Faculty Roles and Institutional Issues
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This study examines the role of boundary spanners in institutionalizing university–community engagement (UCE) in higher education institutions in Hungary.
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This study examines 21 faculty members’ experiences at a minority-serving university to understand their sense of alignment with institutional commitments to equity-centered community engagement.
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This article argues for the need for a partnership evaluation rubric focused on antiracist praxis, the application of theory into practice.
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Thus study explores preferences for engaged faculty development by faculty members experienced in community engagement at institutions perceived as supportive.
This multi-case study explores issues of access to civic engagement curricula and service learning for K-12 teacher preparation, finding that disparities exist even where state-level policy dictates civic engagement's use.
This phenomenological study investigated the complexity of identities and experiences of 11 full-time, non-tenure-track faculty in five different career tracks engaged in service-learning.
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With the growth of service-learning within higher education, it has become increasingly important to understand service-learning faculty, namely faculty emotions, which can impact students in many ways
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Colleges and universities continue to respond to the call for a deepening of community-engaged research and teaching that contributes tangibly to the public good.
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This study examined the relationship between vital mid-career faculty and rates of participation in community engagement at three public comprehensive universities in New England.
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Most studies have focused on the impact of service-learning on students; however, there is a dearth of mixed-methods research examining faculty use of service-learning.
Faculty who practice community engagement are engaged scholars who focus their teaching and research on the renewal of democracy and social and environmental issues of relevance to the broader public.
The process of institutionalizing service-learning and community engagement and the effects of these approaches on educational organizations has long been a topic in the field’s literature.