institutions and Community Engagement classification, is a logical convener of community partners to address these issues. In 2009-10, after conversations with community leaders looking for greater access to the University, OSU launched three Oregon Open Campus pilot sites. OOC served more than 1,200 learners in each of the first two years, and 2,499 learners in FY12. The OOC goals match and support Oregon Legislative goals: college and career readiness; increased off-campus degree completion; and improved local economic development and business vitality. After an initial “proof of concept” investment by the University, increased investments by community and campus partners helped expand OOC to six sites, reaching nine rural counties in 2013.


The New Hampshire Lakes Lay Monitoring Program (NH LLMP) is an internationally recognized engaged research program. It has been used as a model to create and improve similar programs in 35 states and 12 countries. To date, the NH LLMP has trained more than 1,250 volunteers, worked on assessing 118 lakes, and monitored more than 1,670 lake and tributary sites. The NH LLMP is a volunteer water quality monitoring program that grew out of an expressed community need for a better understanding of environmental changes noticed by lake users. Federal and state agencies did not have the funds to monitor lakes in NH more than once every 7 to 10 years. Founders of the program at the University of New Hampshire (UNH) presumed that by engaging committed volunteers to not only identify questions and concerns about their lakes, but also through training them to be active participants in data collection and analysis, large quantities of reliable data could be gathered in a cost-effective way for multiple research initiatives. The findings could then be effectively used to make sound local, state and regional management decisions as well as encourage local protective efforts. For more than 35 years, UNH Cooperative Extension (UNH CE), faculty, and students from UNH’s Center for Freshwater Biology have worked in a mutually beneficial partnership with lake associations and communities to collect data on NH’s lake quality. Receiving timely data on a large spatial scale allows researchers to better understand how climate and human activity on the landscape affect our water resources.


In 2003, The Purdue University College of Pharmacy (PUCOP) joined the Academic Model Providing Access to Healthcare (AMPATH) consortium in Eldoret, Kenya and established the Purdue Kenya Program (PKP). PKP’s mission is to build sustainable access to high quality care for nearly 3.5 million people in the AMPATH catchment area while fostering development of globally engaged students. For this engagement partnership, there are several different definitions of community—including Kenyan patients and pharmacists, AMPATH, and Purdue University. To address barriers and influence pharmacy practice in sub-Saharan African, PKP partners with Kenyan counterparts to understand their needs and collaboratively develop solutions. PKP, led by Kenya based PUCOP faculty, along with community partners has created sustainable clinical pharmacy infrastructure to provide patient care programs coupled with funded research programs that investigate understudied characteristics of patients in sub-Saharan Africa. PKP has established a unique experiential training program that builds pharmacy leaders from the US and Kenya. This is the only clinical pharmacy training program in sub-Saharan Africa with > 200 trainees including PUCOP students, University of Nairobi pharmacy interns and PUCOP Global Health residents. These trainees provide >80 clinical interventions daily while working on the inpatient wards. PKP has received ~$50 million in product donations, grants and program support. It has contributed 18 peer-reviewed publications, 110 scientific poster and invited platform presentations demonstrating how clinical pharmacy services can be effectively established and sustained in a resource-constrained setting.


The Virginia Commonwealth University School of Pharmacy PCOC is comprised of initiatives that include seven academic-community partnerships with independent senior living facilities and underserved clinics, five large-scale community outreach programs, and programs to train the next generation of health professionals. PCOC initiatives focus on underserved populations including the uninsured, older adults, homeless individuals, and those living in rural areas. The scope of PCOC advances all four themes of our strategic plan, which includes providing students with high-quality learning experiences, advancing research and clinical practice, preparing students for careers that advance health, and creating university-community partnerships to improve healthcare access. Impressively, 14 faculty members, 500 students, and 35 residents have provided more than 20,000 patient care encounters in the Greater Richmond Area. PCOC initiatives are integrated with service learning courses, advanced pharmacy practice experiences, electives, and interprofessional education experiences.

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