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Handbook of Engaged Scholarship, Vol. 1

Institutional Change

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


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pp. vii-ix

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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 competitiveness, improving P–12 education, enhancing health care, and a host of other challenges ...

Part 1/ The Emerging Movement

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The Emerging Movement

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pp. 3-8

A handbook that examines engaged scholarship has the responsibility to look at the issue from many perspectives. A good starting point for understanding most phenomena is to consider definitions, context, and history, and this first part of this handbook takes up these very issues. Across the chapters, the authors consider what engaged scholarship means, taking care to acknowledge that the concept is enriched by recognizing various perspectives ...

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Engaged Scholarship

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pp. 9-24

During the past twenty-five years, repeated efforts have been made to stimulate American higher education to more actively engage with society. Foundations and national organizations have provided leadership by creating commissions, issuing reports, and sponsoring visioning conferences. As part of its collective civic mission, America’s higher education system has been challenged to partner with communities, organizations ...

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History of the Scholarship of Engagement Movement

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pp. 25-38

Loosely defined, history is a narrative, a record through time often accompanied by an explanation of that time. That narrative may come in many forms. Presented as biography or autobiography, history is viewed through the lens of a person. Approached as an event, history may be seen as the unfolding of a conflict or an idea or ideology. Explored as a particular period of time, history may be presented as an era of economic plenty or ...

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Defining the “Engagement” in the Scholarship of Engagement

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pp. 39-54

The word “engagement” has many meanings and definitions within higher education. Engagement is typically used to refer to different aspects of campus and community partnership: that is, to engage with the community. It is also a term that has been used to refer to student involvement and campus and community environments, as in student engagement with academic and civic activities. It is also a way to describe faculty work, as ...

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Toward a Social Justice-Centered Engaged Scholarship: A Public and a Private Good

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pp. 55-70

Throughout the history of higher education in the United States, there has been an ongoing debate about the role of higher education’s contribution to a “just” society. In spite of the high participation rate in U.S. higher education, college goers still represent a relatively small number/percentage of the U.S. population. Further, if we consider the number of higher education graduates and those within certain population demographic ...

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Ernest Boyer and the Scholarship of Engagement

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pp. 71-91

In his influential work in 1990, Ernest Boyer introduced us to his four domains of scholarship—the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching. After a three-year battle with cancer just fifty-eight days before his death, Boyer delivered a compelling speech to a room full of educators at the Induction Ceremony of the American Academy of Arts and Sciences in ...

Part 2/ Across the Higher Education Landscape

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Across the Higher Education Landscape

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pp. 95-98

Although changes in higher education often appear to be implemented slowly, in America this impression must be tempered by the development of the country as a whole. In 1636, Harvard College became America’s first institution of higher education. Soon thereafter the College of William and Mary was founded (1693), followed during the 1700s by a number of sectarian and religiously affiliated (Puritan, Moravian, Presbyterian, Disciples ...

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Engaged Scholarship in Land-Grant and Research Universities

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pp. 99-118

Throughout our nation’s history, the challenges and opportunities inherent in monumental economic and demographic shifts have fueled fundamental changes in the shared covenant between institutions of higher education and the public they serve. Today, our nation must transform from a manufacturing-based, national economy into a knowledge-based, global economy well positioned in the green revolution, generating national ...

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Engaged Scholarship and the Urban University

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pp. 119-130

As other chapters in this volume have underscored, the civic aims of American colleges and universities extend back to their origins. This is certainly true for urban universities. With the addition of a medical school in 1765, the University of Pennsylvania became America’s first university. Penn was, of course, founded by Benjamin Franklin as the Academy of Philadelphia in 1740 in the largest and arguably the most important city in the American ...

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Student Engagement in Liberal Arts Colleges: Academic Rigor, Quality Teaching, Diversity, and Institutional Change

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pp. 131-148

In this chapter, we explore the elements of a liberal arts education that have been shown to produce high student engagement. In the first section of the chapter we summarize the components that have been shown to maximize student engagement identified in the Wabash National Study of Liberal Arts Education (WNSLAE). The WNSLAE is emerging as the authoritative study of best practices that produce high levels of student achievement ...

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Faculty Engagement in the Community Colleges: Constructing a New Ecology of Learning

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pp. 149-164

The following perspective on engagement in America’s community colleges is shaped by more than thirty years as a practicing ecological anthropologist deeply concerned about the condition of new Samoan and Pacific Islander immigrants as they adapt to life in American cities. These “new neighbors” (MacPherson, Shore, & Franco, 1977) have unique and deep cultural and linguistic traditions shaped by sustaining and evolving cultures on distant ...

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Civic Engagement at Faith-Based Institutions

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pp. 165-180

One does not have to believe in a particular religion or be religious at all to recognize the important role religion plays in society. Many individuals use religious values to make important decisions. Society looks to religion for a moral base. Religious institutions exert significant influence on society. Nevertheless, higher education doesn’t know how to deal with religion. Lee Schulman, retiring president of the Carnegie Foundation for the Advancement ...

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Engaged Scholarship at Historically Black Colleges and Universities

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pp. 181-196

Michael Lomax, president and CEO of the United Negro College Fund (UNCF), observes: From their founding 150 years ago, historically black colleges and universities have been an exercise in engagement. For almost a century, they functioned not only as institutions dedicated to the education and betterment of their students, but very deliberately as engines for the improvement of a community and population toward whose well-being and social integrity society at ...

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Engaged Scholarship in Hispanic-Serving Institutions

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pp. 197-214

The importance of the mutually beneficial interactive nature of universities and the national culture was first acknowledged when Congress passed the Morrill Act, also known as the Land Grant Act, in 1862. Pressure from farmers and laborers who recognized the importance of an education to improving their social and economic status led to the federal government providing thirty thousand acres of public land to each state for each ...

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Engaged Scholarship with Tribal Communities

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pp. 215-228

American Indian and Alaska Native (AIAN) tribal communities have long been the subject of intense interest by outside groups. Like indigenous people around the world, they have been observed, named, and evaluated by outsiders since the time of first contact (Smith, 1999). Academic scholars representing the gamut of Western scientific disciplines are included among those interested in tribal culture, life, health, and development. The ...

Part 3/ Engaged Faculty and Emerging Scholars

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Engaged Faculty and Emerging Scholars

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pp. 231-234

It can be argued that much of the research on faculty roles and rewards over the past two decades has been written from a constraint narrative. This is perhaps especially so in discussions of faculty engagement. By constraint, I refer to a story of why faculty are not socialized toward engagement, why they cannot prioritize it, the barriers to its practice, and its lack of reward or recognition. This narrative has served us well in that it has allowed us ...

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Integrating Outreach and Engagement into Faculty Work

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pp. 235-250

The history of higher education includes commitments to teaching the next generation, preparing thoughtful citizens, discovering new knowledge, and addressing and improving issues and problems confronting society. Higher education institutions stand solidly as pillars of society, without which the quality, meaning, and opportunities in the human experience would be much diminished. Part of the history of American higher education includes ...

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Civic Engagement across the Career Stages of Faculty Life: A Proposal for a New Line of Inquiry

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pp. 251-270

In a piece she wrote on the “engaged academy” that was published in 2000, Carol Schneider noted the discussion that scholars and others were having about the roles mediating institutions play in addressing public issues and problems in American society, including the problem of civic disengagement. In this discussion, she observed, “there has been surprisingly little attention to the role that higher education institutions in particular ...

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Rewarding Multiple Forms of Scholarship: Promotion and Tenure

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pp. 271-294

The purpose of this chapter is to review recent research and literature on reward systems and how they regard faculty engagement. Promotion and tenure remains a dominant part of the reward system landscape, despite the smaller number of tenure-track appointments. Thus, I consider the current state of promotion and tenure within reward systems as well as enduring dilemmas in the scaffolding that surrounds the assessment of engagement ...

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Redefining Peer Review and Products of Engaged Scholarship

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pp. 295-305

Community-engaged scholarship (CES) is increasingly discussed as a vehicle for enhancing science, improving the relevance of the academy, increasing the impact universities can make on their stakeholder communities, and making real change in societal conditions. Engaged faculty have recognized that in order to be relevant and to have impact, knowledge needs to be communicated in new ways and to more diverse audiences. This ...

Part 4/ Student Learning in the Engaged Academy

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Student Learning in the Engaged Academy

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pp. 309-312

This handbook is part of the developing literature on engaged scholarship that reflects the intellectual maturation and the “thickening” of the movement. As the theories and practices of engagement evolve, the movement itself is, happily, acquiring a critical edge that it lacked in its nascent stages. The essays in this part serve up a series of critiques about the way higher education has organized itself, especially as it relates to the role that students can and should play within ...

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Students Co-creating an Engaged Academy

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pp. 313-330

Much progress has been made over the past decade in higher education to activate civic and political engagement, as the other chapters in this book clearly illustrate. The concepts and practices associated with service-learning and the scholarship of engagement have moved from the margins to the mainstream in even some of our most prestigious institutions of higher education. Yet, there is also a growing sense that the civic engagement ...

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Changing Pedagogies

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pp. 331-352

When efforts emerge in higher education to change pedagogical practice, it is likely a sign that something is fundamentally wrong. In the current period of reform, which began in the late 1970s, efforts to change pedagogy have been fueled by two critical failures in higher education. One is a failure of teaching and learning in undergraduate education; the other a failure of higher education to fulfill its civic mission. Changes in pedagogy are ...

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Students as Scholars: Integrating Research, Education, and Professional Practice

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pp. 353-368

During the past twenty years, two patterns have converged to alter in substantive ways our ideas about how to prepare our students for life and work. One trend is the changing nature of the concept of engagement itself and the relationships that have developed between colleges and universities and the communities they serve (Peters, Jordan, Adamek, & Alter, 2005; Ramaley, 2007). The other trend is our growing understanding of the habits of ...

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Students as Change Agents in the Engagement Movement

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pp. 369-390

Since the start of the contemporary engagement movement in higher education, students have made important contributions as leaders and change agents. A number of authors credit students with catalyzing today’s engagement movement, through the creation of the Campus Outreach Opportunity League (COOL) in 1984 (Liu, 1996; Zlotkowski, Longo, & Williams, 2006). Multiple publications document the development, in the 1990s, of a national ...

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Professional Development for Emerging Engaged Scholars

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pp. 391-410

U.S. institutions of higher education face unprecedented challenges about their fundamental commitment to communities and society at large. Critics question whether research has trumped teaching, basic science has supplanted research addressing “real world” problems, and faculty members have succumbed to careerism over answering the call to serve the greater good (Bridger & Alter, 2006). Others argue that institutions of higher ...

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Educating for Democratic Citizenship: Antecedents, Prospects, and Models for Renewing the Civic Mission of Graduate Education at Research Universities

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pp. 411-436

With these words Richard Morrill (1982, p. 365) challenged academicians to take seriously their historical mandate to “educate for democratic values.” He suggested that education for civic engagement must combine doing with knowing, that it must be both “the empowerment of persons and the cultivation of minds” (p. 365). The ideals underlying Morrill’s challenge are embedded deeply in the foundation of the ...


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pp. 437-448


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pp. 449-460

E-ISBN-13: 9781609171957
Print-ISBN-13: 9780870139741

Page Count: 488
Publication Year: 2010

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Subject Headings

  • Community and college -- United States -- Handbooks, manuals, etc.
  • Education, Higher -- Aims and objectives -- United States.
  • Service learning -- United States -- Handbooks, manuals, etc.
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