Volume 2 (2012)

The Journal of Public Scholarship in Higher Education
Volume 2 (2012)

Previously published in print

Editorial

Deepening the Culture of Engagement in Higher Education

Katherine Lambert-Pennington
University of Memphis

Pages 7-13

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Articles

Institutional Perspectives

Margaret Carnes Stevens and J.R. Jamison
Indiana Campus Compact

Creating an engaged campus is a process that takes support, resources, and programs from all levels of a college or university campus. While some may argue that sustainable change is only possible when directed by university administration, others counter that nothing is sustainable if faculty and staff are not empowered to implement the programs. Based on a reflective analysis of Indiana Campus Compact’s program development over the past 20 years, the authors argue the importance of growing and maintaining an engaged campus from a holistic model. Such a balanced, collaborative approach to building and sustaining an engagement culture in higher education is illustrated and defended through examples of effective strategy and a discussion of the roles of institutional and community constituents.

Pages 15-30

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Engaging Sharp-Leadenhall: An Interdisciplinary Faculty Collaboration in Service-Learning

Audrey Falk
Merrimack College

Matthew Durington and Elsa Lankford
Towson University

This article reports on an interdisciplinary collaboration in the context of service-learning. Faculty members from the disciplines of family studies, anthropology, and media production worked collaboratively to develop and implement service-learning projects involving their classes and Sharp-Leadenhall, one of the oldest historically African-American communities in Baltimore City, Maryland. The authors argue that collaborative, interdisciplinary service-learning can respond to complex, real-world problems more fully than can be achieved through single-course, single-discipline service-learning. Additionally, this approach to service-learning provides faculty an opportunity to model interdisciplinary inquiry for students.

Pages 31-46

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A Model for Community Partnerships in Mathematics

Bradley Forrest, Pamela Kosick, Judith Vogel, and Chia-Lin Wu
Richard Stockton College of New Jersey

This article describes a partnership involving a college and its surrounding public high schools in order to offer a model for transforming professional development initiatives into collaborative, reciprocal community engagement opportunities. This ongoing partnership addresses the shared
goal of improving the mathematical college readiness of high school students through a three-part program focused on teacher content knowledge. The partnership is based on sustained, open dialogue in which the expertise of all participants, collegiate mathematics professors and high school mathematics teachers, are equally valued and imperative to achieving program outcomes.

Pages 47-71

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Public Scholarship Reconsidered: Recognizing and Integrating Contexts for Faculty Engagement

Monica D. Griffin
College of William and Mary

The following study analyzes the nearly 20-year curricular evolution of civic engagement at a small liberal arts university in the southeastern United States, the College of William and Mary; in doing so, the researcher qualitatively examines the nature of scholarship in service-learning courses over a period of the last five years to lay groundwork for a more in-depth assessment. With this institutional study, the author makes a case for administrators to design, develop, and evaluate engaged scholarship programming within the integrative contexts of faculty teaching, research, and community partnering proposed by Boyer (1990; 1996).

Pages 73-98

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Service-Learning Enriches Advertising Knowledge, Builds Students’ Portfolios, and Promotes Community Engagement after Graduation

Krista Tucciarone
University of Missouri, Saint Louis

This study investigated the influence of a service-learning component in an advertising course, specifically examining its ability to enrich advertising knowledge, build students’ portfolios, and influence students’ community engagement after graduation. The research revealed that service-learning positively affects students’ understanding of advertising principles and concepts; students are more likely to try harder and dedicate more time to an authentic project; participation in an authentic project provides ethos for students’ portfolios; and students have the opportunity to experience other communities and the dynamics of their residents. Documenting the outcomes of service-learning is central to promoting the value of community-engaged teaching in the field of advertising education.

Pages 105- 127

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Review Essay

To Serve a Larger Purpose:” Engagement for Democracy and the Transformation of Higher Education

Saltmarsh, J. & Hartley M. (Eds.)
Philadelphia, PA: Temple University Press, 2011

Moira Ozias
University of Oklahoma

Pages 129-133

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