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- W2138057788 abstract "During fall semester 2004 eight graduate students from five disciplines wereidentified and brought together by the Public Scholarship Associates at PennState to learn collaboratively about public scholarship, an emergent educa-tional philosophy that seemed to match our professional interests. To thesepreprofessionals interested in both advancing academic careers and devel-oping civic habits, public scholarship appeared to promise the best of bothworlds. Through public scholarship, we could perhaps avoid identities splitby the gulf between the polis and the ivory tower. Our greatest dilemma, itseemed, was truly understanding what “this public scholarship thing” was.As a group we had a lot of heart but no specific charge—and certainly noconcise definition of our object of study.After attempting, unsuccessfully, to develop an evaluation instrumentto “test” the outcomes of public scholarship on students’ affective and cog-nitive development, we turned our collective energies toward a necessarilyprior step: identifying—or explicating (Chaffee, 1991)—the core dimen-sions of public scholarship as offered by the Public Scholarship Associates:democracy, public good, social responsibility, diversity, transference of dis-cipline knowledge, and ownership of education. In this chapter we presentan overview of these core identifiers as a necessary baseline investigation forfuture research, evaluation, and assessment of the impact of public schol-arship on student learning." @default.
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- W2138057788 date "2006-01-01" @default.
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- W2138057788 title "An explication of public scholarship objectives" @default.
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- W2138057788 doi "https://doi.org/10.1002/tl.225" @default.
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