Special Focus on the Practitioner Scholar Community
This exploratory, phenomenological study explores the impacts of community-engaged teaching on faculty satisfaction.
A theory-building approach tracing the development of the seva + framework as a call for epistemological redefinition to approach the practice and research of academic service-learning and community engagement (ASLCE).
As practitioner–scholars, we critically reflect on the changing nature of the field, interrogating how it is evolving and how the organizations are as well.
Utilizing content analysis, this study explores the use of community engagement terminology, identifies where it appears, and examines whether community engagement efforts are integrated or siloed within institutions’ strategic plans.