Service-Learning as Catalyst for Integrating Community Engagement across Core Academic Functions1

Who Is Community Engagement For?: The Endless Loop of Democratic Transparency

“…By far the great majority of research conducted on the field of democracy initiatives on college and university campuses has been conducted by individuals, centers, and foundations directly responsible for such initiatives (see, e.g., Carcasson, 2008, 2010; Levine, 2010; Mathews, 2009). Higher education democracy initiatives already embrace both evaluative research on their own activities and critical dialogue on the promises and outcomes of democracy initiatives as part of their missions (Boyte, 2015; Dostilio, 2017; Welch, 2016; Woolard, 2017). The cottage industry of research publications on higher education democracy initiatives, subsidized by national associations and largely consumed by those within the field, is an aspect of their development that is worthy of study in its own right.…”

Summer Intensive on Community-Engaged Scholarship: Generative Tensions and Future Directions for Professional Development

“…In the scholarship about professional development for community engagement, national competencies have been identified and refined over time (Atiles, 2019;Berkey et al, 2018;Blanchard et al, 2009;Blanchard et al, 2012;DeLugan et al, 2014;Doberneck et al, 2017;Dostilio, 2017;Dostilio & Welch, 2019;Jameson et al, 2012;Jordan, 2016;Suvedi & Kaplowitz, 2016). I have drawn heavily on these community engagement competencies to inform the Summer Intensive's curriculum.…”

“…Since the mid-1990s, universities and colleges have sought to institutionalize service-learning and community engagement (Butin, 2010;Saltmarsh & Hartley, 2011;Stanton, 2008;Van de Ven, 2007). Along with aligning institutional roles and rewards, professional development for faculty and academic staff has been a key strategy for making servicelearning and community engagement an integral and sustained part of the university's mission and commitments (Berkey et al, 2018;Blanchard et al, 2009;Dostilio & Welch, 2019;Kiely & Sexsmith, 2018;O'Meara, 2011;O'Meara & Jaeger, 2006). According to Gravette and Broscheid (2018), the four main approaches to faculty and professional development include (a) information resources (e.g., websites, blogs, online toolkits); (b) supports, incentives, and recognition programs (e.g., grants, stipends, awards); (c) short-term programs (e.g., consultations, workshops, talks, conferences); and (d) extended and immersive programs (e.g., institutes, faculty learning communities, mentoring programs, fellowship programs) (pp.…”

Towards an Understanding of Eco-Justice and its Related Principles and Interventions that can Advance Environmental Justice

“…The world is constantly confronted with complex challenges such as water shortages, climate change, global food security and social inequality. As part of the response to these challenges, Dostilio and Welch (2018) posited that higher education plays a critical role in addressing these challenges and university-community engagement should be encouraged.…”