Print this page Share

Engaging Departments: Moving Faculty Culture From Private to Public, Individual to Collective Focus for the Common Good

Kevin Kecskes (Editor), Eugene Rice (Foreword by)
ISBN: 978-1-933371-02-3
328 pages
June 2006, Jossey-Bass
Engaging Departments: Moving Faculty Culture From Private to Public, Individual to Collective Focus for the Common Good (1933371021) cover image
While the importance of service-learning and engaged campuses has gained broad recognition in recent years, the infrastructure for enabling such deep academic and civic engagement has yet to emerge. The authors of this book embrace the call for such institutional renewal and provide the critical guidance needed for leaders in higher education who are serious about building genuinely engaged campuses.

Engaging Departments fills an important niche in the literature on institutional engagement and advances the National Campus Compact agenda to create engaged departments. Representing a range of disciplines and institutional types—including two-year and four-year, public and private, comprehensive and research—this work features case studies of 11 departments and their journeys to engagement. The book presents readers with transferable steps and strategies, key factors that helped move civic engagement from the individual faculty level to the collective departmental level, an analysis of successes and barriers, and visions for the future. Also outlined are engagement efforts at the institutional and state levels.

Written for department chairs, faculty, and faculty developers, this book offers approaches to support and sustain the building of engaged departments and invites readers to contemplate and refresh their visions for the relevancy of their disciplines in the 21st century.

See More
About the Editor.




Part I: A Broad Persective.

1 Big Questions for Engaging Departments (Kevin Kecskes).

2 Civic Engagement: A Broad Perspective (Richard Battistoni).

3 Characteristics of an Engaged Department: Design and Assessment (John Saltmarsh, Sherril Gelmon).

Part II: Departmental Approaches: National Exemplars.

Large-Scale Change.

4 From Rogue Program to Poster Child: A Department’s Shaping of a University’s Agenda (Paula T. Silver, John E. Poulin, Stephen C. Wilhite, Center for Social Work Education at Widener University).

5 Samford University’s Communication Studies: Seizing an Opportunity (Charlotte Brammer, Rhonda Parker, Department of Communication at Samford University).

6 Geology, Children, and Institutional Change

in Southern California (Jay R. Yett, Department of Geology at Orange Coast College).

Long-Term Commitment.

7 Engagement in the Arts: Commitment to an Urban Experience (Susan Agre-Kippenhan, Elisabeth Charman, Department of Art at Portland State University).

8 Sustaining a Service-Learning Program: An English Department’s Commitment to Service (Marybeth Mason, Pam Davenport, Department of English at Chandler-Gilbert Community College).

9 The Spelman College Total Person Commits to Positive Social Change (Cynthia Neal Spence, Daryl White, Department of Sociology and Anthropology at Spelman College).

10 Nursing Excellence: Community Engagement Through Service-Learning (Georgia Narsavage, Evelyn Duffy, Deborah Lindell, Marilyn J. Lotas, Carol Savrin, Yea-Jyh Chen, Frances Payne Bolton School of Nursing at Case Western Reserve University).

11 Community Service-Learning, Research,

and the Public Intellectual (Leda Cooks, Erica Scharrer, Michael Morgan, Department of Communication at the University of Massachusetts, Amherst).

Mission Alignment.

12 Fostering Engagement for Social Justice: The Social Justice Analysis Concentration in Sociology at Georgetown University (Sam Marullo, Kathleen Maas Weigert, Joseph Palacios, Department of Sociology at Georgetown University).

13 “UCLA in LA”: The Engaging Department of Chicana and Chicano Studies (Reynaldo F. Macías, Kathy O’Byrne, Department of Chicana and Chicano Studies at the University of California, Los Angeles).

14 From Engagement to Marriage: A Systems Persective With Formal and Durable Commitments to Service-Learning (Michael G. Laurent, Judith J. McIntosh, Rie Rogers Mitchell, Department of Educational Psychology and Counseling at California State University, Northridge).

Part III:Meta-Level Strategies.

15 Continuums of Engagement at Portland State University: An Institution-Wide Initiative to Support Departmental Collaboration for the Common Good (Kevin Kecskes, Amy Spring).

16 A Journey of System-Wide Engagement (Season Eckardt, Erika F. Randall, Lori J. Vogelgesang).

17 Engaged Disciplines: How National Disciplinary Societies Support the Scholarship of Engagement (Sherwyn P. Morreale, James L. Applegate).

Part IV:An Emerging Vision.

18 The Engaged Department in the Context of Academic Change (Edward Zlotkowski, John Saltmarsh).

Appendix A: Engaged Department Strategic Planning Matrix.

Appendix B: Connective Pathways for Engaged Departments.

Appendix C: Engaged Department Resources.


See More
Kevin Kecskes is director of community-University Partnerships at Portland State University (PSU). Since 2002, Kevin has been charged with helping campus and community constituents live the university motto: "Let Knowledge Serve the City." From 1997-2002, Kevin was director of service-learning at Washington Campus Compact and program director of the Western Region Campus Compact Consortium. He served three years in leadership and program development positions with AmeriCorps National Civilian Community Corps. Kevin cofounded the Boston College International Volunteer Program and spent 12 years working, serving, and studying in the developing world, primarily in Latin America and Asia. He has run his own small business and has taught in both secondary and higher education. Kevin studies biology, philosophy, education, and public administration and policy at Boston College, Harvard University, and Portland State University. His recent publications focus on the nexus between cultural theory and community-campus partnerships, ethics and community-based research, faculty and institutional development for civic engagement, student leadership development, and service-learning impacts on community partners. He lives in Portland, Oregon, with his wife and two children.
See More
Every provost, dean, and department chair needs to read this book. It provides intelligent guidance for those considering taking the challenges of building a genuinely engaged campus seriously.
—R. Eugene Rice, Senior Scholar, Association of American Colleges and Universities

A highly useful mix of theory and practice to inform the next stage of the civic engagement movement in higher education—involving departments.
—Elizabeth L. Hollander, Executive Director, Campus Compact

See More
Back to Top