An explication of public scholarship objectives (original) (raw)

Public scholarship: Making sense of an emerging synthesis

New Directions for Teaching and Learning, 2006

This concluding chapter, written by a national leader in higher education, reflects on public scholarship from a perspective beyond Penn State and argues that public scholarship promises to strengthen “that special form of public decision making that we call democracy.”

Book Review: The Perils and Promises of Public Scholarship

2019

This Book Review is brought to you for free and open access by Nighthawks Open Institutional Repository. It has been accepted for inclusion in Journal of Community Engagement and Scholarship by an authorized editor of Nighthawks Open Institutional Repository.

Envisioning Public Scholarship for Our Time: Models for Higher Education Researchers Book Review

Impacting Education: Journal on Transforming Professional Practice

Envisioning Public Scholarship for Our Time: Models for Higher Education Researchers is an excellent resource for Ed.D. program faculty and administrators who are committed to developing scholarly practitioners. Doctoral students will benefit from having this book as required reading in their initial research course as it describes the value of scholarship and the significant impact various forms of public scholarship can make in terms of social justice and equity. Kezar et al. (2018) promote activism by sharing numerous examples of public scholarship, including their own, and outlining several paths for how researchers can engage in public scholarship to impact policy and practice in higher education. This book is organized into three main sections. In the first section, the authors describe the context for public scholarship. In the second section, approaches to public scholarship are shared and in the third section, the focus is on encouraging and learning public scholarship.

Public Scholarship, Graduate Education, and the Research University

Many colleges, universities, and departments have embraced public scholarship as something to be lauded in a mission statement and celebrated in public addresses. A few initiatives have gone even further. For instance, Penn State has a Laboratory for Public Scholarship and Democracy to strengthen community ties with the university and the University of Minnesota convened a Public Scholarship Committee to study the subject. Other programs dot the nation’s higher-educational landscape, and various national initiatives also promote the idea. In spite of these advances, I have found only one program where public scholarship is a required course for graduate study. Whereas undergraduate service-learning requirements have become common, my home unit, the Department of Communication at the University of Washington (UW), may be the only academic department in which each incoming graduate student is required to take a full-credit seminar on public scholarship. The seminar has done our department and our students a tremendous service. In this essay, I will explain how this anomalous course-offering came about and what exactly it has done for us.

From Rhetoric to Reality: A Typology of Publically Engaged Scholarship

2010

Abstract Despite significant institutional rhetoric about engaged scholarship, scant empirical research focuses on the activities that constitutepublicly engaged scholarship from the faculty perspective. This study's purpose was to develop a typology of publicly engaged scholarship based upon faculty descriptions of their scholarly work.

An Exploration of the Influence of Public Scholarship on Faculty Work

Journal of Higher Education Outreach and Engagement, 2008

The purpose of our study was to explore the effects of engagement on faculty members' academic work, research, teaching, and service. We found that faculty were more open with their students about how their teaching plans work and do not work; faculty members' initial commitments to providing service for communities were reinforced; and faculty viewed their research, teaching, and service as integrated, and not separate acts of scholarship. This article applies social identity and job characteristics theories to these three themes to explore why faculty members' perception of their work changed as a result of their engagement in public scholarship.