Enabling Public Scholars through Faculty Development

Document Type

Article

Publication Date

Fall 11-9-2021

Division

Teacher Residency and Education

Keywords

Public Scholarship, Training, Faculty Development, Deschooling

Disciplines

Teacher Education and Professional Development

Abstract

To support faculty as they remained civically engaged during the pandemic, the Center for Teaching and Learning at the University of South Dakota (CTL) launched a training series on public scholarship partnering with facilitators from Emory, Baylor, and Harvard. Core outcome of the series were for faculty to find a home for themselves in public engagement and to support students in their own public-facing work. The series introduced faculty to public scholarship as a dialogical partnership and offered workshops on facilitating public-facing student work and organizing virtual conferences, concluding each term with a panel featuring academics who promote the common good in different ways. This article explains the development of this series with the theoretical underpinnings that guided it and concludes by proposing a definition of public scholarship that includes student voices and repositions universities within the communities they inhabit.

Publication Title

Enabling Public Scholars through Faculty Development

Issue

3

Rights

CC BY-SA 2.5 CA

DOI

10.54590/pop.2021.002

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