CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Engaged scholarship: Historical roots, contemporary challenges
Tác giả
Glass C.R.; Fitzgerald H.E.
Năm xuất bản
2010
Source title
Handbook of Engaged Scholarship
Số trích dẫn
18
DOI
Liên kết
Tóm tắt
During the past twenty-five years, repeated efforts have been made to stimulate American higher education to more actively engage with society. Foundations and national organizations have provided leadership by creating commissions, issuing reports, and sponsoring visioning conferences. As part of its collective civic mission, America's higher education system has been challenged to partner with communities, organizations, schools, businesses and industries, government agencies, and funding agencies to address a wide range of societal problems and more actively engage with the open democratic society that supports the system. This more active relationship has generated a fresh vision about the democratic purposes of higher education and the ways universities contribute to the public good (Boyte, 2004; Boyte & Kari, 1996). From the founding of Campus Compact in 1985, to reformist calls for higher education to renew its covenant with society in the 1990s, there have been significant advances in scholarship-based outreach and engagement across the teaching, research, and service missions of higher education. These advances have stirred active and deep debate about the meaning of engagement, the role of higher education in society, higher education's faculty reward system, the meaning of private-public partnerships, and the allocation of resources needed to redirect America's college students back to core democratic values. These discussions have become so wide-ranging that a perceived need arose to codify the foundations of engaged scholarship, to assess its vision, types of work, personnel, and barriers, and to address issues related to measurement, evaluation, standards of practice, and methodologies. The time seemed right for a handbook on engaged scholarship. This handbook provides a sampling of the rich diversity of the ways in which campuses and scholars understand engagement. The dynamic tension this diversity creates within the academy has not only been central to the intellectual vitality of the conversation-it embodies the very democratic values it seeks to advance. There are differences in mission and resources among America's research universities and its historically minority-serving institutions, comprehensive universities, liberal arts colleges, and community colleges. Therefore, the emphases, structures, and practices in community-campus collaborations vary significantly among different institutions (Church, 2001). Nevertheless, each type of institution provides exemplars of community-campus engagement appropriate to its mission. In addition to diverse institutional practices, a wide range of scholars now identify themselves as engaged scholars. Scholars from the social sciences, humanities, natural sciences, and professional disciplines now integrate engagement as part of their research, teaching, and service roles and responsibilities at their institutions. The handbook encourages leaders and scholars to thoughtfully enter into deliberative conversations about how community engagement is practiced in their context, in the hope that it will help to frame transformational change in higher education as it fully embraces the challenges of the twenty-first century. We open the discussion about engaged scholarship, in this chapter, by focusing on its history, the meaning and diversity of its practices, and the challenges it faces in contemporary higher education. © 2010 by Michigan State University Press. All rights reserved.
Từ khóa
Tài liệu tham khảo
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Nơi xuất bản
Michigan State University Press
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus