Reconceptualizing Faculty Development in Service-Learning/Community Engagement
Exploring Intersections, Frameworks, and Models of Practice

Foreword by L. Dee Fink
Paper: 978 1 62036 613 4 / $35.00
 
Published: August 2018  

Cloth: 978 1 62036 612 7 / $95.00
 
Published: August 2018  

Lib E-Book: 978 1 62036 614 1 / $95.00  
About Library E-Book

Published: September 2018  

E-Book: 978 1 62036 615 8 / $27.99
 
Published: September 2018  

Publisher: Stylus Publishing
370 pp., 6" x 9"
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The role of educational developer in the realm of service-learning and community engagement (S-LCE) is multidimensional. Given the potentially transformational nature--for both faculty and students--of the experiences and courses in whose design they may be directly or indirectly involved, as well as their responsibility to the communities served by these initiatives, they have to be particularly attentive to issues of identity, values, and roles. As both practitioners and facilitators, they are often positioned as third-space professionals.

This edited volume provides educational developers and community engagement professionals an analysis of approaches to faculty development around service-learning and community engagement. Using an openly self-reflective approach, the contributors to this volume offer an array of examples and models, as well as realistic strategies, to empower readers to evolve their faculty development efforts in service-learning and community engagement on their respective campuses. It is also a call for recognition that the practice of S-LCE needs to be institutionalized and improved. The book further addresses the field’s potential contributions to scholarship, such as the scholarship of teaching and learning (SoTL), publically engaged scholarship, and collaborative inquiry, among others.

The case studies provide an outline of program models and promising practices, including an authentic analysis of the institutional context within which they operate, the positionality of the practitioner-scholars overseeing them, the resources required, and the evidence related to both successes and challenges of these approaches.

The contributed chapters are organized under four themes: the landscape of faculty development and community engagement; models of faculty development in S-LCE; challenges and opportunities in pedagogy and partnerships; and engendering change in educational development.

Table of Contents:
Abbreviations
Case Studies
Forward—L. Dee Fink
Preface—Emily A. Eddins and Patrick M. Green
Exploring the Borderlands through Collaborative Inquiry: A Narrative Introduction—Patrick M. Green, Emily A. Eddins, Becca Berkey, and Cara Meixner
Exploring the Borderlands through Collaborative Inquiry: A Narrative Introduction—Patrick M. Green, Emily A. Eddins, Becca Berkey, and Cara Meixner

Part One: The Landscape of Faculty Development and Community Engagement
1) A Holistic Framework for Educational Professional Development in Community Engagement—Marshall Welch and Star Plaxton-Moore
2) Faculty as Colearners: Collaborative Engagement and the Power of Story in Faculty Development—Timothy K. Eatman

Part Two: Models of Faculty Development in Service-Learning/Community Engagement
3) Models and Genres of Faculty Development—Emily O. Gravett and Andreas Broscheid
4) Supporting Professional Development for Community Engagement: Three Institutional Case Studies—Amy Spring, Case studies contributed by Caile Spear, Kara Brascia, Mike Stefancic, Anna Bailey, Kristin English, Julia Metzker, Chavonda Mills, Sandra Godwin, Sherril B. Gelmon, Kevin Kecskes, Devorah Lieberman, and Leslie McBride
5) Learning Communities as a Creative Catalyst for Professional Development and Institutional Change—Star Plaxton-Moore, Julie Hatcher, Mary Price, Carey Borkoski, Vanya Jones, and Mindi Levin
6) Mission Driven, Low-Cost, Creative Practices—Ann E. Green, Ann Marie Jursca Keffer, Kim Jensen-Bohat, Melody A. Bowdon, and Amy Zeh
7) Dynamics on the Edge: Exploring Roles and Intersections of Service-Learning and Community Engagement and Educational Development—Cara Meixner, Becca Berkey, and Patrick M. Green

Part Three: Challenges and Opportunities in Pedagogy and Partnerships
8) Special Pedagogical Considerations: Designing Learning in Service-Learning and Community Engagement—Chirag Variawa
9) The Intersection of Institutional Contexts and Faculty Development in Service-Learning and Community Engagement—Stephanie T. Stokamer
10) Reciprocity and Partnership: How Do We Know It Is Working?—Gabriel Ignacio Barreneche, Micki Meyer, and Scott Gross

Part Four: Engendering Change in Educational Development
11) Connecting Service-Learning and Community Engagement Faculty Development to Community-Engaged Scholarship—Sherril B. Gelmon and Catherine M. Jordan
12) Innovative Considerations in Faculty Development and Service-Learning and Community Engagement: New Perspectives for the Future—Richard Kiely and Kathleen Sexsmith

Editors and Contributors
Index


Introduction

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Reviews & Endorsements:
"Reconceptualizing Faculty Development in Service-Learning/Community Engagement firmly establishes the community engagement field as one that is boundary spanning and inclusive and integrative of multiple stakeholders. Different approaches to the development of faculty, community engagement professionals, and community leaders are highlighted in this text in a useful and accessible format that allows readers to identify lessons, challenges, and new directions for practice. I appreciated the infusion of multiple institution types and the varied resources and strategies that structure educational development for community engaged work.The text invites all of us who care about this work to be attentive to our journeys in the field, reflective about our practice, honest about our shortcomings, and committed to our values.The chapters do a good job of building on and engaging with each other in a way that will make this a valuable and timely resource for the field."
- Tania D. Mitchell, College of Education and Human Development , University of Minnesota
From the Foreword:
“Let’s hope that the ideas and suggestions offered by the authors of these chapters gain wide circulation and use in our colleges and universities. It would be wonderful to see these many, possible benefits come to widespread fruition!”
- L. Dee Fink, University of Oklahoma (Retired), author of Creating Significant Learning Experiences.