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Towards the recognition and integration of action research and deliberative democracy
This article asserts that the shared underlying value systems of action research (AR) and deliberative democracy (DD) can mutually reinforcing, with the former especially being a powerful means for engaging the academy in the latter. AR and DD are both grounded in principles of inclusion, equity, the co-generation of knowledge, and action. In making the case for the integration of AR and DD, the authors describe their commonalities and place AR in the context of other forms of engaged scholarship. They review outreach scholarship, community-based research and other forms of participatory research, examining each in terms of their alignment with…
Individual and organizational influences on faculty members’ engagement in public scholarship
This chapter proposes a conceptual framework for understanding influences on faculty work and for conducting research about individual, organizational, and epistemological factors that may shape faculty members’ engagement in public scholarship. Colbeck, C. & Wharton-Michael, P. (2006) Individual and organizational influences on faculty members’ engagement in public scholarship. In R. Eberly & J. Cohen (Eds.), A laboratory for public scholarship and democracy (pp. 17-26). San Francisco: Jossey-Bass.
Faculty engagement in public scholarship: A motivation systems theory perspective
This study used the lens of motivation systems theory to explore why research university faculty engage in public scholarship. Analysis of motivational patterns, including goals, capability beliefs, context beliefs, and emotions, of twelve community-engaged faculty, is used to identify leverage points for other faculty and administrators who wish to support, increase, or enhance their own and others’ engagement in public scholarship. Colbeck, C. & Weaver, L. 2008. Faculty engagement in public scholarship: A motivation systems theory perspective. Journal of Higher Education Outreach and Engagement, 12(2), 7-33.
Involving urban planning, social work, and public health faculty members in the civic renewal of the research university
What are some strategies for involving urban planning, social work, and public health faculty members in the civic renewal of the research university? At a time when citizens have “disengaged from democracy,” and universities have deemphasized their civic mission, this article examines ways in which these faculty members might join together and formulate strategies which complement their shared professional and public purposes on campus and in the community. Checkoway, B. (2008). Involving urban planning, social work, and public health faculty members in the civic renewal of the research university. Journal of Planning Education and Research, 27(4), 507-511.
Wingspread declaration on the civic responsibilities of research universities
In this document university presidents, provosts, deans, and faculty members with extensive experience in higher education as well as representatives of professional associations, private foundations, and civic organizations have formulated strategies for renewing the civic mission of the research university, both by preparing students for responsible citizenship in a diverse democracy and engaging faculty members in developing and utilizing knowledge for the improvement of society. Boyte, H. & Hollander, E. (1999). Wingspread declaration on the civic responsibilities of research universities. Full Text.
Creating the new American university
In this last page proclamation in the Chronicle of Higher Education, Boyer admonishes colleges and universities to become “part of the solution” for the pressing social ills of our times, and introduces the concept of the new American university that would be devoted to solving society’s social problems. Boyer, E. (1994). Creating the new American university. Chronicle of Higher Education, March 9, A. 48.
Powerpoint presentation: Practicing community-engaged research
A community-engaged research approach can enable researchers to strengthen the links between research and practice and enhance translational results. To practice community-engaged research one needs to re-think the relationship of research and researchers to communities. The presentation distinguishes traditional from community-engaged research, with a focus on community-based participatory research. It addresses how to incorporate community-based approaches into traditional research and how the community can contribute to and strengthen research. McDonald, M.A. Powerpoint presentation: Practicing community-engaged research. Duke University. PowerPoint presentation
Knowledge without borders: What America’s research universities can do for the economy, the workplace, and the community
The author reveals the untapped potential of research universities for delivering and helping to apply the critical knowledge that society needs to maintain and build economic, workforce, and civic capabilities. She explores the evolution and expansion of America’s dependence on new knowledge and the importance of that knowledge as a critical resource that supports and drives virtually all social and economic progress. Walshok, M. (1995). Knowledge without borders: What America’s research universities can do for the economy, the workplace, and the community. San Francisco: Jossey-Bass.
New times demand new scholarship II: Research universities and civic engagement—opportunities and challenges
This report highlights the discussion at the UCLA TRUCEN gathering, with a focus on engaged scholarship. Figure 2, Degrees of Collaborative Processes in Engaged Scholarship, differentiates unilateral vs. mutual determination of each stage of a research process, from the research question to the application of findings. Figure 3, Outcomes of Engaged Research, demarcates four unequal quadrants reflecting low and high academic and community outcomes. The report also addresses scholarship on engagement, educating students for civic engagement, and institutionalizing civic engagement. Stanton, T. (2007). New times demand new scholarship II: Research universities and civic engagement—opportunities and challenges. Report of The Research…
Knowing-in-action: The new scholarship requires a new epistemology
In this article, the author who coined the term “reflective practitioner,” insists that if we are going to broaden our conceptualization of scholarship we must commensurately broaden our conceptualization of epistemology, from only detached ways of knowing to more connected and community-based ways of knowing. Schon, D. (1995). Knowing-in-action: The new scholarship requires a new epistemology. Change, 32(1), Nov-Dec, 44-52.
Placing scholarly engagement “on the desk”
This essay focuses on the need to frame engagement as scholarship and to gain support for faculty members who do this type of work from institutional leaders. Sandmann, L. (2009). Placing scholarly engagement “on the desk.”
Conceptualization of the scholarship of engagement in higher education: A strategic review, 1996-2006
During the past decade, the generalized concept of the scholarship of engagement has evolved. Once a broad call for higher education to be more responsible to communities, it is now a multifaceted field of responses. This article describes the evolution of the term; then, to clarify the “definitional anarchy” that has arisen around its use, it explores the past decade’s punctuations in the evolutionary progress of the concept. Finally, it calls for moving beyond descriptive, narrative works to more critical, empirical research as well as policy analysis and introduces the possibility that the next punctuation will be the development of…
Powerpoint presentation: Where is the scholarship in the scholarship of engagement?
This presentation to the University of Southern Indiana looks at definitions of engagement, scholarship, scholarship of engagement, standards, and systems to support this work. Sandmann, L. (2004). Powerpoint presentation: Where is the scholarship in the scholarship of engagement? Full PowerPoint Presentation
Peer research in action I: Models of practice
This resource is the first paper of a three-part series by the Wellesley Institute that focuses on peer research models practiced in Toronto. The authors define peer research as, “a popular form of community-based research where community members are trained and supported to participate as co-researchers.” How have CBR partnerships defined peer research and integrated it into their CBR projects? What challenges have these research projects encountered in the peer research process? The Wellesley Institute conducted interviews and held focus groups to answer these questions, and identified three models of peer research: advisory, employment, and partner models. The study suggests…
Presidents’ Declaration on the Civic Responsibility of Higher Education
The purpose of this statement is to articulate the commitment of all sectors of higher education, public and private, two- and four-year, to their civic purposes and identify the behaviors that will make that commitment manifest. It was reviewed, refined and endorsed at a Presidents’ Leadership Colloquium convened by Campus Compact and the American Council on Education. Presidents’ Fourth of July declaration on the civic responsibility of higher education (1999). Campus Compact. Full text.
Faculty priorities reconsidered: Rewarding multiple forms of scholarship
This book features case studies of nine institutions grappling with reform of faculty roles and rewards and how institutional cultures, values, history, type, and internal and external forces influenced their efforts. The case studies are sandwiched between chapters tracing the history of the movement to redefine scholarship and the impact of this movement at the national level, and concludes with a guide to “best practices, strategies, and campus examples” and lessons learned from an inquiry into the scholarly work of faculty. While not focused on community-engaged scholarship per se, the book includes references to this work providing a rich institutionally…
The challenges and opportunities of engaged research
The use of engaged methods such as collaborative university-community research, is examined as a way of strengthening traditional academic research. Particular focus is placed on a collaborative model combining university-based and community-based knowledge. The Loyola University Chicago Center for Urban Research and Learning is used as a case study. The incorporation of grassroots research into broader research initiatives promises to increase the quality of research and connections among communities at national and international levels. Nyden, P. (2006) The challenges and opportunities of engaged research. In Silka, L., ed., Scholarship in action: Applied research and community change (HUD’s Office of University…
Powerpoint slide: Is it engaged scholarship? An exploratory assessment heuristic to assist campuses in determining whether or not a community-engaged project qualifies as engaged scholarship
This heuristic or an adaptation thereof may be useful to campus administrators and faculty in distinguishing engaged scholarship from other forms of scholarship at their university. Howard, J. (2007) Powerpoint slide: Is it engaged scholarship? An exploratory assessment heuristic to assist campuses in determining whether or not a community-engaged project qualifies as engaged scholarship. University of Michigan. Powerpoint Slide.
Powerpoint slide: Distinguishing engaged scholarship from faculty volunteering and professional service
Volunteering may benefit a community, but it doesn’t necessarily draw on the faculty member’s expertise nor advance her/his scholarship. Professional service draws on the faculty member’s expertise but doesn’t advance her/his scholarship. Engaged scholarship necessarily taps the faculty member’s expertise and advances her/his scholarship. Howard, J. (2007). Powerpoint slide: Distinguishing engaged scholarship from faculty volunteering and professional service. University of Michigan. Powerpoint Slide.
Powerpoint slide of a Venn diagram that reflects the three essential components of engaged scholarship
Howard, J. (2007). Powerpoint slide of a Venn diagram that reflects the three essential components of engaged scholarship: involves the community, benefits the community, and advances the faculty member’s scholarship. University of Michigan. Powerpoint Slide.