Academics in Action!

A Model for Community-Engaged Research, Teaching, and Service

Häftad, Engelska, 2016

AvLauren Brinkley-Rubinstein,Bernadette Doykos,Nina C. Martin,Allison McGuire,Sandra L. Barnes

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The academy is often described as an ivory tower, isolated from the community surrounding it. Presenting the theory, vision, and implementation of a socially engaged program for the Department of Human and Organizational Development (HOD) in Peabody's College of Education and Human Development at Vanderbilt University, Academics in Action! describes a more integrated model wherein students and faculty work with communities, learn from them, and bring to bear findings from theory and research to generate solutions to community problems.Offering examples of community-engaged theory, scholarship, teaching, and action, Academics in Action! describes the nuanced structures that foster and support their development within a research university. Theory and action span multiple ecological levels from individuals and small groups to organizations and social structures. The communities of engagement range from local neighborhoods and schools to arenas of national policy and international development.Reflecting the unique perspectives of research faculty, practitioners, and graduate students, Academics in Action! documents a specific philosophy of education that fosters and supports engagement; the potentially transformative nature of academic work for students, faculty, and the broader society; and some of the implications and challenges of action-oriented efforts in light of dynamics such as income inequality, racism, and global capitalism. This edited volume chronicles teaching, research, and community action that influences both inside and outside the classroom as well as presents dimensions of a participatory model that set such efforts into action.

Produktinformation

Utgivningsdatum2016-01-04
Mått152 x 229 x 19 mm
Vikt401 g
FormatHäftad
SpråkEngelska
Antal sidor288
FörlagFordham University Press
ISBN9780823268801

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Lauren Brinkley-Rubinstein (Author) Lauren Brinkley-Rubinstein is a recent PhD graduate in Community Research and Action (CRA) in Peabody College of Education and Human Development at Vanderbilt University. Bernadette Doykos (Author) Bernadette Doykos is a Doctoral Candidate in CRA in HOD at Peabody College of Vanderbilt.Nina C. Martin (Author) Nina C. Martin is a Lecturer in Psychology and Human Development and HOD in Peabody College of Education and Human Development at Vanderbilt University.Alison McGuire (Author) Allison Patten McGuire is a Lecturer in HOD in Peabody College of Education and Human Development at Vanderbilt University.

Introduction Part I: Theories, Frameworks, and Experiences Chapter 1: "John Dewey, Participatory Democracy and University-Community Partnerships by Bob Innes, Leigh Gilchist, Susan Friedman, and Kristen Tompkins Chapter 2: "The Ethical Foundations of Human and Organizational Development Programs: The EHDC across the Curriculum, by Paul Dokecki, Linda Isaacs, Hasina Mohyuddin, and Mark McCormack Chapter 3: Faculty and Student Experiences as a Model for Academic Action" by Oluchi Nwosu, Emily Hennessey, Emily Burchfield, Sandra Barnes, Lauren Brinkley-Rubenstein, and Sharon Shields Part II: Implications and Responses: Academics in Action! Chapter 4: "Using Research to Guide Efforts to Prevent and End Homelessness" by Beth Shinn, Lindsay Mayberry, Andrew Greer, Ben Fisher, Jessica Gibbons, and Vera Chatman Chapter 5: "Ecological Research Promoting Positive Youth Development" by Carol T. Nixon, Bernadette Doykos, Velma M. Murry, Maury Nation, Nina Martin, Alley Pickren, and Joseph Gardella Chapter 6: "Putting Boyer's Four Types of Scholarship into Practice: A Community Research and Action Perspective on Public Health" by Lauren Brinkley-Rubinstein, William L. Turner, Vera Chatman, Laurel Lunn and Abbey Mann Chapter 7: "Conducting Research on Comprehensive Community Development Initiatives: Balancing Methodological Rigor and Community Responsiveness" by Kimberly Bess, Bernadette Doykos, Joanna Geller, Krista Craven, and Maury Nation Part III: Academic Structures that Foster Synergy, Collaboration, and Courses Chapter 8: "The Field School in Intercultural Education as a Model for International Service-Learning and Collaborative Action-Research Training" by Holly Karakos, Doug Perkins, Joanna Geller, Ben Fisher, , Nikolay Mihaylov, Sharon Shields, Laurel Lunn, and Neal Palmer Chapter 9: "An Interfaith Research Group Seeks to Understand Interfaith Community Groups: Creating a Mosaic of Personal Religious Values and Narratives" by Paul Dokecki, Linda Isaacs, Hasina Mohyuddin, and Mark McCormack Chapter 10: "Practicum Outcomes and Their Contributions" by Heather Smith, Vicki Davis, Beth Shinn, and Stephanie Zuckerman Chapter 11: "Can Philosophy, Theory, Pedagogy, and Practice Come Together to Guide Professional Education?" by Linda Isaacs, Sharon Shields, Craig Anne Heflinger, Paul Speer,Neal Palmer, Brendan O'Conner, and Allison McGuire Chapter 12:, "Links to Human Development, Social Justice, and Human Ecology or HDC's Roots from Dewey and Kohlberg", Andy Finch, Gina Frieden, Nina Martin, and Bethany Pittman Volume Conclusion

"Academics in Action shows how the cooperation of academics and community-based organizations can provide teaching and learning that can substantially transform the world toward greater justice." -- -Jeannine Hill Fletcher author of Motherhood as Metaphor: Engendering Interreligious Dialogue "Academics in Action: A Model for Community-Engaged Research, Teaching, and Service, is a distinctive volume that could potentially inspire colleges and universities to adopt a multidisciplinary collaborative approach to service learning! Since institutions of higher learning are positioned to demonstrate their importance as agents of change, they can show us the significance of compassionate and knowledgeable leadership as it relates to the greater global good. This exceptional book also embraces qualitative and quantitative research. Combining these forms of study strengthens validity and positivistic interpretations of results and findings, leaving readers with noteworthy conclusions and strong implications for future practice at their institutions." -- -Patricia Ruggiano Schmidt Le Moyne College Professor Emerita

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