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ERIC Number: EJ1097198
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: ERIC
ISSN: ISSN-1534-6102
An Integrated Model Recontextualized
O'Meara, KerryAnn; Saltmarsh, John
Journal of Higher Education Outreach and Engagement, v20 n1 p175-180 2016
In this commentary, authors KerryAnn O'Meara and John Saltmarsh reflect on their 2008 "Journal of Higher Education Outreach and Engagement" article "An Integrated Model for Advancing the Scholarship of Engagement: Creating Academic Homes for the Engaged Scholar," reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and Engagement." As the authors revisited this article, they were pleased to see that much of the model they set forth with their colleague Lorilee Sandmann remains relevant today. For example, clearly the four topics they identified as second-order issues for support of faculty community engagement (i.e., doctoral socialization, faculty cultures and mentoring, academic reward systems, and disciplinary association recognition) remain critical. They still see the four quadrants of graduate education, departments, disciplinary associations, and institutions as major sites where faculty are socialized, recognized, supported, and advanced. If they were to write this article again, they would encourage engaged scholars and those within the movement to pay special attention to the development of strategic networks, alliances, and community organizing to advance this work. They would encourage them to approach their work as political work aimed at dismantling privilege and exposing the power exerted by hegemonic epistemic paradigms and the inequalities that are created. [For "An Integrated Model for Advancing the Scholarship of Engagement: Creating Academic Homes for the Engaged Scholar" (2016), see EJ1097193.]
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Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A