Skip to main content
SpringerLink
Log in
Book cover

Learning Through Community Engagement pp 3–15Cite as

A Collaborative Turn: Trends and Directions in Community Engagement

  • Chapter
  • First Online:

Abstract

The most significant trend that has emerged around community engagement in higher education is something more widespread than community engagement and larger than what takes place in colleges and universities alone. It is what can be described as a pervasive collaborative turn that has impacted many sectors of society, including higher education. This turn toward collaboration is a perceptible, disruptive shift in perspective and practice. It recognizes fundamentally that addressing complex social, political, environmental, health, and educational issues is more effective when solutions are not determined solely by specialized experts, thus opening up spheres of collaborative knowledge generation and problem solving in ways that redefine where knowledge comes from and who has expertise.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12–25.

    Article  Google Scholar 

  • Belenky, M., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.

    Google Scholar 

  • Bjarnason, S., & Coldstream, P. (Eds.). (2003). The idea of engagement: Universities in society. London: Association of Commonwealth Universities.

    Google Scholar 

  • Boyer, E. (1996). The scholarship of engagement. Bulletin of the American Academy of Arts and Sciences, 49(7), 18–33.

    Article  Google Scholar 

  • Bringle, R. G., Hatcher, J. A., & Clayton, P. H. (2006). The scholarship of civic engagement: Defining, documenting, and evaluating faculty work. To Improve the Academy, 25, 257–279.

    Google Scholar 

  • Carnegie Foundation for the Advancement of Teaching. (2015). Elective community engagement classification, first-time classification documentation framework. Retrieved from http://nerche.org/images/stories/projects/Carnegie/2015/2015_first-time_framework.pdf

  • Dewey, J. (1966). Democracy and education. New York: The Free Press. (Original work published 1916).

    Google Scholar 

  • Driscoll, A. (2008). Carnegie’s community-engagement classification: Intentions and insights. Change: The Magazine of Higher Learning, 40(1), 38–41.

    Article  Google Scholar 

  • Dzur, A. W. (2008). Democratic professionalism: Citizen participation and the reconstruction of professional ethics, identity, and practice. University Park: Pennsylvania State University Press.

    Google Scholar 

  • Ellison, J., & Eatman, T. K. (2008). Scholarship in public: Knowledge creation and tenure policy in the engaged university. Syracuse: Imagining America.

    Google Scholar 

  • Etienne, H. F. (2012). Pushing back the gates: Neighborhood perspectives on university-driven revitalization in West Philadelphia. Philadelphia: Temple University Press.

    Google Scholar 

  • Freire, P. (1994). Pedagogy of the oppressed. New York: Continuum. (Original work published 1970).

    Google Scholar 

  • Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage.

    Google Scholar 

  • Global University Network for Innovation. (2013). 6th international Barcelona conference on higher education. Retrieved from http://www.guninetwork.org/guni.conference/2013-guni-conference/he-conference-2013

  • Hartley, M., & Saltmarsh, J. (2016). A brief history of the civic engagement movement. In M. Post, E. Ward, N. Longo, & J. Saltmarsh (Eds.), Voices of next generation engagement: Toward a more collaborative, publicly engaged future in higher education (chapter 3). Sterling: Stylus Publishing.

    Google Scholar 

  • Hurtado, S., Eagan, K., Pryor, J. H., Whang, H., & Tran, S. (2012). Undergraduate teaching faculty: The 2010–2011 HERI faculty survey. Los Angeles: Higher Education Research Institute, University of California–Los Angeles.

    Google Scholar 

  • Jones, E. J., & Shefner, J. (2014). Introduction: Globalization and the university – a path to social justice. In J. Shefner, H. F. Dahms, R. E. Jones, & A. Jalata (Eds.), Social justice and the university: Globalization, human rights and the future of democracy (pp 11–17). Basingstoke: Palgrave Macmillan.

    Google Scholar 

  • Lynton, E. A. (1994). Knowledge and scholarship. Metropolitan Universities: An international Forum, 5(1), 9–17.

    Google Scholar 

  • National Science Foundation. (2014). Perspectives on broader impacts (NSF 15–008). Retrieved from http://www.nsf.gov/od/iia/publications/Broader_Impacts.pdf

  • National Task Force on Civic Learning and Democratic Engagement. (2012). A crucible moment: College learning and democracy’s future. Washington, DC: Association of American Colleges and Universities.

    Google Scholar 

  • New England Resource Center for Higher Education. (2015). Carnegie community engagement classification resources. Retrieved from http://nerche.org/index.php?option=com_content&view=article&id=341&Itemid=618

  • O’Meara, K. (2015). Dismantling inequality regarding scholarship. In H. Boyte (Ed.), Democracy’s education: Public work, citizenship, and the future of colleges and universities. Nashville: Vanderbilt University Press.

    Google Scholar 

  • O’Meara, K., & Rice, R. E. (Eds.). (2005). Faculty priorities reconsidered: Encouraging multiple forms of scholarship. San Francisco: Jossey-Bass.

    Google Scholar 

  • Post, M., Ward, E., Longo, N., & Saltmarsh, J. (Eds.). (2016). Voices of next generation engagement: Toward a more collaborative, publicly engaged future in higher education. Sterling: Stylus Publishing.

    Google Scholar 

  • Rendon, L. I. (2009). Sentipensante (thinking/feeling) pedagogy: Educating for wholeness, social justice, and liberation. Sterling: Stylus Publishing.

    Google Scholar 

  • Rhoades, G. (2009). Carnegie, Dupont circle and the AAUP: (Re)shaping a cosmopolitan, locally engaged professoriate. Change, 41(1), 8–13.

    Article  Google Scholar 

  • Saltmarsh, J. (2011). Epistemology and engagement. In J. Saltmarsh & E. Zlotkowski (Eds.), Higher education and democracy: Essays on service-learning and civic engagement (pp. 342–353). Philadelphia: Temple University Press.

    Google Scholar 

  • Saltmarsh, J., & Hartley, M. (Eds.). (2011). To serve a larger purpose: Engagement for democracy and the transformation of higher education. Philadelphia: Temple University Press.

    Google Scholar 

  • Saltmarsh, J., & Hartley, M. (2016). The inheritance of next generation engagement scholars. In M. Post, E. Ward, N. Longo, & J. Saltmarsh (Eds.), Voices of next generation engagement: Toward a more collaborative, publicly engaged future in higher education (chapter 2). Sterling: Stylus Publishing.

    Google Scholar 

  • Saltmarsh, J., Hartley, M., & Clayton, P. H. (2009). Democratic engagement white paper. Boston: New England Resource Center for Higher Education.

    Google Scholar 

  • Schön, D. (1995). The new scholarship requires a new epistemology. Change, 27(6), 26–35.

    Article  Google Scholar 

  • Scobey, D. (2012). A Copernican moment: On the revolutions in higher education. In D. Harward (Ed.), Transforming undergraduate education: Theory that compels and practices that succeed (pp. 37–50). New York: Rowman & Littlefield.

    Google Scholar 

  • Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, the state, and higher education. Baltimore: Johns Hopkins University Press.

    Google Scholar 

  • Sturm, S., Eatman, T., Saltmarsh, J., & Bush, A. (2011). Full participation: Building the architecture for diversity and public engagement in higher education (White paper). New York: Columbia University Law School, Center for Institutional and Social Change.

    Google Scholar 

  • Syracuse University. (2009). Areas of expected faculty achievement: Teaching, research, and service. In The Faculty Manual (18th ed.). Retrieved from http://provost.syr.edu/faculty-support/faculty-manual/2-34-areas-of-expected-faculty-achievement-teaching-research-and-service/

  • Tierney, W. G., & Perkins, J. F. (2015). Beyond the ivory tower: Academic work in the 21st century. In G. Shaker (Ed.), Faculty work and the public good: Philanthropy, engagement and academic professionalism (pp. 185–198). New York: Teachers College Press.

    Google Scholar 

  • Tress, B., Tress, G., & Fry, G. (2006). Defining concepts and the process of knowledge production in integrative research. In B. Tress, G. Tress, G. Fry, & P. Odam (Eds.), From landscape research to landscape planning (pp. 13–26). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Tulane University. (2013). Academic review and engagement at: A white paper for discussion (Revised). Retrieved from http://tulane.edu/provost/upload/Academic-Review-and-Engagement-February-2013.pdf

  • University of North Carolina–Chapel Hill. (2009). Report of the UNC task force on future promotion and tenure policies and practices (Final report 5-8-09). Retrieved from http://provost.unc.edu/files/2012/10/Taskforce-on-Future-Promotion-and-Tenure-Policies-and-Practices-FINAL-REPORT-5-8-09.pdf

  • University of North Carolina–Chapel Hill. (2011). Academic plan 2011. Retrieved from http://academicplan.unc.edu/

  • Walshok, M. (1995). Knowledge without boundaries: What America’s research universities can do for the economy, the workplace, and the community. San Francisco: Jossey-Bass.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. New England Resource Center for Higher Education, University of Massachusetts, Boston, MA, USA

    John Saltmarsh

Authors
  1. John Saltmarsh
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to John Saltmarsh .

Editor information

Editors and Affiliations

  1. Macquarie University School of Education, Sydney, Australia

    Judyth Sachs

  2. PACE, Macquarie University, Sydney, Australia

    Lindie Clark

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Saltmarsh, J. (2017). A Collaborative Turn: Trends and Directions in Community Engagement. In: Sachs, J., Clark, L. (eds) Learning Through Community Engagement. Springer, Singapore. https://doi.org/10.1007/978-981-10-0999-0_1

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-0999-0_1

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0997-6

  • Online ISBN: 978-981-10-0999-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation