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Drawing from a longitudinal mixed methods study, the authors
provide new models and approaches to supporting low-income,
racially minoritized, and first-generation college students. The
book provides research-informed practical recommendations for
administrators, faculty, and staff about how to create a
campus-wide culture that supports at-promise students with
illustrations of the concepts in practice and targeted reflection
questions. The book offers a transformational approach to creating
campus cultures and scaling changes to better serve all students.
Unlike books that draw from solely theory or reflections on
practice, this book draws from one of the largest studies of its
kind that integrates theory and reflection on practice.
Drawing from a longitudinal mixed methods study, the authors
provide new models and approaches to supporting low-income,
racially minoritized, and first-generation college students. The
book provides research-informed practical recommendations for
administrators, faculty, and staff about how to create a
campus-wide culture that supports at-promise students with
illustrations of the concepts in practice and targeted reflection
questions. The book offers a transformational approach to creating
campus cultures and scaling changes to better serve all students.
Unlike books that draw from solely theory or reflections on
practice, this book draws from one of the largest studies of its
kind that integrates theory and reflection on practice.
This book proposes a new paradigm of public scholarship for our
time, one that shifts from the notion of the public intellectual to
the model of the engaged scholar. The editors' premise is that the
work of public scholarship should be driven by a commitment to
supporting a diverse democracy and promoting equity and social
justice. The contributors to this volume present models that eschew
the top-down framing of policy to advocate for practice that drives
bottom-up change by arming the widest range of stakeholders --
especially members of marginalized communities -- with relevant
research. They demonstrate how public scholarship in higher
education can increase its impact on practice and policy and
compellingly argue that public scholarship should be recognized as
normative practice for all scholars and indeed integrated into the
curriculum of graduate courses. The chapters describe multiple
types of public scholarship and different strategies that move
beyond informing policymakers, faculty, and administrators to
engage publics such as students and parents, media, the general
public, and particularly groups that may have had little or no
access to our research. Examples include partnering with a
community agency to design a research project and disseminate
results; writing for practitioner or policy venues and magazines,
outside the traditional academic journals; serving on boards for
national groups that impact decisions related to your area of
research; and the use of social media. Whether scholar, director of
graduate education, or graduate student of higher education, this
book opens up a new vision of how research can inform practice that
promotes the public good.
This book proposes a new paradigm of public scholarship for our
time, one that shifts from the notion of the public intellectual to
the model of the engaged scholar. The editors' premise is that the
work of public scholarship should be driven by a commitment to
supporting a diverse democracy and promoting equity and social
justice. The contributors to this volume present models that eschew
the top-down framing of policy to advocate for practice that drives
bottom-up change by arming the widest range of stakeholders --
especially members of marginalized communities -- with relevant
research. They demonstrate how public scholarship in higher
education can increase its impact on practice and policy and
compellingly argue that public scholarship should be recognized as
normative practice for all scholars and indeed integrated into the
curriculum of graduate courses. The chapters describe multiple
types of public scholarship and different strategies that move
beyond informing policymakers, faculty, and administrators to
engage publics such as students and parents, media, the general
public, and particularly groups that may have had little or no
access to our research. Examples include partnering with a
community agency to design a research project and disseminate
results; writing for practitioner or policy venues and magazines,
outside the traditional academic journals; serving on boards for
national groups that impact decisions related to your area of
research; and the use of social media. Whether scholar, director of
graduate education, or graduate student of higher education, this
book opens up a new vision of how research can inform practice that
promotes the public good.
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