In the late 1990s, Oregon State University brought its Extension field faculty into academic departments where they are evaluated for promotion and tenure. This was intended to promote better collaboration and integration of research, teaching, and Extension. Research and teaching faculty, however, continue to respond to the traditional academic reward and recognition system. Newer faculty members are unclear about the meaning of our commitment to the threefold mission. Extension field faculty are frustrated by the apparently incongruent demands of scholarship and public service. This article provides a brief history of the engagement movement in higher education and describes current dilemmas
