scholarly journals The Evolution of a Community-Engaged Scholar

2017 ◽  
Vol 28 (2) ◽  
pp. 8-16
Author(s):  
Mara C. Tieken
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Social Issues ◽  
Early Career ◽  
Scholarly Work ◽  
Faculty Roles ◽  
Community Partners ◽  
Scholarship Of Engagement ◽  
The University ◽  
Advance Knowledge

Mara Tieken is the recipient of the 2016 Ernest A. Lynton Award for the Scholarship of Engagement for Early Career Faculty. The award recognizes exemplary community-engaged scholarly work across faculty roles. The scholarship of engagement represents an integrated view of faculty roles in which teaching, research/creative activity, and service overlap and are mutually reinforcing, is characterized by scholarly work tied to a faculty member's academic expertise, is of benefit to the external community, is visible and shared with community stakeholders, and reflects the mission of the institution. Community engagement is defined by relationships between those in the university and those outside the university that are grounded in the qualities of reciprocity, mutual respect, shared authority, and co-creation of goals and outcomes. Such relationships are by their very nature trans-disciplinary (knowledge transcending the disciplines and the college or university) and asset-based (where the strengths, skills, and knowledges of those in the community are validated and legitimized).Dr. Tieken was selected from an outstanding pool of finalists because her work exemplifies the award’s criteria. She approached her work with rural schools by validating the knowledge assets in the communities she worked with to undertake research that addressed social and racial justice and equity in those communities. She brought her students into a pedagogy shaped by participatory epistemology in which they and the community partners they work with are knowledge producers and active participants in building a wider public culture of democracy. And through integrating her faculty roles, she contributed significant service with the partners she worked with. Further, she is an agent for change on her own campus, working to create an institutional environment that supports community engaged scholars.Dr. Tieken’s emergence as an engaged scholar describes the critical nature of deep relationships with community partners, the importance of engagement being part of the socialization and training in graduate education, the significance of mentors, and the ways that institutions of higher education cultivate scholarly innovation by attending to the kinds of commitments and structures that support, recognize, and reward community engaged scholarship. As an engaged scholar, she pursues community engagement to advance knowledge that can address global social issues as they are manifest locally, and as perhaps the best way to advance knowledge in ways that fulfill the democratic purposes of higher education. 

scholarly journals The Life, Work and Legacy of Ernest A. Lynton (1926–1998)

2018 ◽  
Vol 29 (4) ◽  
Author(s):  
Elaine Ward
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Lived Experiences ◽  
Scholarly Work ◽  
The Public ◽  
Public Purpose ◽  
Scholarship Of Engagement ◽  
Metropolitan Universities ◽  
Cultural Shifts ◽  
Life Work

Learning about Ernest Lynton’s rich life has been interesting for me to uncover.  Where many of us only know Ernest through his writings, I have come to learn the origins of the motivations for his work and commitments to advancing the public purpose of higher education and the scholarship of engagement. The significance of the title of the first issue of Metropolitan Universities Journal in 1990, Identity and Culture, is not lost on me as I seek to understand more fully the life, lived experiences, and identity of Ernest A. Lynton that moved him to influence cultural shifts within higher education toward increased value and legitimatization of useful, publicly engaged work.  As a researcher, I am driven to understand our individual and collective motivations for our community engagement scholarly work.  What are our aspirations for this work and its broader impact in society?  Why do what we do and how can what we do influence the greater public good.  As a steward of change (Ward and Miller, 2106), I seek ways to use our individual and collective understandings to lift up and advance institutional commitments to civic and community engagement as we help our higher education institutions hold fast to and more fully realize their responsibilities to individuals and communities beyond our walls. 

scholarly journals Unwaged Posts in UK Universities: Controversies and Campaigns

2015 ◽  
Vol 13 (2) ◽  
pp. 533-553 ◽  
Author(s):  
Kirsten Forkert ◽  
Ana Lopes
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Trade Unions ◽  
Creative Industries ◽  
Early Career ◽  
Higher Education System ◽  
Use Of Social Media ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

This article examines unwaged posts at UK universities, using recent examples of advertised job posts. While unpaid work is common in the UK higher education system, unwaged posts are not. The posts under scrutiny in this article differ from traditional honorary titles as they target early career academics, who are unlikely to have a paid position elsewhere, rather than established scholars. The article contextualizes the appearance of these posts in a climate of increasing marketization of higher education, entrenching managerialism in higher education institutions, and the casualization of academic work. We also discuss resistance to the posts, arguing that the controversy surrounding unpaid internships in the creative industries created a receptive environment for resisting unwaged posts in academia. We analyze the campaigns that were fought against the advertisement of the posts, mostly through social media and the University and College Union. We explore the tactics used and discuss the advantages and limitations of the use of social media, as well as the role of trade unions in the campaigns against these posts, and we reflect on what future campaigns can learn from these experiences.

Building Media Literacy in Higher Education

2018 ◽  
pp. 153-171
Author(s):  
Allison Butler ◽  
Martha Fuentes-Bautista ◽  
Erica Scharrer
Keyword(s):  
Higher Education ◽  
Media Literacy ◽  
Theory And Practice ◽  
Engaged Scholarship ◽  
Community Partners ◽  
Curricular Alignment ◽  
University Of Massachusetts ◽  
The University ◽  
Work Done ◽  
Structured Approach

Through detailed discussion and review of the work done in media literacy in the Department of Communication at the University of Massachusetts, including curricular alignment, engaged scholarship, and a media literacy certificate, this chapter shares how faculty, students, and community partners work together to bring media literacy theory and practice to action. The Department of Communication places a high value on media literacy across its programs and curricula and this chapter describes the department's carefully structured approach to media literacy.

IR, the Critic, and the World: From Reifying the Discipline to Decolonising the University

2020 ◽  
pp. 030582982093706
Author(s):  
Isaac Kamola
Keyword(s):  
Higher Education ◽  
Political Economy ◽  
Critical Theory ◽  
The Political ◽  
Scholarly Work ◽  
Disciplinary Knowledge ◽  
The World ◽  
The University

Why does IR scholarship seem so resistant to travel into other disciplinary spaces? To answer this question, I look at the tendency for scholars within our discipline to talk to the discipline, about the discipline, and for the discipline. We obsess over ‘IR’ and, in doing so, reify IR as a thing. I turn towards Edward Said’s arguments about the worldliness of texts, and how reification shapes how ideas travel. I then provide two illustrations of how scholars have reified IR as a thing: Robert Cox’s approach to critical theory and Amitav Acharya’s call for a ‘Global IR’. In both cases, contrary to expectation, the authors reify IR as a thing, portraying the discipline as distinct from the world. IR is treated as something with agency, ignoring how disciplinary knowledge is produced within worldly institutions. I conclude by looking at three strategies for studying worldly relations in ways that refuse to reify the discipline: showing disloyalty to the discipline, engaging the political economy of higher education, and seeking to decolonise the university. Rather than reifying IR, these strategies help us to engage our scholarly work in a way that prioritises worldly critical engagements within our disciplinary community, and the world.

scholarly journals The Farm to Fork project: Community-engaged scholarship from community partners' perspective

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Monika Korzun ◽  
Corey Alexander ◽  
Lee-Jay Cluskey-Belanger ◽  
Danielle Fudger ◽  
Lisa Needham ◽  
...  
Keyword(s):  
Higher Education ◽  
Food Insecurity ◽  
Social Issues ◽  
Higher Education Institutions ◽  
Situation Models ◽  
Engaged Scholarship ◽  
Community Partners ◽  
Sustainable Solutions ◽  
Community Engaged Scholarship ◽  
The Impact

Higher education institutions have traditionally largely ignored their role in identifying and addressing issues that their communities face. In an attempt to tackle this situation, models such as community-engaged scholarship (CES) have been developed and used to illustrate the active roles higher education institutions can play in sustainable social change. CES is guided by principles of mutually beneficial collaboration and reciprocity to address issues faced by the community. CES can guide the development of an in-depth understanding of social issues and can promote long-term and sustainable solutions. CES literature focuses largely on the impacts and benefits to students and faculty, but often ignores assessment of CES projects based on their impact on community partners and the community overall.This article illustrates the experiences of community partners in a Farm To Fork project and the impact of the project on community partners and the community at large. Developed at the University of Guelph in Ontario, Canada, the Farm To Fork project is helping increase the quantity and quality of food donated to emergency food providers, such as food banks and food pantries, via the use of online tools. Based on a survey questionnaire, the experiences of community partners are summarised under four categories: mutual benefit, resources, networking and collaborations, and raising awareness and addressing social issues. The results demonstrate that community partners greatly appreciate the effort and dedication of students and faculty. Through the project, community partners gained experience and access to university resources and formed networks with academics as well as other community organisations that will benefit them in the future. In addition, the Farm To Fork project helped to raise awareness about food insecurity, not only among students and faculty working on the project, but also in the Guelph-Wellington area.Keywords: community-engaged scholarship, food insecurity, community impacts, Farm To Fork, Guelph-Wellington

Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative

2017 ◽  
Vol 6 (4) ◽  
pp. 362-367
Author(s):  
Brian D. Clocksin ◽  
Margo B. Greicar
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Community Engagement ◽  
Real Life ◽  
High Impact ◽  
Institutions Of Higher Education ◽  
Active Engagement ◽  
Life Problems ◽  
The University ◽  
High Impact Practice

Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.

scholarly journals Emerging Neoliberal Academic Identities: Looking Beyond Homo economicus

2021 ◽  
Author(s):  
Claire Skea
Keyword(s):  
Higher Education ◽  
Academic Identity ◽  
Early Career ◽  
Good Work ◽  
Homo Economicus ◽  
Academic Identities ◽  
Neoliberal Governmentality ◽  
Efficiency And Effectiveness ◽  
The University

AbstractIn this article, I deal with the notion of ‘academic identity’ holistically, seeking to bring together the teacher and researcher roles of academics in the neoliberal university. The article begins from the perspective of early-career academics who occupy the majority of fixed-term, teaching-only contracts in Higher Education, arguing that such casualisation of academic labour entrenches the role of the academic as Homo economicus. Drawing on the work of Foucault, I demonstrate how a neoliberal governmentality is now not only exerted upon academics from without, but increasingly they are subjecting themselves to the logic of efficiency and effectiveness too. The neoliberal governmentality of the university thus influences and shapes academic subjectivities, such that what it means to be an academic is confined to this marketised logic. Despite the pressures placed on academics to ‘produce’ measurable outputs and demonstrate their impact, I argue that moving beyond Homo economicus is possible, arguing instead for a re-claiming of ‘the academic’ as Homo academicus. The idea of Homo academicus can only be supported when three conditions are present: collegiality is afforded greater importance than competition; the discourses of ‘productivity’ and performativity are balanced against simply ‘doing good work well’ (Pirrie in Virtue and the quiet art of scholarship, Routledge, London, 2019), and; academics are mindful to practice the ‘quieter’ intellectual virtues, including the virtue of ‘unknowing’ (Smith in J Philos Educ 50:272–284, 2016).

scholarly journals Can Philanthropy Be Taught?

2016 ◽  
Vol 46 (2) ◽  
pp. 330-351 ◽  
Author(s):  
Lindsey McDougle ◽  
Danielle McDonald ◽  
Huafang Li ◽  
Whitney McIntyre Miller ◽  
Chengxin Xu
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Nonprofit Organizations ◽  
Community Engagement ◽  
Personal Development ◽  
Social Issues ◽  
Academic Learning ◽  
Learning Approach ◽  
Learning And Development ◽  
Development Outcomes

In recent years, colleges and universities have begun investing significant resources into an innovative pedagogy known as experiential philanthropy. The pedagogy is considered to be a form of service-learning. It is defined as a learning approach that provides students with opportunities to study social problems and nonprofit organizations and then make decisions about investing funds in them. Experiential philanthropy is intended to integrate academic learning with community engagement by teaching students not only about the practice of philanthropy but also how to evaluate philanthropic responses to social issues. Despite this intent, there has been scant evidence demonstrating that this type of pedagogic instruction has quantifiable impacts on students’ learning or their personal development. Therefore, this study explores learning and development outcomes associated with experiential philanthropy and examines the efficacy of experiential philanthropy as a pedagogic strategy within higher education. Essentially, we seek to answer the question, Can philanthropy be taught?

Thinking (Now) Out of Place? Scripting and Performing Collective Dissent Inside the Corporatized University

2021 ◽  
pp. 153270862110293
Author(s):  
Brendon Munge ◽  
Alison L. Black ◽  
Deborah Heck ◽  
Catherine Manathunga ◽  
Shelley Davidow ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Learning ◽  
Scholarly Work ◽  
Space And Time ◽  
Institutions Of Higher Learning ◽  
The University ◽  
One Act

As a response to the corporatization of the university, nine scholars worked together to create spaces that fostered the possibility of collective dissensus. Using scholarly performative methods, we have sought to push back against the increasing corporate incursions into our institutions of higher learning—the over-valuing of money, measures, and metrics which encroach upon our capacity to think. This one-act ethnodrama below is one of our responses to the new corporatism of higher education. In the generation of this scholarly work, we have created the space and time to reconnect as colleagues and as scholars.

scholarly journals Developing Our Voices: Pacific Early Career Academics’ Journeys in Aotearoa New Zealand

2021 ◽  
Author(s):  
Tim Baice ◽  
Sereana Naepi ◽  
Seuta‘afili Patrick Thomsen ◽  
Karamia Muller ◽  
Marcia Leenen-Young ◽  
...  
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Early Career ◽  
Structural Barriers ◽  
Daily Lives ◽  
Aotearoa New Zealand ◽  
The Pacific ◽  
The University

The proportion of Pacific academics in permanent confirmation path positions at New Zealand universities (1.4 percent) continues to lag far behind the Pacific share of New Zealand’s population (7 percent). In this paper, we use a thematic talanoa to explore the experiences of Pacific early career academics (PECA) at the University of Auckland to highlight the key themes, challenges and features of our daily lives in the colonial, Western, and Pākehā institution that is the university. This paper sheds light on the systemic and structural barriers that impact PECA journeys through higher education and suggests actions that universities in New Zealand can take to further support, nurture, and develop PECA pathways into and upward through the academy.

Sign in / Sign up

Export Citation Format

Share Document