Publisher's Synopsis
This volume of New Directions for Teaching and Learningoffers insights into how and why public scholarship has grown andis beginning to sustain itself at Penn State University and beyond.The research and writing contained here was generated by facultyand graduate students active in Penn State's Laboratory for PublicScholarship and Democracy.
The chapters in this issue attempt to:
- Examine the constitutional roots of public scholarship
- Distinguish between public scholarship and service
- Propose a framework for researching individual,organizational, and epistemological factors that shape facultyengagement in public scholarship
- Review developmental studies of youth and publicscholarship
- Provide a narrative of student and faculty work in theAmerican Indian Housing Initiative
- Make baseline explications for assessing public scholarshipoutcomes
- Provide a postmodern critique of expertise in the context ofpublic scholarship
In the final chapter, Judith Ramaley looks at the promise ofpublic scholarship, from beyond the institutional site of PennState, for higher education and democracy.
This is the 105th volume of the Jossey-Bass quarterly reportseries New Directions for Teaching and Learning.
