Publicly Engaged Scholars
Next-Generation Engagement and the Future of Higher Education

Foreword by Timothy K. Eatman
Afterword by Peter Levine
Paper: 978 1 62036 264 8 / $35.00
 
Published: March 2016  

Cloth: 978 1 62036 263 1 / $95.00
 
Published: April 2016  

Lib E-Book: 978 1 62036 265 5 / $95.00  
About Library E-Book

Published: March 2016  

E-Book: 978 1 62036 266 2 / $27.99
 
Published: March 2016  

Publisher: Stylus Publishing
312 pp., 6" x 9"
3 figures & 8 tables
The concern that the democratic purposes of higher education -- and its conception as a public good -- are being undermined, with the growing realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, all give rise to questioning the current model of the university.

This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs.

The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy.

These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building.

This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality.

Table of Contents:
Preface


Acknowledgments

Chapter 1) Introducing Next-Generation Engagement—Margaret A. Post, Elaine Ward, Nicholas V. Longo, and John Saltmarsh


Part One: The Collaborative Engagement Paradigm
2) The Inheritance of Next-Generation Engagement Scholars—John Saltmarsh and Matthew Hartley

3) A Brief History of a Movement—Civic Engagement and American Higher Education—Matthew Hartley and John Saltmarsh

4) Collaborative Engagement—The Future of Teaching and Learning in Higher Education—Nicholas V. Longo and Cynthia M. Gibson

5) Collaborative Engagement Research and Implications for Institutional Change—Farrah Jacquez, Elaine Ward, and Molly Goguen

6) Legitimacy, Agency, and Inequality—Organizational Practices for Full Participation of Community-Engaged Faculty—KerryAnn O’Meara

Part Two: New Public Scholars
Opening—Elaine Ward
7) Disrupting Role Dichotomies—Lina Dostillio, Emily M. Janke, Annie Miller, Margaret A. Post, and Elaine Ward

8) Developing a Community-Engaged Scholarly Identity—Katie Beck, Adam Bush, Lorena Holguin, Demetri L. Morgan, and Cecilia M. Orphan

9) Paving New Professional Pathways for Community-Engaged Scholarship—Patrick Green, Barbara Harrison, Jessica Jones, and Timothy J. Shaffer

10) Critical Commitments to Community and Campus Change—Eric Hartman, Glennys Sanchez, Sabina Shakya, and Brandon Whitney

11) Fortunate Accidents and Winding Pathways – The Personal and Professional Spaces of Authenticity—Ben Anderson-Nathe, Farrah Jacquez, Rachael Kerns-Wetherington, and Tania D. Mitchell

12) Next-Generation Engaged Scholars – Stewards of Change—Elaine Ward and Annie Miller

Part Three: The Future of Engagement
13) The Future of the Academy With Students as Colleagues—Nicholas V. Longo, Abby Kiesa, and Richard Battistoni

14) Next-Generation Engagement Scholars in the Neoliberal University—Cecilia M. Orphan and KerryAnn O’Meara

15) Building an Organizational Structure That Fosters Blended Engagement—Byron P. White

Afterword: Practice and Theory in the Service of Social Change—Peter Levine
About the Authors
Index


Sample Chapter
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Reviews & Endorsements:
"This book has many implications for the structure and practice of higher education, and the authors call on community partners to help participate in research agendas. There is no longer room for curriculum decisions made in the isolation of one department alone. Tenure and promotion decisions must grow and change to allow for a new set of guidelines to better support faculty engagement. Also crucial is a greater acceptance of community and practitioner publications, instead of focusing only on first tier journals. The addition of community participation in curriculum development can not only build partnerships within the community, but also continue education beyond the classroom by providing real experiences to students. Also, allowing community members to coauthor research can likewise increase the number of people who have access to research outcomes and data.

Overall, this book truly makes the case for the importance of community engagement in higher education and the important role faculty play in shifting its current focus. Many of the changes discussed in the book can be positive for students, faculty, and communities if we embrace them."
- Teachers College Record
“This book arrives at an important moment in the history of service-learning and community engagement (SLCE) in higher education. In many ways, efforts to integrate community engagement into the academy have been tremendously successful, evidenced by the upsurge in SLCE research and practice across a wide range of academic disciplines, and by the expansion of institutional support through the creation of service-learning centers on campuses and the promotion of national agendas for SLCE in higher education. However, most of the work to date has been inwardly focused, examining the positive impact of the pedagogy on college students and calling for changes within the academy to support engaged scholarship; less attention has been paid to the nature and potential of campus-community partnerships, particularly the role and experience of ‘the community’ in those partnerships.

The volume pays overdue and significant attention to the ‘public’ in publicly engaged scholarship, making a strong case for renewing higher education’s commitment to addressing community concerns, particularly in the wake of neoliberal policies and the devolution of public responsibility to the private sector and to individuals. It argues for expanding notions of what counts as ‘scholarship,’ acknowledging the important contributions that community partners can and do make in knowledge production, and identifying the need for substantial changes in the academy to support engagement practices that address issues of working between the two cultures (the academy and the community) and incorporate multiple points of view.

Publicly Engaged Scholars is a very timely book and a worthwhile read. It reflects the work of a current generation of scholars and the work that still remains to advance engaged scholarship’s place in the academy.”
- Michigan Journal of Community Service Learning