BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Publicly Engaged Scholars

Next-Generation Engagement and the Future of Higher Education

Paperback
March 2016
9781620362648
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  • Publisher
    Stylus Publishing
  • Published
    31st March 2016
  • ISBN 9781620362648
  • Language English
  • Pages 312 pp.
  • Size 6" x 9"
  • Images 3 figures & 8 tables
$35.00
Hardback
April 2016
9781620362631
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  • Publisher
    Stylus Publishing
  • Published
    11th April 2016
  • ISBN 9781620362631
  • Language English
  • Pages 312 pp.
  • Size 6" x 9"
  • Images 3 figures & 8 tables
$125.00
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March 2016
9781620362655
More details
  • Publisher
    Stylus Publishing
  • Published
    31st March 2016
  • ISBN 9781620362655
  • Language English
  • Pages 312 pp.
  • Size 6" x 9"
  • Images 3 figures & 8 tables
$125.00
E-Book
March 2016
9781620362662
More details
  • Publisher
    Stylus Publishing
  • Published
    31st March 2016
  • ISBN 9781620362662
  • Language English
  • Pages 312 pp.
  • Size 6" x 9"
  • Images 3 figures & 8 tables
$27.99

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.

"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 - .

"It is a new day in academia, and Publicly Engaged Scholars: Next Generation Engagement and the Future of Higher Education is here to tell the story. An outgrowth of the New Generation Engagement Project, a working group organized under the New England Resource Center for Higher Education, the book presents a diverse cadre of individuals who are upsetting the proverbial applecart (a.k.a. the academy) and transforming – as Nadinne Cruz notes on the back cover – long-held conceptions of what we call 'the work'.

The book argues, ‘At its core, next-generation engagement is defined by a collaborative engagement paradigm of teaching, learning, and scholarship in which faculty, students, and community partners co-create knowledge and learning’. Next generation scholars are embedded in the life of the university and the community, and their work is intimately connected to and stems from community concerns. This connection is the hallmark of next generation scholars, and as the editors suggest, their growing numbers require us all to recognize new ways of doing business.”

Partnerships: A Journal of Service-Learning and Civic Engagement - .

"This book gives voice to what is at stake—what matters and why—in pushing past our current discourses towards creating a new 'language regime of engagement.' The overall message comes through loud and clear: the ways by which next-generation scholar-practitioners of engagement have experienced their work and how they think about it require new ways to name 'the work.' I call on fellow 'pioneers' and 'elders' to honor next-generation engagement scholars by 'listening eloquently' (as pioneering Herman Blake would urge his students to do with community partners) to what they have to say, by identifying in their articulations areas rich for 'theorizing engagement,' and by referencing their work as we express one’s own thinking on what engagement is or ought to be about."

Nadinne Cruz, service-learning pioneer - co-author of Service-Learning: A Movement's Pioneers Reflect on Its Origins, Practice and Future

"Publicly Engaged Scholars: Next Generation Engagement and the Future of Higher Education is a timely and hopeful book. A new generation of creative, dedicated, collaborative scholars is necessary if we are to realize the unrealized democratic promise of American higher education to powerfully contribute to a fair, decent, and just society. This book gives visibility and voice to that generation. Reading what young publicly engaged scholars have to say is both highly instructive and cause for genuine optimism about the possibilities for much needed significant, sustained university and societal change."

Ira Harkavy, Associate Vice President, Founding Director - Barbara and Edward Netter Center for Community Partnerships, University of Pennsylvania

"Publicly Engaged Scholars is an inspiring book that presents a renewed vision and pathway to advance participatory scholarship. The book provides a critical exploration of public engagement that is grounded in both a rich understanding of the historical context and future promise of socially responsible, impactful, and equitable scholarship. As a next generation scholar, the book challenges us to shape the future of engaged scholarship as active collaborators and change agents partnering with communities and within and across institutions of learning."

Jomella Watson-Thompson - 2014 Lynton Award Recipient; Assistant Professor; Associate Director of the Work Group for Community Health and Development, University of Kansas

"Grounded in the deep history of the engagement movement in higher education but spoken in the voices of its next generation, Publicly Engaged Scholars is both unflinching in its presentation of the challenges—personal, professional, political—facing those who seek to transform higher education for the greater good and hopeful in its demonstration of the persistence and adaptability of engaged scholarship. Anyone concerned about higher education’s contribution to democracy should read it."

Andrew J. Seligsohn, President - Campus Compact

Publicly Engaged Scholars is a much needed look at the future of higher education as more of the public, increasingly diverse in every way, pushes for more of the academy to engage in high-impact scholarship, collaborate broadly, and be a locus of democratic practice and educator of democratic citizens. Its authenticity comes from the powerful voices of our students, who have emerged as the new generation of publicly engaged scholars looking to make a difference in the world. This is an exciting time, and this volume pulls us enthusiastically into that future.”

Nancy Cantor, Chancellor - Rutgers University-Newark

“This is a book that captures a critical development in the civic engagement movement as we witness the emergence of a new generation of public engaged scholars. The implications for higher education and society, as the scholars who have contributed to this volume make clear, are enormous…The chapters give voice not only to the rich and powerful stories of next generation publicly engaged scholars, but also to current developments in the civic engagement movement shaping higher education globally.

The chapters in this volume provide a window into the emerging citizenry of academe, publicly engaged scholars working in capacities both on and off campus…A growing body of research demonstrates that the field suffers from a paucity of knowledge about the aspirations, decisions, and career pathways of the next generation…What these chapters demonstrate is that engagement is transforming the academy – the future is upon us."

Timothy K. Eatman - School of Education, Syracuse University, and Faculty Co-Director of Imagining America: Artists and Scholars in Public Life

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

Margaret A. Post

Margaret A. Post is a Visiting Scholar at the Nelson A. Rockefeller Center for Public Policy at Dartmouth College. Her research focuses on the role of nonprofit organizations in social policy change. She is author of Grassroots Coalitions and State Policy Change (2011) and is Senior Researcher with the Innovation Network, Inc. conducting a participatory evaluation with the Center for Community Change. Post has been a visiting scholar with the Next Generation Engagement Project at the New England Resource Center for Higher Education at the University of Massachusetts Boston since 2010.

Elaine Ward

Elaine Ward is an Assistant Professor of Higher Education in the School of Education and Social Policy at Merrimack College. Through her work, Elaine aims to support the development of the next generation of community-engaged scholars. Elaine has written on community engaged scholarly identity development and on change in higher education related to the Carnegie Elective Classification for Community Engagement. Elaine is coordinator for the Lynton Award for the Scholarship of Engagement for Early Career Faculty and is a NERCHE Visiting Scholar. Elaine serves on the Board for the International Association for Research on Service-Learning and Community Engagement and as a Senior Research Associate for the Center for Engaged Democracy.

Nicholas V. Longo

Nicholas V. Longo is Chair of Global Studies and Professor of Public and Community Service Studies at Providence College. Nick is author of Why Community Matters: Connecting Education with Civic Life (SUNY Press), co-editor of From Command to Community: A New Approach to Leadership Education in Colleges and Universities (Tufts University Press), and co-editor of Creating Space for Democracy: A Primer on Dialogue and Deliberation in Higher Education (Stylus, 2019). Nick lives in Providence, Rhode Island, with his wife, Aleida. Together, they have a great passion for educating the next generation of democratic citizens, starting with their children, Maya and Noah.

John Saltmarsh

John Saltmarsh is Professor of Higher Education in the Department of Leadership in Education in the College of Education and Human Development at the University of Massachusetts, Boston. He is also Distinguished Engaged Scholar at the Swearer Center for Public Service at Brown University, where he leads the project in which the Swearer Center serves as the administrative partner with the Carnegie Foundation for elective Community Engagement Classification.