How can colleges and universities build capacity for civic engagement and civic development? Previous monographs in the Civic Series have examined various ways of achieving this purpose—strengthening student learning, involving the faculty, and establishing campus-community partnerships. Civic Engagement, Civic Development, and Higher Education, the fourth in the series, focuses on the instrumental role of leadership and highlights the importance of individuals who are integral to the building process. Continue reading
This is a report of the Bringing Theory to Practice Seminar held on May 5, 2014 at UMass Boston. The purpose of this seminar was to examine and explore a wide range of faculty rewards (including promotion criteria, awards, faculty development support, and policies at various levels) that provide incentives and recognition to faculty for undertaking community-engaged scholarship (CES). Throughout our discussions, we considered community-engaged scholarship as the advancement of knowledge focusing on social issues through mutually beneficial, reciprocal collaboration with peers outside the university who have locally grounded knowledge and experience.
The report is intended to be actively used to engage further discussion and to provide recommendations to the UMass system on how changes to faculty rewards can be developed and how the University’s commitment to CES can be further encouraged.
Access the report here
This article assesses the journey to tenure among higher education faculty whose scholarship focuses on community engagement. It provides examples for two categories of action—contextual interventions and structural interventions—that agents of the university enact in order to create space for their approach to scholarship. It also describes structural transformation, which is the product of strategically conceived and deployed structural interventions that fundamentally alter university reward structures and culture so as to promote and support community-engaged scholarship. Finally, this piece describes a contextual intervention by the author that has allowed him to work within local communities while meeting standards of research and teaching that move him toward tenure. Continue reading
Publicly engaged academic work is taking hold in American colleges and universities, part of a larger trend toward civic professionalism in many spheres. But tenure and promotion policies lag behind public scholarly and creative work and discourage faculty from doing it. Disturbingly, the authors’ interviews revealed a strong sense that pursuing academic public engagement is viewed as an unorthodox and risky early career option for faculty of color. Continue reading