The role of educational developer in the realm of service-learning and community engagement (S-LCE) is multidimensional. Given the potentially transformational nature--for both faculty and students--of the experiences and courses in whose design they may be directly or indirectly involved, as well as their responsibility to the communities served by these initiatives, they have to be particularly attentive to issues of identity, values, and roles. As both practitioners and facilitators, they are often positioned as third-space professionals.This edited volume provides educational developers and community engagement professionals an analysis of approaches to faculty development around service-learning and community engagement. Using an openly self-reflective approach, the contributors to this volume offer an array of examples and models, as well as realistic strategies, to empower readers to evolve their faculty development efforts in service-learning and community engagement on their respective campuses. It is also a call for recognition that the practice of S-LCE needs to be institutionalized and improved. The book further addresses the field’s potential contributions to scholarship, such as the scholarship of teaching and learning (SoTL), publicly engaged scholarship, and collaborative inquiry, among others.The case studies provide an outline of program models and promising practices, including an authentic analysis of the institutional context within which they operate, the positionality of the practitioner-scholars overseeing them, the resources required, and the evidence related to both successes and challenges of these approaches.The contributed chapters are organized under four themes: the landscape of faculty development and community engagement; models of faculty development in S-LCE; challenges and opportunities in pedagogy and partnerships; and engendering change in educational development.
Abbreviations Case Studies Forward—L. Dee Fink Preface—Emily A. Eddins and Patrick M. Green Exploring the Borderlands through Collaborative Inquiry. A Narrative Introduction—Patrick M. Green, Emily A. Eddins, Becca Berkey, and Cara Meixner Exploring the Borderlands through Collaborative Inquiry. A Narrative Introduction—Patrick M. Green, Emily A. Eddins, Becca Berkey, and Cara MeixnerPart One. The Landscape of Faculty Development and Community Engagement 1. A Holistic Framework for Educational Professional Development in Community Engagement—Marshall Welch and Star Plaxton-Moore 2. Faculty as Colearners. Collaborative Engagement and the Power of Story in Faculty Development—Timothy K. Eatman Part Two. Models of Faculty Development in Service-Learning/Community Engagement 3. Models and Genres of Faculty Development—Emily O. Gravett and Andreas Broscheid 4. Supporting Professional Development for Community Engagement. Three Institutional Case Studies—Amy Spring, Case studies contributed by Caile Spear, Kara Brascia, Mike Stefancic, Anna Bailey, Kristin English, Julia Metzker, Chavonda Mills, Sandra Godwin, Sherril B. Gelmon, Kevin Kecskes, Devorah Lieberman, and Leslie McBride 5. Learning Communities as a Creative Catalyst for Professional Development and Institutional Change—Star Plaxton-Moore, Julie Hatcher, Mary Price, Carey Borkoski, Vanya Jones, and Mindi Levin 6. Mission Driven, Low-Cost, Creative Practices—Ann E. Green, Ann Marie Jursca Keffer, Kim Jensen-Bohat, Melody A. Bowdon, and Amy Zeh 7. Dynamics on the Edge. Exploring Roles and Intersections of Service-Learning and Community Engagement and Educational Development—Cara Meixner, Becca Berkey, and Patrick M. Green Part Three. Challenges and Opportunities in Pedagogy and Partnerships 8. Special Pedagogical Considerations. Designing Learning in Service-Learning and Community Engagement—Chirag Variawa 9. The Intersection of Institutional Contexts and Faculty Development in Service-Learning and Community Engagement—Stephanie T. Stokamer 10. Reciprocity and Partnership. How Do We Know It Is Working?—Gabriel Ignacio Barreneche, Micki Meyer, and Scott Gross Part Four. Engendering Change in Educational Development 11. Connecting Service-Learning and Community Engagement Faculty Development to Community-Engaged Scholarship—Sherril B. Gelmon and Catherine M. Jordan 12. Innovative Considerations in Faculty Development and Service-Learning and Community Engagement. New Perspectives for the Future—Richard Kiely and Kathleen Sexsmith Editors and Contributors Index
"Reconceptualizing Faculty Development in Service-Learning/Community Engagement firmly establishes the community engagement field as one that is boundary spanning and inclusive and integrative of multiple stakeholders. Different approaches to the development of faculty, community engagement professionals, and community leaders are highlighted in this text in a useful and accessible format that allows readers to identify lessons, challenges, and new directions for practice. I appreciated the infusion of multiple institution types and the varied resources and strategies that structure educational development for community engaged work.The text invites all of us who care about this work to be attentive to our journeys in the field, reflective about our practice, honest about our shortcomings, and committed to our values.The chapters do a good job of building on and engaging with each other in a way that will make this a valuable and timely resource for the field."
Tania D. Mitchell, College of Education and Human Development
University of Minnesota
"Berkey and colleagues offer an exquisite exploration of faculty development – and the more comprehensive form of educational development – within SLCE initiatives. Beginning with a foundation to the topic that ought to be requisite reading for community engagement professionals, the editors then offer an array of issue-based essays and case studies that present poignant histories, concerns, contexts, and practices of educational development in SLCE. The text is analytically rigorous, conceptually rich, and rife with examples that range from comprehensive initiatives to everyday practices, from resource-intensive to budget neutral. This is a true resource for those of us who work with faculty to advance SLCE on campuses and in communities."
Lina Dostilio, Assistant Vice Chancellor, Community Engagement
University of Pittsburgh
From the Foreword:
“Let’s hope that the ideas and suggestions offered by the authors of these chapters gain wide circulation and use in our colleges and universities. It would be wonderful to see these many, possible benefits come to widespread fruition!”
L. Dee Fink
University of Oklahoma (Retired); author of Creating Significant Learning Experiences
"Within the framework of service learning, partnerships are essential to the success of merging faculty and community goals. In the text, Reconceptualizing Faculty Development in Service-Learning/Community Engagement, the authors provide various perspectives on how service-learning professionals can, as the title suggests, re-conceptualize the way in which they engage faculty for service-learning initiatives. As parts of a bike work together to enable the rider to continue to reach their destination, the text presents a holistic framework for students, faculty, administrators, community partners, and service-learning professionals to reach the goal of professional educational and community development.
This book is useful for a wide range of populations to include faculty seeking to integrate service-learning in their courses, service-learning professionals, community partners, and other on-campus supports. The vocabulary is accessible to these audiences, and the vignettes allow for a personable reading experience for scholars, practitioners, and community members. One major strength of the book are the inclusion of charts, graphs, and graphic organizers. The featured case studies that are further presented in the text are conveniently placed after the Table of Contents in a chart that includes institutions, key takeaways, and transferable tools and ideas. Additionally, throughout the text, conceptual frameworks, threshold concepts, and transformative models are examples of how the written text is visually represented which can be useful for understanding newly presented concepts or concepts for modeling."
Partnerships: A Journal of Service-Learning and Civic Engagement