|John Saltmarsh is Director of the New England Resource Center for Higher Education (NERCHE) at the University of Massachusetts, Boston and a professor in the Higher Education Doctoral Program in the Department of Leadership in Education in the College of Education and Human Development. He has published widely on community engagement including, with Matthew Hartley, an edited volume To Serve a Larger Purpose: Engagement for Democracy and the Transformation of Higher Education (2011) and with Edward Zlotkowski, Higher Education and Democracy: Essays on Service-Learning and Civic Engagement (2011). He is the co-author of the Democratic Engagement White Paper (NERCHE, 2009) and Full participation: Building the architecture for diversity and public engagement in higher education (Columbia University Law School: Center for Institutional and Social Change, 2011).
CampusCompact - John Saltmarsh
The Engaged Department Toolkit
This handbook is designed to help departments develop strategies for including community-based work in their teaching and scholarship, making community-based experiences a standard expectation for majors, and encouraging civic engagement and progressive change at the departmental level. It acts as both a resource and a curriculum, assisting others in replicating the Engaged Department Institutes offered nationwide by Campus Compact.
The toolkit comes with a CD-ROM with key information from the text as well as PowerPoint slides and sample documents that can be adapted to meet the needs of individual departments.
Paperback & CD-ROM: 978 0 9667371 0 3 / $70.00
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Engaging Higher Education
Purpose, Platforms, and Programs for Community Engagement
Co-published with Campus Compact.
For directors of campus centers that have received the Carnegie Classification for Community Engagement, this book offers research and models to further advance their work. For directors starting out, or preparing for application for the Carnegie Classification, it provides guidance on setting up and structuring centers as well as practical insights into the process of application and the criteria they will need to meet.
Building on the findings of the research undertaken by the author and John Saltmarsh on the infrastructure of campus centers for engagement that have received the Carnegie Classification for Community, this book responds to the expressed needs of the participating center directors for models and practices they could share and use with faculty, and mid-level and upper-level administrators to more fully embed engagement into institutional culture and practice.
This book is organized around the purpose (the “why”), platforms (the “how”), and programs (the “what”) that drive and frame community engagement in higher education, offering practitioners valuable information on trends of current practice based on Carnegie Classification criteria. It will also serve the needs of graduate students aspiring to become the future professoriate as engaged scholars, or considering preparation for new administrative positions being created at centers.
Publicly Engaged Scholars
Next-Generation Engagement and the Future of Higher Education
The concern that the democratic purposes of higher education -- and its conception as a public good -- are being undermined, with the growing realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, all give rise to questioning the current model of the university.
This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs.
The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy.
These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building.
This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality.