Document Type

Article

Publication Date

2017

Publication Source

Journal of Higher Education Outreach and Engagement

Volume

21

Issue

2

Inclusive pages

67-101

Publisher

University of Georgia

ISBN/ISSN

2164-8212

Peer Reviewed

yes

Abstract

Restructuring changes in higher education may be affecting how faculty conduct the scholarship of engagement. As faculty increasingly face uncertain futures, the limits of service-learning need to be better understood in order to maximize the pedagogical possibilities. One way of exploring limitations is to focus on sustainable faculty-community collaborative relationships since sustainability recognizes both constraint and possibility. This article presents a Curricula-as-Research Model as a risk-reduction strategy for faculty involved in Scholarship of Engagement. According to the model, the sustainability of research collaborations can be strengthened if a multicourse collaborative project is integrated into course sequencing. The model is developed with an autoethnographic prestudy of a service-learning collaboration between Indiana University, Purdue University Fort Wayne and Blackford County Concerned Citizens in Indiana (Fall 2014 -Spring 2016). Prestudy findings indicate that curricular content may be a factor influencing the evolution, and community impact, of collaborative relationships between the university and the community

Keywords

service-learning, scholarship of engagement, sustainability, collaboration, partnership

Disciplines

Sociology

Included in

Sociology Commons

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Link to Original Published Item

https://files.eric.ed.gov/fulltext/EJ1144555.pdf