Envisioning Public Scholarship For Our Time
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| Author | : Adrianna J. Kezar |
| Publisher | : Taylor & Francis |
| Total Pages | : 223 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000981266 |
This book proposes a new paradigm of public scholarship for our time, one that shifts from the notion of the public intellectual to the model of the engaged scholar.The editors’ premise is that the work of public scholarship should be driven by a commitment to supporting a diverse democracy and promoting equity and social justice. The contributors to this volume present models that eschew the top-down framing of policy to advocate for practice that drives bottom-up change by arming the widest range of stakeholders -- especially members of marginalized communities -- with relevant research.They demonstrate how public scholarship in higher education can increase its impact on practice and policy and compellingly argue that public scholarship should be recognized as normative practice for all scholars and indeed integrated into the curriculum of graduate courses.The chapters describe multiple types of public scholarship and different strategies that move beyond informing policymakers, faculty, and administrators to engage publics such as students and parents, media, the general public, and particularly groups that may have had little or no access to research. Examples include partnering with a community agency to design a research project and disseminate results; writing for practitioner or policy venues and magazines outside the traditional academic journals; serving on boards for national groups that impact decisions related to your area of research; and the use of social media.Whether scholar, director of graduate education, or graduate student of higher education, this book opens up a new vision of how research can inform practice that promotes the public good.
| Author | : Nancy L. Chick |
| Publisher | : Taylor & Francis |
| Total Pages | : 168 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000979326 |
Through its impact on students in their lives in and beyond college, and recognizing the porous boundary between the classroom and the “real world,” SoTL can offer insights into broader societal issues, offer evidence of activities that facilitate everyday learning, promote intrinsic motivation, better support people from underrepresented communities, or uncover the ripple effects of changing educational environments. It has the potential to deliver messages of broad public interest. This book extends the field-building work of Boyer’s Scholarship Reconsidered and Hutchings, Huber, and Ciccone’s The Scholarship of Teaching and Learning Reconsidered by taking a new look at SoTL’s ubiquitous call to “go public.” Going Public Reconsidered explores the potential impacts of knowledge generated by SoTL, considers its varied public audiences, and offers guidance for the appropriate media and modes of communication to reach them, including the use of social media. It urges the SoTL community to step up and contribute its expertise to conversations about the crises that face our communities, nations, and the world, and disseminate the relevance of its research for the world outside of the classroom.Recognizing that many practitioners find it difficult to conceptualize the public in public SoTL beyond the higher education audiences they routinely address, this book focusses on conceptualizing, planning, and shaping the message, and clarifying appropriate audiences. It offers guidance on the “who” and the “how” of public SoTL. Going Public Reconsidered addresses such questions as: ● What is happening in the world that would benefit from a SoTL-informed perspective?● What information, insight, or knowledge does SoTL generate?● Who beyond higher education might care about this information, insight, or knowledge, and why?● How can we adapt to the venues and platforms where they currently get their information and knowledge?The fifteen editors and contributors explore the potential and the implications of extending SoTL beyond its current horizons by reflecting on the ultimate responsibility of those who profess SoTL; examining SoTL’s audiences and the notion of “the public”; considering what topics and Grand Challenges public SoTL might address; offering case studies of outreach in the US and abroad; and providing guidance on the use of social media for public SoTL – from Twitter, Facebook, LinkedIn, and YouTube to blogs – as well as on developing relationships with mainstream media. The book’s message is that public SoTL isn’t a radical departure from SoTL-as-we-know-it, but a natural expansion of its methods and goals, offering the potential of broadening its impact domestically and internationally. It offers inspiration and challenges to practitioners across the globe.
| Author | : J. Michael Rifenburg |
| Publisher | : University Press of Colorado |
| Total Pages | : 270 |
| Release | : 2022-10-14 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1646422783 |
Drilled to Write offers a rich account of US Army cadets navigating the unique demands of Army writing at a senior military college. In this longitudinal case study, J. Michael Rifenburg follows one cadet, Logan Blackwell, for four years and traces how he conceptualizes Army writing and Army genres through immersion in military science classes, tactical exercises in the Appalachian Mountains, and specialized programs like Airborne School. Drawing from research on rhetorical genre studies, writing transfer, and materiality, Drilled to Write speaks to scholars in writing studies committed to capturing how students understand their own writing development. Collectively, these chapters articulate four ways Blackwell leveraged resources through ROTC to become a cadet writer at this military college. Each chapter is dedicated to one year of his undergraduate experience with focus on curricular writing for his business management major and military science classes as well as his extracurricular writing, like his Ballroom Dance Club bylaws and a three-thousand-word short story. In Drilled to Write, Rifenburg invites readers to see how cadets are positioned between civilian and military life—a curiously liminal space where they develop as writers. Using Army ROTC as an entry into genre theory and larger conversations about the role higher education plays in developing Army officers, he shows how writing students develop genre awareness and flexibility while forging a personal identity.
| Author | : Xiaowei Zang |
| Publisher | : Edward Elgar Publishing |
| Total Pages | : 512 |
| Release | : 2020-11-27 |
| Genre | : Political Science |
| ISBN | : 1789909953 |
This Handbook offers a critical analysis of the major theoretical and empirical issues in public policy and public administration in China. Investigating methodological, theoretical, and conceptual themes, it provides an insightful reflection on how China is governed.
| Author | : Michael Lanford |
| Publisher | : State University of New York Press |
| Total Pages | : 237 |
| Release | : 2022-06-01 |
| Genre | : Education |
| ISBN | : 1438487649 |
Higher education institutions have traditionally nurtured artistic and scientific development and served as catalysts for innovative ideas and products. However, contemporary discourse too often relegates the concept of innovation to the private sector, where the rhetoric of "disruption" frequently reduces innovation to economic terms. As a result, innovations that could benefit society instead exacerbate existing inequities, and the environmental factors that stimulate long-term innovative progress are neglected. Creating a Culture of Mindful Innovation in Higher Education offers a different vision by identifying the conditions that enable college and university administrators, faculty, and staff to promote an innovative institutional culture. Mindful innovation is defined through six central tenets: societal impact; the necessity of failure; creativity through diversity; respect for autonomy and expertise; thoughtful consideration for the dimensions of time, efficiency, and trust; and the incentivization of intrinsic motivation and progress over scare tactics and disruption. Michael Lanford and William G. Tierney offer a clearheaded analysis of the challenges and opportunities in creating a culture of mindful innovation and argue that the institutions that do so will be poised to lead entrepreneurial endeavors, scientific progress, and greater social equity in the twenty-first century.
| Author | : Cindy Persinger |
| Publisher | : Springer Nature |
| Total Pages | : 283 |
| Release | : 2021-02-04 |
| Genre | : Art |
| ISBN | : 3030436098 |
What is socially engaged art history? Art history is typically understood as a discipline in which academics produce scholarship for consumption by other academics. Today however, an increasing number of art historians are seeking to broaden their understanding of art historical praxis and look beyond the academy and towards socially engaged art history. This is the first book-length study to focus on these growing and significant trends. It presents various arguments for the social, pedagogical, and scholarly benefits of alternative, community-engaged, public-facing, applied, and socially engaged art history. The international line up of contributors includes academics, museum and gallery curators as well as arts workers. The first two sections of the book look at socially engaged art history from theoretical, pedagogical, and contextual perspectives. The concluding part offers a range of provocative case studies that highlight the varied and rigorous work that is being done in this area and provide a variety of inspiring models. Taken together the chapters in this book provide much-needed disciplinary recognition to socially engaged art history, while also serving as a springboard to further theoretical and practical work.
| Author | : Mara Mills |
| Publisher | : NYU Press |
| Total Pages | : 385 |
| Release | : 2023-08-01 |
| Genre | : Law |
| ISBN | : 1479819379 |
An expansive volume presenting crip approaches to writing, research, and publishing. Crip Authorship: Disability as Method is an expansive volume presenting the multidisciplinary methods brought into being by disability studies and activism. Mara Mills and Rebecca Sanchez have convened leading scholars, artists, and activists to explore the ways disability shapes authorship, transforming cultural production, aesthetics, and media. Starting from the premise that disability is plural and authorship spans composition, affect, and publishing, this collection of thirty-five compact essays asks how knowledge about disability is produced and shared in disability studies. Disability alters, generates, and dismantles method. Crip authorship takes place within and beyond the commodity version of authorship, in books, on social media, and in creative works that will never be published. The chapters draw on the expertise of international researchers and activists in the humanities, social sciences, education, arts, and design. Across five sections—Writing, Research, Genre/Form, Publishing, Media—contributors consider disability as method for creative work: practices of writing and other forms of composition; research methods and collaboration; crip aesthetics; media formats and hacks; and the capital, access, legal standing, and care networks required to publish. Designed to be accessible and engaging for students, Crip Authorship also provides theoretically sophisticated arguments in a condensed form that will make the text a key resource for disability studies scholars. Essays include Mel Y Chen on the temporality of writing with chronic illness; Remi Yergeau on perseveration; La Marr Jurelle Bruce on mad Black writing; Alison Kafer on the reliance of the manifesto genre on disability; Jaipreet Virdi on public scholarship for disability justice; Ellen Samuels on the importance of disability and illness to autotheory; Xuan Thuy Nguyen on decolonial research methods for disability studies; Emily Lim Rogers on virtual ethnography; Cameron Awkward-Rich on depression and trans reading methods; Robert McRuer on crip theory in translation; Kelsie Acton on plain language writing; and Georgina Kleege on description as an access and aesthetic technique.
| Author | : Laura W. Perna |
| Publisher | : JHU Press |
| Total Pages | : 159 |
| Release | : 2018-04-16 |
| Genre | : Education |
| ISBN | : 1421425475 |
As scholars become more public, what responsibility do they have to advocate for policies that will advance equity, inclusiveness, and social change? Higher education scholars often conduct research on topics about which they care deeply, but to what extent should they be advocates for reform and social change? One school of thought believes researchers should remain dispassionate and data focused; the other, that a researcher, by the very questions she asks, can help effect social change. In this book, Laura W. Perna questions how, why, and when higher education researchers should be public intellectuals and whether, armed with research, they are—and should be—a powerful force for change. Taking It to the Streets collects essays from nationally and internationally recognized thought leaders with diverse opinions and perspectives on these issues. With the intentional inclusion of voices on different sides of this discussion, the volume offers a thought-provoking and nuanced understanding of the multifaceted connections between higher education research, advocacy, and policy. Contributors: Ann E. Austin, Estela Mara Bensimon, Anthony A. Berryman, Mitchell J. Chang, Cheryl Crazy Bull, Adam Gamoran, Sara Goldrick-Rab, Shaun R. Harper, Donald E. Heller, Adrianna Kezar, Simon Marginson, James T. Minor, Jeannie Oakes, Laura W. Perna, Gary Rhoades, Daniel G. Solorzano, Christine A. Stanley, William G. Tierney
| Author | : Scott Joseph Peters |
| Publisher | : |
| Total Pages | : 499 |
| Release | : 2005 |
| Genre | : Education |
| ISBN | : 9780923993153 |
Colleges and universities are increasingly being called on to deepen their engagement in the public work of addressing economic, social, and environmental challenges. How should they respond? Engaging Campus and Community examines the practice of public scholarship as a promising means for academic professionals and students to join with external partners in addressing our most pressing public problems. Based on four years of collaborative research by a team of scholars from six different institutions in the national state and land-grant university system, the book provides the first in-depth qualitative study of the civic dimensions of public scholarship in American higher education. The book presents and analyzes eight case studies of public scholarship involving close community-university engagement in public work initiatives that address the economic, social, and environmental challenges of pursuing agricultural and food systems sustainability. The authors draw lessons from these cases that have broad relevance for the larger movement to renew higher education's civic mission and work. Chapters in this volume include: "Preface," David Mathews "Introduction and Overview," Scott Peters "Community Food Systems and the Work of Public Scholarship," David Campbell and Gail Feenstra "Organizing for Public Scholarship in Southeast Minnesota," Scott Peters and Karen Lehman "The North Country Community Food and Economic Security Network: A Profile of David Pelletier," Margo Hittleman, Scott Peters, and David Pelletier "Bringing Scholarship to the Orchard: Integrated Pest Management in Massachusetts," Dan Cooley and Bill Coli "Building a Knowledge Network for Sustainable Weed Management: An Experiment in Public Scholarship," Nicholas Jordan et al. "Teaching as Public Scholarship: Tribal Perspectives and Democracy in the Classroom," Frank Clancy and Margaret Adamek "Engaging Campus and Community to Improve Science Education: A Down-to-Earth Approach," Robert Williamson and Ellen Smoak "An Exploration of Participatory Methods in a Youth Outreach Program Linked to University Research," Marianne Krasny "Public Scholarship: An Administrator's View," Victor Bloomfield "Findings," Scott Peters "Achieving the Promise of Public Scholarship," Theodore R. Alter
| Author | : Marshall Welch |
| Publisher | : Campus Compact |
| Total Pages | : 250 |
| Release | : 2019-09-05 |
| Genre | : Education |
| ISBN | : 173390283X |
Using a conversational voice, the authors provide a foundation as well as a blueprint and tools to craft a community-engaged course. Based on extensive research, the book provides a scope and sequence of information and skills ranging from an introduction to community engagement, to designing, implementing, and assessing a course, to advancing the craft to prepare for promotion and tenure as well as how to become a citizen-scholar and reflective practitioner. An interactive workbook that can be downloaded from Campus Compact accompanies this tool kit with interactive activities that are interspersed throughout the chapters. The book and workbook can be used by individual readers or with a learning community.
