Conceptualization of the Scholarship of Engagement in Higher Education: A Ten-Year Retrospective

During the past decade the generalized concept of the scholarship of engagement has evolved: once a broad call for higher education to be more responsive to communities, it is now a multifaceted field of responses. Engaged scholarship now has its own distinctive architecture, building on yet differing from traditional scholarship

Equitable, Not Equal: Perspectives of Community-University Partnerships through the Voices of Community Stakeholders

Adult and community development practitioners and scholars are frequently involved in community-university partnerships. A core premise of these partnerships is that university engagement in communities is best done via collaborative, mutually respectful, mutually beneficial partnerships (HUD, 2002). Effective partnerships take time and effort and they require mobilizing resources from diverse parties with overlapping and sometimes conflicting interests. Sustaining them requires that the parties strike a balance between the interest of communities and of higher education institutions

Memes and their Meaning for the Study of Adult Learners: Civic Engagement in Chilean For-Profit Graduate Education

The civic engagement commitment and mission among the growing number of forprofit higher education enterprises remains empirically unexplored. Spiral Dynamic Theory (SDT) is proposed as a theoretical framework to examine levels of civic engagement in complex contexts associated with private for-profit, graduate-level education

Toward a New Motivation to Learn Framework for Older Adult Learners

Although existing literature addresses adults‘ motivation to learn, and some specifically focuses on older adults, it is now recognized that older adults are more heterogeneous and complex than other age groups. Therefore, this study seeks to provide an alternative theoretical framework to investigate motivation to learn for older adult learners in Taiwan. Keywords: older adult learning, educational gerontology, motivation to learn

Theoretical and Applied Perspectives on Power: Recognizing Processes That Undermine Effective Community-University Partnerships

Interrelational power dynamics are intimately connected to the success of any relationship and are especially critical in developing and sustaining mutually beneficial, reciprocally engaged partnerships. This work analyzes how elements of power impact the negotiation of engagement in community-university partnerships. Although this piece is a general theoretical account of power, it indicates very specific implications for community partners. A hypothetical example is used to contextualize distinct power challenges that confront community partners and faculty members during the engagement process. Specific attention is given to how organizational structure, the academic calendar, and the creation of knowledge influence produced understandings of differentials in power and differentials in need. The paper concludes with a discussion of three applied strategies that can be used to neutralize differentials in power and recognize differentials in need associated with the development of community-university partnerships. The theoretical language of differentials in power and differentials in need will arm practitioners with analytical tools to shape more meaningful partnerships

The Examined Side: The Role of Congregations in Clergy Transitions

The transition from theory to practice in the move from seminary to congregational ministry remains a risky leap for clergy despite curricular reforms and addition of context-based learning during professional education. Congregations that serve as teaching environments provide valuable practical ministry training for early-career clergy

Predictors and Program Outcomes of Empowering Practices of FFA Chapter Advisors

Adults managing youth organizations strive to build partnerships with students in which the shared leadership process results in a sense of empowerment. This research investigates the predictors and programs outcomes of empowering practices used by FFA chapter advisors. Findings provide implications for preservice and continuing education

Developing Engaged Scholars: The Graduate Advisor-Advisee Relationship

A critical dimension in the development of emerging engaged scholars is the advisor-advisee relationship. A multiyear, multiuniversity study of doctoral students interested in community-engaged scholarship and their advisors found that advisors influenced their advisees’ specific approach to community engagement; advisees built extensively on their own community-based experiences and even pushed their advisors in co-learning about communityengaged scholarship; and advisors and advisees shared recognition of lack of support for community engagement but pursued it anyway

Program Planning Theory in Service-Learning: A Relational Model

This paper introduces the relationship between program planning theory and service-learning in graduate education and the development of a relational program planning model for service-learning. A case will be made regarding the value of the relational program planning model for guiding and enabling more democratic forms of service-learning practice

Toward Understanding Reciprocity in Community-University Partnerships: An Analysis of Theories of Power

Reciprocity and mutuality are fundamental values and inherent goals of community-engaged partnerships. However, achieving reciprocal relationships demands an understanding of forms of power and differentials in power. With the work of major theorists and philosophers as its foundation, this paper provides a framework from which to analyze power as it relates to reciprocity in community engagement