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.
Models of engaged scholarship: An interdisciplinary discussion
This article reports on discussions of an interdisciplinary group of scholars at the University of North Carolina at Chapel Hill (UNC) on various models of engaged scholarship in anthropology, public health, communications and other social and behavioral sciences, and the new ways of understanding engaged scholarship that are emerging at UNC and other research universities. The models examined are: community-based participatory research; public anthropology and sociology; critical race theory; public dialogues; “crisis disciplines”; and social entrepreneurship. The authors identify core themes and “problematics” across the models and offer suggestions for future research and practice. Holland, et al. (2010). Models of…
Understanding an emerging field of scholarship: Toward a research agenda for engaged, public scholarship
This article synthesizes contributions to two special issues of the Journal of Higher Education Outreach and Engagement (Volume 12) to develop a comprehensive view of this emerging field, ‘which as yet has many names and a number of different emphases, conceptualizations, and research questions.’ It argues that only an engaged process can ultimately clarify this emerging field and enable it to move forward with a research agenda. Such a process would include practitioner and community voices, be interactive, and be encouraged and supported by additional outlets for scholarly exploration. Giles, D.E., Jr., (2016). Understanding an emerging field of scholarship: Toward…
Coming to critical engagement: an autoethnographic exploration
This volume is an outgrowth of discussion generated through and by faculty members of the engaged learning community at Michigan State University. It uses a blend of scholarly and personal inquiry coupled with collegial discourse to examine the nature of scholarly engagement. Descriptions of personal journeys in navigating university and community systems, examination of the ethics and value of the work are combined with theory and critical reflection to provide authentic and meaningful views of engaged scholarship. Fear, F., Rosaen, C., Bawden, R., & Foster-Fishman, P. (2006). Coming to critical engagement: an autoethnographic exploration: Lanham, MD: University Press of America.
The promise of a scholarship of engagement
The author discusses the key elements of participatory action research and the importance of engaging with the community population rather than social service providers, and provides some principles of good practice. He describes a case study that involved him and his students. New England Resource Center for Higher Education at the University of Massachusetts Boston; Hirsch, Deborah; Couto, Richard A.; and Entin, David, “The Academic Workplace (Spring/Summer 2001): The Promise of a Scholarship of Engagement” (2001). The Academic Workplace. 11. https://scholarworks.umb.edu/nerche_academicworkplace/11
The university in national development: The role of use-inspired research
This essay by a University of Cape Town professor of sociology summarizes his community-engaged research concerns and activities, and proposes an investigation and theorization of how universities might become more deeply engaged with civil society, particularly with respect to research relations with local and regional government bodies, community and civic organizations, labor and other non-governmental organizations etc. Cooper, D. (2009). The university in national development: The role of use-inspired research. Proposed comparative case studies of community-engaged research. Original Toolkit essay: Full Text.
Linking scholarship and communities: Report of the Commission on Community-Engaged Scholarship in the Health Professions
This comprehensive report, focused on the health professions, reviews a conceptualization of engaged scholarship, identifies the significant gap that exists between the promise of health professional schools as engaged institutions and the reality of how faculty members are typically judged and rewarded, and makes recommendations on how to close this gap. It acknowledges that recognizing and rewarding community engaged scholarship in the health professions will require changes not only in the wording of institutional policies and procedures but in the culture of institutions and professions. Leadership is needed from academic institutions and the external stakeholders that influence their values and…
Scholarship reconsidered: Priorities of the professoriate
This seminal work on the four types of scholarship–discovery, integration, application, and teaching–led the way for Boyer’s subsequent naming of the scholarship of engagement in his 1996 Journal of Public Service and Outreach article. Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Full text.
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