Key Readings and Resources

Updated May 2020

(articles with an asterisk may be of particular interest to community colleges)

Armer, T.; McCoy, K.; Verrett, B.; Williams, A.; Menson, K.; and Lima, M. (2020)“Telling Our Stories Together: How Universities and Community Partners Co-create Engaged Scholarship.” Journal of Community Engagement and Scholarship: 13(1).  

Berkey, B., Eddins, E., Green, P. M., & Meixner, C. (2018). Reconceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections, Frameworks, and Models of Practice. Bloomfield: Stylus Publishing, LLC.

Blanchard, L.W., Hanssmann, C., Strauss, R.P., Belliard, J., Krichbaum, C., Waters E., and Seifer, S. (2009). “Models for Faculty Development: What Does It Take to be a Community-Engaged Scholar?” Metropolitan Universities 20 (August): 47-65.

Campus Compact (2013). Special Journal Issues Dedicated to Engaged Scholarship. 

*Campus Compact. Faculty Development for the Democratic Classroom.

Campus Compact. Publishing Engaged Scholarship.

Changfoot, Nadine. (2020). Engaged Scholarship in Tenure and Promotion: Autoethnographic Insights from the Fault Lines of a Shifting Landscape. Michigan Journal of Community Service Learning 26(1). 26.10.3998/mjcsloa.3239521.0026.114.

Clayton, P. & Ash, S. (2005). “Reflection as a key component in faculty development.” On the Horizon. 13. 161-169.

Donahue, D & Mitchell, T. (2010). “Critical Service Learning as a Tool for Identity Exploration.” Diversity & Democracy, 13(2), Spring.

Stith, M.; Emmerling, D, & Malone, D. (2018) . Duke University Critical Service-Learning Conversations Tool. 

Ellison, J., and T. K. Eatman. 2008. Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University. Syracuse, NY: Imagining America.

*Franco, R. (2010). Faculty Engagement in the Community Colleges. In Handbook of Engaged Scholarship (Fitzgerald, H.E., Burack, C., & Deifer, S.D., eds). Lansing, MI: Michigan State University Press.

Hefferan, Kerrissa (2001). The Fundamentals of Service-Learning Course Construction. Campus Compact.

Hou, S-I &  Wilder, S. (2015). Changing Pedagogy: Faculty Adoption of Service-Learning: Motivations, Barriers, and Strategies among Service-Learning Faculty at a Public Research Institution. Sage Open, January-March 2015, 1-7.

Jordan, C. M., Doherty, W. J., Jones-Webb, R. J., Cook, N., Dubrow, G. L., & Mendenhall, T. J. (2012). Competency-based faculty development in community-engaged scholarship: A diffusion of innovation approach. Journal of Higher Education Outreach and Engagement, 16(1), 65-95.

Kleinhesselink, K., Schooley, S., Cashman, S., Richmond, A., Ikeda, E., & McGinley, P., Editors (2015). Engaged faculty institute curriculum. Seattle, WA: Community-Campus Partnerships for Health. Accessed December 1, 2019.

Latta, M. & Kruger, T.M., Payne, L., Weaver, L., & VanSickle, J.L.. (2018). “Approaching critical service-learning: A model for reflection on positionality and possibility.” Journal of Higher Education Outreach and Engagement. 22. 31-56.

O’meara, K. (2008). Motivation for Faculty Community Engagement: Learning from Exemplars. Journal of Higher Education Outreach and Engagement 12(1), 7-29.

Schön, Donald. 1995. “The New Scholarship Requires A New Epistemology.” Change, 27, 6: 27-34.

Welch, M &, Plaxton-Moore, S. (2019). The Craft of Community-Engaged Teaching and Learning: A Guide for Faculty Development. Stylus Publishing. (includes an interactive workbook for individual or group use)

Welch, M. & Plaxton-Moore, S. (2017). Faculty Development for Advancing Community Engagement in Higher Education: Current Trends and Future Directions. Journal of Higher Education Outreach and Engagement 21(2), 131-166.

To suggest additional key readings, please contact Clayton Hurd at