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Community Engaged Scholarship, Teaching and Learning

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Community Engaged Scholarship, Teaching and Learning

Members: 45
Latest Activity: Mar 3, 2015

Every 3-4 months during the year a group of scholars from across New England come together as members of an Engaged Scholarship Think Tank under the auspices of The New England Resource Center for Higher Education (NERCHE)(www.nerche.org). We have created this group on Faculty Row as a way of connecting this regional group of scholars with a national and international group interested in community engaged scholarship, teaching, and learning. In addition to creating a connection among engaged scholars, if you are interested in accessing resources associated with the Engaged Scholarship Think Tank, contact John Saltmarsh at NERCHE. (john.saltmarsh@umb.edu)

Engaged Scholarship
The term “scholarship of engagement” is an emergent concept first used by Ernest Boyer in a 1996 article by that title. The term redefines faculty scholarly work from application of academic expertise to community engaged scholarship that involves the faculty member in a reciprocal partnership with the community, is interdisciplinary, and integrates faculty roles of teaching, research, and service. While there is variation in current terminology (public scholarship, scholarship of engagement, community-engaged scholarship), engaged scholarship is defined by the collaboration between academics and individuals outside the academy - knowledge professionals and the lay public (local, regional/state, national, global) - for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. The engaged scholarship includes explicitly democratic dimensions of encouraging the participation of non-academics in ways that enhance and broaden engagement and deliberation about major social issues inside and outside the university. It seeks to facilitate a more active and engaged democracy by bringing affected publics into problem-solving work in ways that advance the public good with and not merely for the public.

Discussion Forum

Soul of a Citizen: Using Paul Loeb's Teaching for Engagement Strategies 1 Reply

I am trying to gauge interest in a building a cohort that utilize Paul's work in their courses! Let's start a conversation. Continue

Tags: community, volunteer, experiential, service-learning, service

Started by Audra Grady. Last reply by Paul Loeb Sep 23, 2010.

Engagement and Diversity 1 Reply

I recently received an email from a colleague at an elite research university. The question she had was from a group of graduate students she works with:The Students of Color Committee here would…Continue

Started by John.saltmarsh@umb.edu. Last reply by Jane Fried Jan 5, 2010.

Comment Wall

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Comment by Teresa Daza Campbell, Ph.D. on June 9, 2012 at 2:22pm

Hi. 

I just joined Faculty Row. Although I'm in Tucson, AZ, not New England, the topic of this group is very interesting.

I use community engaged learning in my Marketing classes--in both traditional and fully online formats.  Students choose a "mom and pop" (small, independently owned) business in their community and write a preliminary marketing plan.  They interview the owner and complete several worksheets throughout the semester that eventually lead to a final marketing plan presentation. 

I'm still working on my website, TeresaDazaCampbell.com, and plan to post these materials for free download. 

tc  Teresa Daza Campbell, Ph.D.

Comment by Christine Bachman on May 5, 2010 at 12:33pm
One of my colleagues and I have been interested in the scholarship of teaching and learning especially with regard to change in academia, teaching (online, hybrid) and scholarship. We have published several articles but this type of scholarship is still not viewed very positively by those who are reticent regarding online courses or publishing outside of one's discipline. Any comments?
Comment by John.saltmarsh@umb.edu on January 22, 2010 at 10:31am
On October 30, 2009, the Engaged Scholarship Think Tank focused on “The Next Generation of Faculty and Implications for Engaged Scholarship and Institutional Change.”

The two readings that framed the discussion were
• Rhoades, G. Kiyama, J.M., McCormick, R., and Quiroz, M. (2008) Local cosmopolitans and cosmopolitan locals: New models of professionals in the academy. The Review of Higher Education, 31, 2, 209-35.
• Rhoades, G. (2009) Carnegie, Dupont Circle and the AAUP: (Re)Shaping a cosmopolitan, locally engaged professoriate, Change, January-February, p. 8-13.

The discussion was framed to explore the implications of a framing of local/cosmopolitan knowledge for:
• Faculty work
• Graduate education
• Recruitment and retention of underrepresented faculty
• Reward structures
• Diversity initiatives
• Teaching and learning
• Scholarship

For the Engaged Scholarship Think Tank on January 14, 2010, the discussion focused on the book The Unheard Voices: Community Organizations and Service Learning edited by Randy Stoecker and Elizabeth A. Tryon.

Framing for Discussion
Overview: The morning focused on the book’s overarching theme and participants’ current activities with respect to including the “unheard voices.” Representatives from Providence-area community organizations offered their own voices on the issues and their perspectives on change.
Plan:
1. We would like to frame the opening discussion around the topic of “who benefits?” In that vein, we will begin with comments from faculty participants. Please select one quote from the book -- provocative, illustrative, or perplexing -- to share with the group.
2. The authors persuasively argue that time is a key factor, no matter who benefits (chapter 4). We would next like to hear how participants are addressing this on their own campuses.
3. Then we will move to reflections about our own practices with respect to inclusion of community voices and concerns. The goal is to be forthright about our successes as well as our shortcomings, so that we can best take advantage of the presence of the afternoon panelists.
4. Community representatives will offer their ideas on effective service learning and community-based research.
5. In conclusion, the group as a whole will examine Chapter 10 with particular focus on how universities must change if the goal is “service learning that serves everyone” (p. 185).
6. How would you evaluate this piece of engaged scholarship? Is it a model of engaged scholarly work - why or why not? How would this be "counted" in promotion review on your campus?

Additional reading:
“Does Service Learning Really Help?,” New York Times, January 3, 2010.

In addition to creating a connection among engaged scholars, if you are interested in accessing resources associated with the Engaged Scholarship Think Tank, contact John Saltmarsh at NERCHE. (john.saltmarsh@umb.edu)
Comment by Dr Francisco Brizuela on December 24, 2009 at 12:02pm
I would like to become more involved as well.
Thank you for getting this discussion started!

Francisco
Comment by Jane Fried on December 17, 2009 at 9:20am
Hi John- is anybody else from Central CT State University involved in this? What can I do to get more engaged with the conversation? Hope you are well.
 

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