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Handbook of Engaged Scholarship, Vol. 2

Community-Campus Partnerships

Hiram Fitzgerald

Publication Year: 2010

In the preface to the Handbook of Engaged Scholarship, Hiram Fitzgerald observes that the Kellogg Commission's challenge to higher education to engage with communities was a significant catalyst for action. At Michigan State University, the response was the development of "engaged scholarship," a distinctive, scholarly approach to campus-community partnerships.
     Engaged scholars recognize that community based scholarship is founded on an underpinning of mutual respect and recognition that community knowledge is valid and that sustainability is an integral part of the partnership agenda.
     In this two-volume collection, contributors capture the rich diversity of institutions and partnerships that characterize the contemporary landscape and the future of engaged scholarship. Volume One addresses such issues as the application of engaged scholarship across types of colleges and universities and the current state of the movement. Volume Two contains essays on such topics as current typologies, measuring effectiveness and accreditation, community-campus partnership development, national organizational models, and the future landscape.

Published by: Michigan State University Press

Contents

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pp. vii-ix

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Foreword

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pp. xi-xvi

Over the past twenty years there has developed within American higher education a rich conversation concerning how colleges and universities can better utilize their vast knowledge resources to support public progress. Beyond the production of graduates, what is the value-added that we bring to such public goals as strengthening economic...

Part 1: Types of Engaged Scholarship

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pp. 1-97

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Types of Engaged Scholarship

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pp. 3-4

True engagement is based on reciprocity, though the manner of collaborating may be very different. In this section, we consider the essential elements of teaching, research, and service as they relate to engagement across a spectrum of community engagement platforms...

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Campus-Community Partnerships: Perspectives on Engaged Research

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pp. 5-28

Higher education is under increasing pressure to develop solutions to major social and economic problems affecting society. Critics contend that higher education has drifted too far from its core mission and moved too far from its historical commitment to help meet the broad and diverse needs of society...

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From “Preflection” to Reflection: Building Quality Practices in Academic Service-Learning

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pp. 29-49

Service-learning is taking the academic world by storm. Evidence of national and international interest in service-learning and civic engagement abounds in the numbers and types of scholastic publications, dedicated conferences, seminars, colloquia, and awards, as well as web-based and other online resources such as clearing houses and electronic mailing...

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The New Landscape of Engaged Scholarship: How Does Online Education Play a Role?

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pp. 51-64

Engaged scholarship has focused on teaching, research, and service within the concrete landscape of the university and its students, constituencies, and communities. The online landscape opens new opportunities for formerly location-bound students and faculty to work in virtual communities, engage in scholarship based in social networking, co-create...

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Expertise, the Cooperative Extension Service, and Engaged Scholarship

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pp. 65-73

One of the earliest models of university engagement in the United States is the Cooperative Extension Service (CES). The CES was created by an act of Congress (Smith- Lever Act, 1914) as a partnership between the U.S. Department of Agriculture (USDA) and state governments through their land-grant universities. Originally termed the agricultural...

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Engaged Scholarship and Transformative Regional Engagement

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pp. 75-97

In 1990, Ernest Boyer called upon the academy to redefi ne the priorities of faculty in the context of four forms of scholarship: discovery, integration, application, and teaching (Boyer, 1990). In this taxonomy, the scholarship of application was intended to focus faculty members on “scholarly service” through two-way disciplinary-associated interactions with...

Part 2: Measuring, Assessing, and Accrediting Engaged Scholarship

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pp. 99-196

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Measuring, Assessing, and Accrediting Engaged Scholarship

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pp. 101-103

There are two informal tests one can use to determine the extent to which an idea or initiative has gained traction. One is to note if there is still support and momentum after the primary champions of the idea cease to assume that role (e.g., the president who leaves the institution, the committee that is dissolved). The other test is the presence of...

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Measuring Institutional Engagement and Faculty-Based Engaged Scholarship

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pp. 105-130

American colleges and universities have historically contributed to the public good in ways that extend beyond traditional undergraduate and graduate education and the production of knowledge (Veysey, 1965). Whether by way of continuing education programs, cooperative extension, international development, service-learning, or faculty service to public...

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Engaged Scholarship: Perspectives from Psychology

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pp. 131-147

As the science of mind and behavior, having evolved from such disparate disciplines as philosophy, physiology, and physics (James, 1890), psychology has had a predominant focus on the individual or certain characteristics of the individual as its primary unit of analysis. When this focus includes relationships with others, of course, the units of analysis...

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Public Sociology in the Age of Obama

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pp. 149-160

This is my first visit to Japan, so it is with great trepidation that I address you on the subject of public sociology. As an ethnographer, I am acutely aware of the dangers of bringing to you an idea formulated in a very different national context. Transmitting the notion of sociology is difficult enough, subject as it is to varying national traditions, but...

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Engagement and the Carnegie Classification System

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pp. 161-176

This chapter focuses on assessing and rewarding engaged scholarship using the 2006 Carnegie voluntary community engagement classification process. This process has been analyzed by those who developed and implemented it (Driscoll, 2008) and by scholars of engagement in higher education (Sandmann, Thornton, & Jaeger...

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Evaluating the Community Impact of Higher Education Civic Engagement

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pp. 177-196

For at least the past two decades, institutions of higher learning have been promoting the concept of civic engagement. That has meant supporting faculty and students to become more involved in local community issues through such activities as service-learning and community-based research. There is very little evidence, however, that institutions are...

Part 3: Community-Campus Partnership Development

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pp. 197-332

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Community-Campus Partnership Development

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pp. 199-200

How do we combine the knowledge and wisdom in communities and in academic institutions to solve the major health, social, and economic challenges facing our society? How do we ensure that community-driven social change is central to service-learning and community-based participatory research? Collectively, the chapters in this section...

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Achieving the Promise of Community–Higher Education Partnerships: Community Partners Get Organized

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pp. 201-221

Partnerships between communities and higher educational institutions as a strategy for social change are gaining recognition and momentum. Despite being formed with the best of intentions, however, authentic partnerships are very difficult to achieve. Although academic partners have extensively documented their experiences and lessons learned...

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Standards of Practice in Community Engagement

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pp. 223-233

The context in which institutions of higher education sit lays the foundation for the evolution of community engagement into a more central component in the strategic thinking and planning of colleges and universities. In other words, the interdependence between institutions of higher education and their localities and regions has become increasingly...

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Action Research as Systems Change

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pp. 235-256

For those of us interested in using research as a tool for social change, action research is a valuable, if not necessary tool in our methodological tool belt. Action research (AR) involves a collaborative process between the researcher and members of a targeted community (e.g., organization, neighborhood, small city) where both...

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Mixed Methods in Collaborative Inquiry

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pp. 257-273

Community-campus partnerships for research provide critical avenues for engaged scholarship. Increasingly in such partnerships, campus faculty and community partners work in a collaborative manner to identify issues of mutual concern or interest, design interventions, assess impacts, disseminate research findings, and decide on appropriate...

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From Community-Based Participatory Research to Policy Change

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pp. 275-294

Community-partnered approaches to research have gained currency in many academic disciplines in recent years, both in the United States and internationally. This increased interest has occurred in part in response to growing recognition that the complexity of many of today’s health and social problems often make them poorly suited to traditional outside...

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Collaborative Approaches to Community Change

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pp. 295-310

These words are from a community partner, Glenn (a pseudonym), as he passionately speaks to a national conference of approximately 150 university presidents, legislators, faculty, administrators, national association representatives, students, and community partners. The focus of this gathering was on community engagement and...

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Documenting Impacts: Engaged Research Centers and Community Change

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pp. 311-332

In the past two decades, colleges and universities across the nation, particularly those located in urban and metropolitan areas, have witnessed the creation and growth of a new type of research enterprise: the engaged research center (ERC). These new academic enterprises differ from traditional campus research centers with regard to research...

Part 4/ National Organizational Models

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pp. 333-406

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National Organizational Models

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pp. 335-338

Harvard sociologist Daniel Bell points out that “[what is] social today becomes political tomorrow, and economic [in costs and consequences] the day after.” For a social and policy issue, the formation of professional and national organizations signals movement from the emergent part of its life cycle to increasing institutionalization and...

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Campus Compact—Engaged Scholarship for the Public Good

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pp. 339-347

In the mid-1980s, Time magazine, reporting on a recently released study of incoming college students, quoted a participant, “I want to go to college to become a doctor . . . so I can make some money and then take it easy” (Bowen, 1986). We learned from this study and others like it, from pundits, and from critics that education...

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Small Partnership Leads into National Outreach Scholarship Conference

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pp. 349-359

In 2001, three land-grant universities formed a partnership “to provide a framework to facilitate communication, cooperation, and mutually beneficial collaborative research and programming.” Their shared vision of the program collaborative was to “develop and deliver programs and educational resources that support the development...

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Imagining America: Engaged Scholarship for the Arts, Humanities, and Design

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pp. 361-372

In 2001, a group of University of Michigan undergraduates spent much of an icy winter well away from the comforts of their Ann Arbor campus. Instead, they were conducting research in senior centers and community centers around the Michigan Central Railroad Station, a key transit point for the Great Migration, in which millions of African Americans...

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CEOs for Cities: Engaged Scholarship for Urban Development

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pp. 373-379

CEOs for Cities, a national cross-sector network of urban leaders dedicating to building and sustaining the next generation of great American cities, has always recognized the contribution universities can make to vital urban economies. CEOs for Cities was founded, in part, as a response to the changing needs in urban leadership. Realizing that new...

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HENCE: A Federation to Advance Community Engagement across Higher Education

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pp. 381-391

The Higher Education Network for Community Engagement (HENCE) arose from a demonstrated high level of commitment to cooperation across diverse engagement-related organizations in order to encourage the further development and improvement of community engagement. Now a virtual federation of higher education community engagement...

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A Catalyst for Research: The International Association for Research on Service-Learning and Community Engagement

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pp. 393-406

As the concept of engagement becomes more widely recognized and accepted within higher education, there is an increasing emphasis on the scholarship of such work. For many years, the venues that offered established and developing scholars an outlet for the dissemination of scholarly work related to engagement were limited. Nor was there a...

Part 5: The Future Landscape

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pp. 407-492

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The Future Landscape

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pp. 409-410

Looking forward, what are the new ideas, what are the new perspectives, what are the new initiatives, that hold promise for positively shaping the future landscape and promise of engaged scholarship and community-university engagement? In this section, several such ideas, perspectives, and initiatives are described and discussed in broad...

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Student Engagement Trends over Time

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pp. 411-430

Student engagement is an encompassing term that can include a number of dimensions that cut across curricular and co-curricular activities. In higher education, engagement is valued to the extent that it supports student learning and development. This chapter examines patterns of students’ engagement in the community that take place through..

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Developing Higher Education Administrators

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pp. 431-445

Today, developing and implementing an institutional strategy for engagement is vital for developing the capacity of the university to respond to the needs of its various publics, to educate the whole student, and to realize the potential and promise of its scholars and their impact on society. Core to developing, implementing, and institutionalizing this...

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Developing Emerging Engagement Scholars in Higher Education

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pp. 447-458

A primary purpose of research institutions is to structure educational programs that target contemporary and future needs (Altbach, 1999). Several leading scholars, in their discussions of the faculty role in engagement, have begun to recommend the preparation of graduate students for engagement as a supplement to their disciplinary training...

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UPBEAT: University Engagement through Virtuous Knowledge Sharing and Academic Staff Development

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pp. 459-478

Over the past decade, the University of Salford has responded in a unique way to the national and global challenges it has faced. This reflects the particular academic strength of the staff and the situation in which it found itself in the middle to late 1990s. This strategy, developed in the light of a changing environment, focuses in particular on...

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Coming to Engagement: Critical Reflection and Transformation

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pp. 479-492

This chapter is an extension of the book Coming to Critical Engagement (Fear, Rosaen, Bawden, & Foster-Fishman, 2006), a volume that I co-authored with a multidisciplinary team of Michigan State University (MSU) scholars. Over a period of nearly five years we analyzed our engagement experiences (we had not worked previously on a common...

Contributors

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pp. 493-507

Index

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pp. 509-520


E-ISBN-13: 9781609171940
Print-ISBN-13: 9780870139758

Page Count: 384
Publication Year: 2010