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ACPA, April 2011
Transcript of ACPA, April 2011
publicly engaged scholars What can you do to help
enhance public scholarship
at your institution Publicly Engaged Students: Today and Tomorrow
Timothy K. Eatman, Ph.D.
Staci A. Weber, M.Ed. & QUALITATIVE
Participants volunteered via on-line survey
Conducted and recorded 56 semi-structured phone interviews (54 were usable)
Interviews were transcribed, double-checked, and coded using ATLAS.ti
Currently working to add additional interviews to capture non-tenure tracked PES BRIDGING WORLDS:
Higher education and community
Higher education and K-12 education
Theory and practice CHALLENGES:
Traditional research and “ivory tower”
Promotion and tenure
Mentor (the importance of a single person) IDENTITY:
Multiple hats Individual
Why public scholars do this work?
The mission of the university
The department’s commitment to public scholarship
The university’s relationship with its community
Community (local, national, abroad)
Who are the PES collaborators?
Importance of “local” work EMERGENT TYPOLOGIES:
Profile 1 – Cradle to community scholar
Profile 2 – Artist as engaged scholar
Profile 3 – Teacher to Engaged Scholar
Profile 4 –Program coordinator to
(Profile 5) – Engaged Interdisciplinarian
(Profile 6) – Activist to Scholar
(Profile 7) - Pragmatist I am a publicly engaged scholar, I think. After volunteering in a nursing home as a child, I worked there after graduating college with an art degree. Working there raised many questions for me, which lead me to study aging in graduate school. I found support in a professor who also served our community as a child psychologist. Her mentorship gave me the encouragement I needed to bridge my interdisciplinary interests in art and aging. I am an artist, an activist, and a scholar. I use documentary film as a creative outlet to give people a voice. When I applied to graduate school I wanted to remain local, so I would not have to uproot my family or leave my artist community. My advisor introduced me to his work and used the term publicly engaged scholarship. I now have the language to support the work I have always done. I am a publicly engaged artist tied to the academy. For years, I taught in urban city schools. When I decided to return to graduate school and become a faculty member, I could not fathom leaving secondary education all together. In order to keep one foot in the K-12 arena and another in higher education, I learned the benefits of community-based research teams. I now work with community members, local educators, faculty, and students on school reform and enhancing classroom learning. After graduating college, I accepted an offer for coordinator of service learning. I loved my job, but envied the faculty members who taught their students using service learning as a form of pedagogy. Thus, I began to pursue my PhD part-time and use public need to inform my scholarship. I now teach community-based classes because I believe in the pedagogy of public scholarship. I am still untenured. Other than that, I have my dream job and would not change a thing. Why does this matter? What is publicly engaged scholarship and who are publicly engaged scholars? What role can student affairs
administrators play in publicly engaged scholarship? Imagining America defines public scholarship as, “scholarly or creative activity integral to a faculty member’s academic area. It encompasses different forms of making knowledge about, for, and with diverse publics and communities. Through a coherent, purposeful sequence of activities, it contributes to the public good and yields artifacts of public and intellectual value” (Ellison & Eatman, 2008, p. 6). QUANTITATIVE
On-line survey (54 items)
Distributed survey and interview protocol to colleagues for feedback
Purposive Sampling - Participant list developed from national network of partners
Participants identify as publicly engaged graduate students and early career professionals
N= 434 (as of 3/29/11)
Survey used to inform development of qualitative component Publicly engaged scholarship
is the future of higher education.
As student affairs professionals,
we need to cultivate these
approaches to knowledge making. The Q: What is our role? Serve as a liaison between PES faculty and community leaders.
Stay abreast to the needs of the community, since the community guides PES.
Challenge and support students to make connections between community and class work.
Help connect the students' community experiences to other local and global issues in efforts to expand their current perspectives.
Work in collaboration with the faculty and the PR department on campus to highlight partnerships between the university and the community.
Support efforts to ameliorate the tenure process including course relief for faculty who engage in public scholarship.
Encourage and support faculty to provide undergraduate and graduate students with joint research and leadership experiences.
Assist with logistics of public scholarship (i.e. grants, transportation)
Provide faculty and students with a language to discuss their work.
Help establish networks of PES students and scholars. “Public”
Leaving “the ivory tower” and the “college on the hill” philosophies
Public dissemination of findings
Learning with and from the community
Publicly engaged scholarship v. service-learning Mixed Methods Study: http://cmapspublic3.ihmc.us/rid=1J84JD0F1-18W7303-T2W/Publicly%20Engaged%20ScholarshipV4.cmap http://imaginingamerica.org/ SPHERES OF COMMITMENT Qualitative demographics Qualitative demographics Syracuse University
APCA National Conference, Baltimore, Maryland
March 29, 2011 Aspirations and Career Decisions of
Publicly Engaged Scholars Sarah, Cradle to community Cynthia, Artist as engaged scholar Tomas, Teacher to engaged scholar Selinda, Program coordinator to engaged administrator/ scholar RECOMMENDATIONS: PAGE
Focus Group Qualitative demographics http://ngrams.googlelabs.com/ Ngram for "engaged scholarship" KEY ELEMENTS OF PES: MOTIVATION:
Tools for change
PES as pedagogy Quantitative demographics, N=434 Quantitative demographics, N=434 Quantitative demographics, N=434 Quantitative data, N = 434 Quantitative data, N = 434