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Papers by Kristin Moretto
The Journal of Leadership Education, 2016
The journal of faculty development, 2012
This study sought to uncover the career readiness and professional development needs of Ph.D. stu... more This study sought to uncover the career readiness and professional development needs of Ph.D. students at a large, Midwestern research university. Findings indicate that career goals of graduate students change over time, skill preparation for academic and non-academic careers continues to be inadequate for many students and professional development and career guidance is lacking for many graduate students. Unlike other studies of graduate student professional socialization, this study introduces the theory of Academic Capitalism and its impact on the career and professional development of doctoral students. In a time when tenure track faculty positions are becoming increasingly difficult to obtain, increased attention is being given by faculty advisors and graduate student administrators to the education and professional preparation of Ph.D. students. Since the 1980' s, decreases in funding for higher education have forced many institutions to reduce permanent positions, cut re...
Journal of community engagement and higher education, 2015
Infusing civic learning into higher education often requires negotiating among competing discours... more Infusing civic learning into higher education often requires negotiating among competing discourses. In this essay, we examine three such discourses in democratic theory, economic interests, and organizational culture to consider the opportunities and challenges that emerge at their nexus. Our work to advance democratic engagement as the purpose and product of higher education depends on how well, how deeply, and how courageously we can engage with each other and these discourses to meet the many demands that the mandate for civic learning now shoulders.
Colleges and universities continue to respond to the call for a deepening of community-engaged re... more Colleges and universities continue to respond to the call for a deepening of community-engaged research and teaching that contributes tangibly to the public good. Coupled with a new generation of scholars eschewing traditional markers of academic success, the authors set out to discover what faculty members at an urban university identify as priorities for teaching and research to advance democratic engagement. They collected quantitative and qualitative data from faculty members and their community partners. The study findings suggested that while community-engaged activity continues to grow and even thrive among an increasing number of faculty members, there remain three targeted areas needing improvement in order for democratically informed scholarship to better serve the public good: (1) The need to transform “thin” student learning goals into more robust, “thick” civic learning goals; (2) increasing what now is minimal, if existent, discussion of the political opportunities for...
The Journal of Faculty Development, May 1, 2012
The Journal of Faculty Development, May 1, 2012
Colleges and universities continue to respond to the call for a deepening of community-engaged re... more Colleges and universities continue to respond to the call for a deepening of community-engaged research and teaching that contributes tangibly to the public good. Coupled with a new generation of scholars eschewing traditional markers of academic success, the authors set out to discover what faculty members at an urban university identify as priorities for teaching and research to advance democratic engagement. They collected quantitative and qualitative data from faculty members and their community partners. The study findings suggested that while community-engaged activity continues to grow and even thrive among an increasing number of faculty members, there remain three targeted areas needing improvement in order for democratically informed scholarship to better serve the public good: (1) The need to transform " thin " student learning goals into more robust, " thick " civic learning goals; (2) increasing what now is minimal, if existent, discussion of the political opportunities for and constraints to community work; and, (3) a fuller integration of faculty interests, personal and professional, with teaching and research priorities centering on democratic engagement.
Change: The Magazine of Higher Learning, 2008
Mid-career faculty comprise the largest component of the academic workforce. But what do we reall... more Mid-career faculty comprise the largest component of the academic workforce. But what do we really know about them? What do they experience? What are their needs? What are the needs of the chairs who try to support, motivate, and evaluate them? In contrast to the ...
Change the Magazine of Higher Learning, 2008
Mid-career faculty comprise the largest component of the academic workforce. But what do we reall... more Mid-career faculty comprise the largest component of the academic workforce. But what do we really know about them? What do they experience? What are their needs? What are the needs of the chairs who try to support, motivate, and evaluate them? In contrast to the ...
The value of the liberal arts and humanities has increasingly been called into question on multip... more The value of the liberal arts and humanities has increasingly been called into question on multiple fronts. Attempts to bridge the practical and liberal arts through forms of civic professionalism have been gaining traction in larger spheres of influence. This article outlines the results of a deliberative civic engagement forum (n = 42) that created a space for community members from business, education, and non-profit sectors at the National Conference on Service and Volunteerism, to consider the role civic leadership education and development has in liberal arts and humanities programs. The forum was intentionally designed to have participants consider the role of the liberal arts and humanities in redefining the purposes and process of democratic engagement through a lens of civic leadership education and development. This forum was able to gather a group of people from sectors that do not normally speak to the intersection of leadership education and the liberal arts.
Infusing civic learning into higher education often requires negotiating among competing discours... more Infusing civic learning into higher education often requires negotiating among competing discourses. In this essay, we argue that our work to advance democratic engagement as the purpose and product of higher education depends on how well, how deeply, and how courageously we can engage with each other and these discourses to meet the many
demands that the mandate for civic learning now shoulders.
Change: The Magazine of Higher Learning, 2008
The Journal of Leadership Education, 2016
The journal of faculty development, 2012
This study sought to uncover the career readiness and professional development needs of Ph.D. stu... more This study sought to uncover the career readiness and professional development needs of Ph.D. students at a large, Midwestern research university. Findings indicate that career goals of graduate students change over time, skill preparation for academic and non-academic careers continues to be inadequate for many students and professional development and career guidance is lacking for many graduate students. Unlike other studies of graduate student professional socialization, this study introduces the theory of Academic Capitalism and its impact on the career and professional development of doctoral students. In a time when tenure track faculty positions are becoming increasingly difficult to obtain, increased attention is being given by faculty advisors and graduate student administrators to the education and professional preparation of Ph.D. students. Since the 1980' s, decreases in funding for higher education have forced many institutions to reduce permanent positions, cut re...
Journal of community engagement and higher education, 2015
Infusing civic learning into higher education often requires negotiating among competing discours... more Infusing civic learning into higher education often requires negotiating among competing discourses. In this essay, we examine three such discourses in democratic theory, economic interests, and organizational culture to consider the opportunities and challenges that emerge at their nexus. Our work to advance democratic engagement as the purpose and product of higher education depends on how well, how deeply, and how courageously we can engage with each other and these discourses to meet the many demands that the mandate for civic learning now shoulders.
Colleges and universities continue to respond to the call for a deepening of community-engaged re... more Colleges and universities continue to respond to the call for a deepening of community-engaged research and teaching that contributes tangibly to the public good. Coupled with a new generation of scholars eschewing traditional markers of academic success, the authors set out to discover what faculty members at an urban university identify as priorities for teaching and research to advance democratic engagement. They collected quantitative and qualitative data from faculty members and their community partners. The study findings suggested that while community-engaged activity continues to grow and even thrive among an increasing number of faculty members, there remain three targeted areas needing improvement in order for democratically informed scholarship to better serve the public good: (1) The need to transform “thin” student learning goals into more robust, “thick” civic learning goals; (2) increasing what now is minimal, if existent, discussion of the political opportunities for...
The Journal of Faculty Development, May 1, 2012
The Journal of Faculty Development, May 1, 2012
Colleges and universities continue to respond to the call for a deepening of community-engaged re... more Colleges and universities continue to respond to the call for a deepening of community-engaged research and teaching that contributes tangibly to the public good. Coupled with a new generation of scholars eschewing traditional markers of academic success, the authors set out to discover what faculty members at an urban university identify as priorities for teaching and research to advance democratic engagement. They collected quantitative and qualitative data from faculty members and their community partners. The study findings suggested that while community-engaged activity continues to grow and even thrive among an increasing number of faculty members, there remain three targeted areas needing improvement in order for democratically informed scholarship to better serve the public good: (1) The need to transform " thin " student learning goals into more robust, " thick " civic learning goals; (2) increasing what now is minimal, if existent, discussion of the political opportunities for and constraints to community work; and, (3) a fuller integration of faculty interests, personal and professional, with teaching and research priorities centering on democratic engagement.
Change: The Magazine of Higher Learning, 2008
Mid-career faculty comprise the largest component of the academic workforce. But what do we reall... more Mid-career faculty comprise the largest component of the academic workforce. But what do we really know about them? What do they experience? What are their needs? What are the needs of the chairs who try to support, motivate, and evaluate them? In contrast to the ...
Change the Magazine of Higher Learning, 2008
Mid-career faculty comprise the largest component of the academic workforce. But what do we reall... more Mid-career faculty comprise the largest component of the academic workforce. But what do we really know about them? What do they experience? What are their needs? What are the needs of the chairs who try to support, motivate, and evaluate them? In contrast to the ...
The value of the liberal arts and humanities has increasingly been called into question on multip... more The value of the liberal arts and humanities has increasingly been called into question on multiple fronts. Attempts to bridge the practical and liberal arts through forms of civic professionalism have been gaining traction in larger spheres of influence. This article outlines the results of a deliberative civic engagement forum (n = 42) that created a space for community members from business, education, and non-profit sectors at the National Conference on Service and Volunteerism, to consider the role civic leadership education and development has in liberal arts and humanities programs. The forum was intentionally designed to have participants consider the role of the liberal arts and humanities in redefining the purposes and process of democratic engagement through a lens of civic leadership education and development. This forum was able to gather a group of people from sectors that do not normally speak to the intersection of leadership education and the liberal arts.
Infusing civic learning into higher education often requires negotiating among competing discours... more Infusing civic learning into higher education often requires negotiating among competing discourses. In this essay, we argue that our work to advance democratic engagement as the purpose and product of higher education depends on how well, how deeply, and how courageously we can engage with each other and these discourses to meet the many
demands that the mandate for civic learning now shoulders.
Change: The Magazine of Higher Learning, 2008