NERCHE's community of scholar-practitioners comprises faculty, professional staff, and administrators from a rich array of institutions nationwide. NERCHE is pleased to highlight publications by members of this community, including Think Tank members, visiting fellows, senior associates, and project partners.
Click here for a list of all featured publications.
Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines. Published twice a year, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today. Non-specialist and jargonfree, Currents is addressed to both faculty and graduate students in higher education, teaching in all academic disciplines.
By Farrah Jacquez (University of Cincinnati), recipient of NERCHE's 2013 Ernest A. Lynton Award for the Scholarship of Engagement for Early Career Faculty
The article appears in Metropolitan Universities Journal (Vol. 25, No. 2).
"Within promotion processes, research universities traditionally place highest value on grant funding and peer reviewed publications. In contrast, community-engaged research tends to value community partnerships and direct community benefit. Community-engaged early career faculty can have difficulty negotiating the demands required for promotion and tenure and the time and effort required for truly collaborative community partnerships. In this reflective piece, the experience of an early career community engaged faculty member within a research university is described."
By Arthur W. Chickering and Associates.
From the Publisher:
Arthur W. Chickering is one of the leading researchers in student development theory and its implications for higher education. In 1969 he published Education and Identity, which posited seven vectors to describe the personal development of students during college. It received the 1969 American Council on Education’s Eleanor Colford Morris book award for its contribution to higher education, and that recognition took Chickering out of the woods of Vermont and propelled him onto the national scene.
Cool Passion: Challenging Higher Education is Chickering’s candid and revealing autobiography in which he tells the extraordinary story of his life and career. He recounts his childhood and adolescent years in New England, detailing his misadventures in school and struggles to find purpose and meaning—experiences that would lay the foundation for his lifelong values and beliefs. In Chickering’s own words, “You could have given 1000:1 odds against this character ever becoming a Distinguished Professor.” However, ultimately, his professional narrative would become a powerful statement of how his influential educational constructs grew out of these lived experiences.
"Gathering Data and Documenting Impact: 2010 Carnegie Community Engagement Classification Application Approaches and Outcomes”
NERCHE Working Paper: "Gathering Data and Documenting Impact: 2010 Carnegie Community Engagement Classification Application Approaches and Outcomes”
Jana Noel (California State University, Sacramento)
David P. Earwicker (California State University, Sacramento)
This working paper explores the results of a mixed-methods, two-part study of institutions that received the Carnegie Community Engagement Classification in 2010. The Community Engagement Classification is an elective classification offered by the Carnegie Foundation that requires campuses to provide evidence documenting engagement through a rigorous application process.
Edited by Heather J. Shotton, Shelly C. Lowe, Stephanie J. Waterman Foreword by John Garland
While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population’s invisibility within the academy – it is often excluded from institutional data and reporting, and frequently noted as not statistically significant – and its relegation to what is referred to as the “American Indian research asterisk.”
The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses.
Release Date: September 19, 2013
Ariane Hoy (Editor), Dr. Mathew Johnson (Editor), Robert Hackett, Heather Schill, Patrick Gruber, Abby Kiesa, Nicole Saylor, John Saltmarsh, Marshall Welch, Ashley Cochrane
Deepening Community Engagement in Higher Education demonstrates how colleges and universities can increase the engagement of their students, faculty, and institutional resources in their communities. This volume features strategies to make this work deep, pervasive, integrated, and developmental. The chapters share perspectives, frameworks, knowledge, and practices of more than a dozen institutions of higher education that practice community engagement, drawing on their connections to more than two decades' experience in the Bonner Foundation network. Perspectives from these campuses and respected scholars and practitioners in the field present proven models for student leadership and development, sustained partnerships, faculty engagement, and the institutionalization of campus centers.
By Richard P. Keeling and Richard H. Hersh
This title was selected by NERCHE’s Deans Think Tank members as the centerpiece of discussion for their May 31, 2013, meeting.
From the authors: “America is being held back by the quality and quantity of learning in college. This is a true educational emergency! Many college graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers’ expectations. We are losing our minds--and endangering our social, economic, and scientific leadership. Critics say higher education costs too much and should be more efficient but the real problem is value, not cost--financial “solutions” alone won’t work. In this book, Hersh and Keeling argue that the only solution--making learning the highest priority in college--demands fundamental change throughout higher education.”
Transforming Cities and Minds through the Scholarship of Engagement: Economy, Equity, and Environment
Edited by Lorlene Hoyt Director of Programs and Research for the Talloires Network at Tufts University
Written by engaged scholars and practitioners, Transforming Cities and Minds is an "instrument-for-action" on the problems faced by U.S. cities that have suffered from decades of disinvestment. The book advocates the concept of reciprocal knowledge: real learning on both sides, campus and city, through a complex network of human relationships.
Across the country from Camden to Oakland, the contributors engaged with community partners--hospitals, churches, community development corporations, community foundations, and other rooted institutions--to help restore old cities to life. Their collaborative thesis project engaged them with one another and university staff; it may offer a new paradigm for graduate education.