Original Essays on Engaged Scholarship Written for this Toolkit

August 2, 2012
  • Cooper, D. (2009). The university in national development: The role of use-inspired research. Proposed comparative case studies of community-engaged research.dcooper-toolkitfeb09.pdf

This essay, written by a University of Cape Town professor of sociology, summarizes his community-engaged research concerns and activities, and proposes an investigation and theorization of how universities might become more deeply engaged with civil society, particularly with respect to research relations with local and regional government bodies, community and civic organizations, labor and other non-governmental organizations etc.

A brief practical essay addressing six critical areas for faculty consideration in undertaking community engaged research: institutional context, establishing legitimacy, community credibility, funding, methodological difficulties, and collaboration.

The community-engaged scholar often experiences challenges to career advancement (Commission on Community-Engaged Scholarship in the Health Professions, 2005). Fortunately, a variety of resources and tools are emerging to assist in overcoming these hurdles. This article reviews the challenges in terms of developing skills, securing recognition for community-engaged scholarly work, and particularly in successfully navigating the promotion and tenure (P and T) system. This review is followed by presentation of several resources for addressing these challenges.

Michelle McClellan, historian at the University of Michigan, received an Arts of Citizenship engaged scholarship grant for developing and teaching a public history course and for scholarship deriving from her work on a public history project. In this two-part article, McClellan describes the proposed project that was awarded Arts of Citizenship funding, then reflects on the experience — how it will affect her future teaching and future historical scholarship.

This essay profiles Loyola University’s Center for Urban Research and Learning (CURL), which organizes and sponsors collaborative university-community research in the Chicago area, which emphasizes the bringing of a ‘communities eyes, ears, and voice to the research table.

This essay advocates articulation of a broader role for academic faculty in American democracy beyond their technical expertise as critical for making the case for community engaged research.

This essay focuses on the need to frame engagement as scholarship and to gain support for faculty members who do this type of work from institutional leaders.

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