Volume 1 (2011)

The Journal of Public Scholarship in Higher Education
Volume 1 (2011)

Previously published in print


Journals and Journeys: New Horizons in Public Scholarship

David Scobey
The New School

Pages 5-7



Research for Change: Transforming Policy, Scholarship, and the Classroom through Engaged Research with Communities of Color

Ann Curry-Stevens
Portland State University

The past year of a five-year campus-community research project marked the release of a substantive report that details broad and deep racial disparities stretching across institutional practices and outcomes, service access, and economic and social conditions. The report has catalyzed an abundance of advocacy opportunities, as the release has opened doors for dialogue with promising signs of reforms appearing within the first year since the report’s release. In this article, the principle investigator shares how this research experience has benefited her development as a publicly engaged scholar, including her path towards tenure, her experience in knowledge creation in collaboration with community partners, and her experience infusing this content into her classroom pedagogy and her relationships with students. Her experience affirms that public scholarship holds transformative possibilities for researchers, students, and community partners alike.

Pages 11-29



Collaborative Inquiry at a Children’s Museum: Benefits for Student Learning, Museum Outcomes, and Faculty Scholarship

Patricia Hrusa Williams
University of Maine, Farmington

Jennifer Sparks
Port Discovery Children’s Museum of Baltimore

This case study recounts a collaborative service-learning project involving a children’s museum, a university faculty member, and undergraduate students. Students worked with the museum to conduct a visitor study examining community reactions to a new exhibit designed to promote children’s health and nutrition. At the same time, students learned about family life education in the field. Benefits of working together on a program evaluation project for the faculty member, students, and the museum are examined. From a faculty perspective, service-learning in the community presents valuable opportunities for collaborative inquiry and public scholarship, benefiting faculty members, institutions of higher education, students, and community agencies. By understanding the needs and challenges for museums and for students involved in field experiences, service-learning experiences can be developed that capitalize on the scholarly interests of the faculty member.

Pages 31-46



English Departments’ Relationships to Community: An Experiment at the Heart of Disciplinary Identity

Suellynn Duffey
University of Missouri, St. Louis

As is the case across the humanities, the changing nature of disciplinarity in English departments is not uniform. Many departments still exist with traditional notions of inquiry and curriculum and ignore community engagement or understand it in narrow ways. For a variety of reasons, writing courses and compositionists more easily than literature scholars and creative writers can embrace current concepts of community engagement. Common in undergraduate writing classes as service-learning, community engagement is less common in graduate courses, where the heart of disciplinary and departmental identity is, by and large, more directly challenged. This article offers an example of one graduate seminar that involved students in community engagement in a relatively traditional English department. This course, “Sites of Writing,” engaged literature students in scholarship totally unfamiliar to them and involved them in community inquiry. While the evolution of one discipline does not mirror exactly the evolution of others, significant parallels exist, particularly among scholars interested in community engagement and its close alliance to cultural studies; readers in disciplines besides English will, no doubt, trace patterns in their own disciplines similar to the ones described here.

Pages 47-65



Public Scholarship within an Urban School District: A Community and University Partnership Approach to Service-Learning

Angela Booker
University of California, Davis

Kindra Montgomery-Block
University of California, Davis

Zenae Scott
Sacramento City Unified School District

bel Reyes
University of California, Davis

Adaurennaya Onyewuenyi
University of California, Davis

This article reports on a collaborative partnership, based in principles of public scholarship and designed to serve local, at-risk or high-risk youth. The program is a six-week summer service-learning initiative in the Sacramento, CA, area developed for transitioning 9th grade students through a multi-agency partnership. The project organizes the university to draw students who often do not make it to college toward a trajectory of high school completion and college enrollment. In addition, the article details opportunities, particularly for junior faculty, to establish local relationships that inform and support ongoing research, create sustainable opportunities to engage in more complex methodological work, and position faculty to participate in public discourse about the role of universities.

Pages 67-87



Public Scholarship in Kinesiology: A Case Study on Economic Impact

Charity Bryan and Toby Dore
University of Louisiana at Lafayette

This case study discusses a seldom explored outcome of public scholarship in higher education: economic impact. The case study connects student field experiences and faculty scholarship to the sustainability of academic departments, providing administrative leaders with the information and tools necessary to both survive and thrive during times of economic uncertainty in higher education. The case study demonstrates the economic impact that a kinesiology program has made in the local economy and the reciprocal benefits for students and faculty. The study concludes with four principles recommended to assist departmental leaders who wish to link student and faculty inquiry with community needs, while also working toward becoming “recession proof” as universities continue to cut budgets and programs.

Pages 89-107



A Model of Public Scholarship that Integrates Professional Skills into Graduate Education

Kandace M. Knudson, Joyce Gutstein, and Emily R. Evans
University of California, Davis

Graduate student education is falling short of what the twenty-first century demands from its next generation of leaders; indeed, many educational leaders and scholars have called for graduate education to include richer, more relevant experiences (Stanton & Wagner, 2006; Stewart, 2010; Walker, Jones, Bueschel, & Hutchings, 2008). At the University of California, Davis, we provide a rich set of professional development skills through a new program for graduate students who have an interest in environmentally based public scholarship – researching and collaborating with communities in order to solve real-world challenges. The purpose of this article is to illustrate and analyze the model, identifying ways the program is effectively delivering professional development to graduate students.

Pages 109-131



Outside the Margins: Promotion and Tenure with a Public Scholarship Platform

Mary Hutchinson
Penn State University, Lehigh Valley

Engagement and outreach scholarship has been encouraged among faculty to address the challenge of bringing university resources to meet the needs of society. However, a divide persists, especially apparent at research-focused universities, between the encouraging rhetoric about engagement and the actual reward structure through the promotion and tenure process. This article culls the literature on engaged scholarship to explore this divide, tracing the origins, evolution, and principles for success involved in linking scholarship to community needs in the context of a research-focused institution. The article advocates a two-pronged approach to garner support and respect for this research platform.
Surely, American higher education is imaginative and creative enough to support and reward not only those scholars uniquely gifted in research but also those who excel in the integration and application of knowledge, as well as those especially adept in the scholarship of teaching.

Pages 133-151



Review Essay

Citizenship Across the Curriculum

Smith, M. B., Nowacek, R. S., & Bernstein, J. L. (Eds.)
Bloomington, IN: Indiana University Press, 2010

Andrew Lounder
University of Maryland, University Park

Pages 153-155