The Journal of Public Scholarship in Higher Education
Volume 2 (2012)
Previously published in print
Deepening the Culture of Engagement in Higher Education
University of Memphis
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.
Engaging Sharp-Leadenhall: An Interdisciplinary Faculty Collaboration in Service-Learning
Matthew Durington and Elsa Lankford
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.
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.
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).
Service-Learning Enriches Advertising Knowledge, Builds Students’ Portfolios, and Promotes Community Engagement after Graduation
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
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
University of Oklahoma