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Past social science research has theorized the importance of community in the development process of youth (Bruner, 1985; Cruz, 1987; Dasen, 1977; Dewey, 1983; Patterson, 1992; Piaget, 1969; Putnam, 2000; Vygotsky, 1978). Many proponents of community believe that youth who are more integrated or engaged within one's community are more socially adapted and less likely to place apathetic attributions towards education. However, recently, few have measured quantitatively the role of one's connection to community and how it relates to the instructional setting. Therefore, this research focused on the development, validation, and the educational utility of a quantitative-based scale created to measure (more easily) a youth's level of interpersonal community engagement. The participants were 200 college students who completed a multiple scale survey while enrolled in an introductory communication studies course at a large mid-Atlantic university. The mean age of the sample was 22 with a range from 18 to 53. Furthermore, the sample was 45% female (n = 89) and 55% male (n = 111). Pearson's correlation and multiple regression supported scale validity, and identified numerous significant relationships between interpersonal community engagement, learner empowerment, motivation to learn, trust in teachers, and one's activity level in school and community. Such findings were assuring to proponents of community and its critical role in instructional communication, and the development of our youth.