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Journal of Higher Education Outreach and Engagement, v20 n1 p83-94 2016

A significant and growing number of universities across the country are pursuing the agenda of public and civic engagement and giving serious consideration to resultant faculty roles. Along with new university commitment come new definitions of scholarship, including the scholarship of engagement. The scholarship of engagement continues to emerge and expand as campuses manifest context-driven characteristics reflecting the correspondence between their notion of scholarship and their individual history, priorities, circumstances, and location. However, from its earliest definition as scholarship, engagement has presented challenges to higher education. This article presents work that is national in scope and that addresses these challenges by providing faculty with institutional models and resources to advance the documentation, evaluation, and review of the scholarship of engagement. [This article was originally published in: "Journal of Higher Education Outreach and Engagement" v6 n2 p9-19 2001. For the commentary on this article, "Moving from Mavericks at the Margins: Encouraging Progress but 'Miles to Go,'" see EJ1097244.]

Descriptors: Scholarship, School Community Relationship, Participation, Rewards, National Programs, Documentation, College Faculty, Peer Evaluation, Teacher Role, Higher Education, Models, Evaluation Criteria

Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe[at]uga.edu; Web site: http://www.jheoe.uga.edu





Autor: Driscoll, Amy; Sandmann, Lorilee R.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3974&id=EJ1097240







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