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JOURNAL OF HIGHER EDUCATION OUTREACH AND ENGAGEMENTAbstractsVolume 12, Issue 1(Please note: If you are using Internet Explorer, it may block article abstracts. To view them, click the information bar above this page and select "Allow Blocked Content," or switch to a different browser, such as Mozilla Firefox.) Research and Conceptual/Philosophical Articles
Motivation for Faculty Community Engagement: Learning from ExemplarsKerryAnn O'Meara
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This explorative study examines the motivations of sixty-eight faculty exemplars in community engagement. Analysis of personal narrative essays reveals a great diversity in personal and professional motivation, including but not limited to the desire to teach well, personal commitments to specific issues, neighborhoods, and people, a perceived fit between community engagement and disciplinary goals, and a desire for meaningful collaboration. This study reports the first phase in a multiphase study and finds that faculty exemplars have a rich reservoir of motivations that are both intrinsic and extrinsic, rooted in personal goals and identity as well as some organizational cultures. Findings suggest motivation for community engagement likely varies by type of engagement and depth of involvement over time.
An Exploration of the Influence of Public Scholarship on Faculty WorkEmily M. Janke, Carol L. Colbeck
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The purpose of our study was to explore the effects of engagement on faculty members' academic work, research, teaching, and service. We found that faculty were more open with their students about how their teaching plans work and do not work; faculty members' initial commitments to providing service for communities were reinforced; and faculty viewed their research, teaching, and service as integrated, and not separate acts of scholarship. This article applies social identity and job characteristics theories to these three themes to explore why faculty members' perception of their work changed as a result of their engagement in public scholarship.
An Integrated Model for Advancing the Scholarship of Engagement: Creating Academic Homes for the Engaged ScholarLorilee R. Sandmann, John Saltmarsh, KerryAnn O'Meara
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A new integrated model is offered for the preparation of future faculty that addresses the transformation of institutions of higher education into supportive environments for the next generation of engaged scholars. Drawing on the knowledge bases of the scholarship of engagement, institutional change, preparing future faculty, the role of disciplinary associations, and promising practice for institutional engagement, the model provides a framework for approaches that would prepare individuals (primarily doctoral students and early career faculty) as learners of engagement while instigating and catalyzing institutions as learning organizations.
Practice Stories from the Field
A Profile of John Gerber: Professor, Department of Plant, Soil, and Insect Sciences, University of Massachusetts at AmherstInterview conducted by Scott PetersProfile edited by Scott Peters, Robert Ojeda, and John Gerber
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The profile of John Gerber published here is not a standard academic article or essay. Nor is it a "case study." Rather, it is an oral history that was edited from the transcript of an in-depth interview. The purpose of the interview was not to elicit John's views about engagement. Rather, following a narrative orientation to qualitative interviewing, the purpose was to draw out richly detailed first-person stories of his work and experience as a publicly engaged scholar.
Reflective Essays and Reviews
Conceptualization of the Scholarship of Engagement in Higher Education: A Strategic Review, 1996-2006Lorilee R. Sandmann
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During the past decade, the generalized concept of the scholarship of engagement has evolved. Once a broad call for higher education to be more responsive 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 engaged scholarship's own theory.
Book Reviews
A New Civic PoliticsReview by Harry C. BoyteLee Benson, Ira Harkavy, and John Puckett. Dewey's Dream: Universities and Democracies in an Age of Education Reform. Temple University Press, 2007. Hardcover $59.50; paperback $18.95.
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