Engagement, Scholarship, and Faculty Work: Trends and Implications for Public Affairs Education

Abstract

Building on the assumption that public administration and public affairs education has a role to play in helping students and communities bridge theory and practice, the author provides an overview of the “civic engagement movement” that is informing how higher education institutions, particularly their faculty, carry out their work. Ernest Boyer’s effort to “reconsider scholarship” is reviewed in light of current practices shaping contemporary public affairs education. The author explores the current trends affecting faculty work load and performance appraisal. Suggestions for further research and dialogue around the issues raised in this article are provided.

Additional information

Notes on contributors

Christopher J. Koliba

Christopher Koliba is the director of the master of public administration program and an assistant professor in the Community Development and Applied Economics Department at the University of Vermont (UVM). He possesses a Ph.D. and a master of public administration degree from Syracuse University’s Maxwell School of Citizenship and Public Affairs. His research interests include governance networks, organizational learning and development, civic education, action research methods, and educational policy. He teaches courses pertaining to public policy and public affairs, the foundations of public administration, governance networks, and science and society. Over the past 15 years, he has lead faculty development workshops and seminars pertaining to service learning, partnership development and action research. He may be reached at [email protected].