In this Book

Academics in Action!
summary
The theory, vision, and implementation of a multidisciplinary collaborative approach to social learning The academy is often described as an ivory tower, isolated from the community surrounding it. Presenting the theory, vision, and implementation of a socially engaged program for the Department of Human and Organizational Development (HOD) in Peabody's College of Education and Human Development at Vanderbilt University, Academics in Action! describes a more integrated model wherein students and faculty work with communities, learn from them, and bring to bear findings from theory and research to generate solutions to community problems. Offering examples of community-engaged theory, scholarship, teaching, and action, Academics in Action! describes the nuanced structures that foster and support their development within a research university. Theory and action span multiple ecological levels from individuals and small groups to organizations and social structures. The communities of engagement range from local neighborhoods and schools to arenas of national policy and international development. Reflecting the unique perspectives of research faculty, practitioners, and graduate students, Academics in Action! documents a specific philosophy of education that fosters and supports engagement; the potentially transformative nature of academic work for students, faculty, and the broader society; and some of the implications and challenges of action-oriented efforts in light of dynamics such as income inequality, racism, and global capitalism. This edited volume chronicles teaching, research, and community action that influences both inside and outside the classroom as well as presents dimensions of a participatory model that set such efforts into action.

Table of Contents

  1. Title Page, Copyright
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  1. Contents
  2. pp. v-vi
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  1. Introduction
  2. Sandra L. Barnes, Lauren Brinkley-Rubinstein, Bernadette Doykos, Nina C. Martin, Allison Mcguire
  3. pp. 1-22
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  1. Part I: Theories, Frameworks, and Twenty- First Century Deweyism
  2. pp. 23-26
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  1. 1. John Dewey, Participatory Democracy, and University-Community Partnerships
  2. Robert Innes, Leigh Gilchrist, Susan Friedman, Kristen Tompkins
  3. pp. 27-48
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  1. 2. The Ethical Foundations of Human and Organizational Development Programs
  2. Paul R. Dokecki, Mark McCormack, Hasina Mohyuddin, Linda isaacs
  3. pp. 49-70
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  1. Part II: Implications andResponses: Academics in Action!
  2. pp. 71-74
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  1. 3. Using Research to Guide Efforts to Prevent and End Homelessness
  2. Marybeth Shinn, Lindsay S. Mayberry, Andrew L. Greer, Benjamin W. Fisher, Jessica Gibbons-Benton, Vera S. Chatman
  3. pp. 75-97
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  1. 4. Ecological Research Promoting Positive Youth Development
  2. Carol T. Nixon, Bernadette Doykos, Velma Mcbride Murry, Maury Nation, Nina C. Martin, Alley Pickren, Joseph Gardella
  3. pp. 98-123
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  1. 5. Putting Boyer’s Four Types of Scholarship into Practice
  2. Lauren Brinkley-Rubinstein, Vera S. Chatman, Laurel Lunn, Abbey Mann, Craig Anne Heflinger
  3. pp. 124-141
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  1. 6. Conducting Research on Comprehensive Community Development Initiatives
  2. Kimberly D. Bess, Bernadette Doykos, Joanna D. Geller, Krista L. Craven, Maury Nation
  3. pp. 142-162
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  1. Part III: Academic Structures That Foster Synergy, Collaboration, and Courses
  2. pp. 163-166
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  1. 7. The Field School in Intercultural Education as a Model for International Service-Learning and Collaborative Action-Research Training
  2. Holly L. Karakos, Benjamin W. Fisher, Joanna Geller, Laurel Lunn, Neal A. Palmer, Douglas D. Perkins, Nikolay Mihaylov, William L. Partridge, Sharon Shields
  3. pp. 167-190
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  1. 8. Creating a Mosaic of Religious Values and Narratives
  2. Hasina Mohyuddin, Mark Mccormack, Paul R. Dokecki, Linda Isaacs
  3. pp. 191-212
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  1. 9. Internship: Situated Learning in the Department of Human and Organizational Development
  2. Heather L. Smith, Victoria J. Davis, Marybeth Shinn, Stephanie Zuckerman
  3. pp. 213-237
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  1. 10. Can Synergy Across Theory, Pedagogy, and Practice Guide Professional Education?
  2. Andrew Finch, Oluchi Nwosu, Gina Frieden, Emily Hennessey, Craig Anne Heflinger, Allison McGuire, Sarah V. Suiter, Emily Burchfield, Nina C. Martin, Linda Isaacs, Lauren Brinkley- Rubenstein, paul Speer, Abbey Mann, Sharon Shields, neal Palmer, Bethany Pittman, Sandra L. Barnes
  3. pp. 238-259
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  1. Conclusion: Academics in Action—Bridging Principles and Practice!
  2. pp. 260-272
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  1. About the Editors
  2. pp. 273-274
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  1. Index
  2. pp. 275-280
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