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Agent of Democracy - Society for College and University Planning

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A Portrait <strong>of</strong> a <strong>University</strong><br />

meetings like this one between what I hear around the<br />

table <strong>and</strong> what I know the dominant university culture<br />

is asking: where’s the beef in validated research<br />

results? That is, if I want to reward my faculty <strong>for</strong> doing<br />

“public scholarship,” can<br />

you show me that these ef<strong>for</strong>ts<br />

result in useable new “We don’t have a<br />

knowledge that passes movement yet, but perhaps<br />

even better, we do<br />

muster with st<strong>and</strong>ard academic<br />

journals <strong>and</strong> publishers<br />

<strong>and</strong> academic review? have the makings <strong>of</strong><br />

If not, I have to judge this<br />

a sustainable scholarly<br />

a well-meaning distraction<br />

from what the university community interested in<br />

should be up to.<br />

what it means to prepare<br />

I think there is or can be an students <strong>and</strong> communities<br />

<strong>for</strong> enlightened<br />

answer to these questions—<br />

that is, I think, especially <strong>for</strong><br />

the social sciences, but not democracy.”<br />

only the social sciences, the<br />

(“Public Scholarship at<br />

answer is that sometimes<br />

Penn State: An interview<br />

public scholarship can absolutely<br />

improve scholar-<br />

HEX, 2005.)<br />

with Jeremy Cohen,”<br />

ship at large. But this is<br />

more an article <strong>of</strong> faith than<br />

a demonstrated achievement, I think. Well, we’ll see.<br />

At least <strong>for</strong> Pr<strong>of</strong>essor Demos <strong>and</strong> <strong>for</strong> many colleagues in November<br />

2004, public scholarship, civic engagement, <strong>and</strong> service learning<br />

were interchangeable terms. The priority <strong>for</strong> Pr<strong>of</strong>essor Demos was<br />

neither university service (an important element <strong>of</strong> the l<strong>and</strong>-grant<br />

<strong>and</strong> outreach models) nor helping the next generation to underst<strong>and</strong><br />

<strong>and</strong> to learn <strong>and</strong> adopt the practices necessary to sustain<br />

democratic sovereignty. The charge, Demos said, was to “locate the<br />

beef,” the university’s sustenance. Knowledge in this paradigm<br />

requires a test—in the era <strong>of</strong> No Child Left Behind <strong>and</strong> exp<strong>and</strong>ing<br />

federal <strong>and</strong> state intrusion to curriculum, “a tangible demonstration<br />

<strong>of</strong> outcomes.” Pr<strong>of</strong>essor Demos’ suggestion—gauging the success <strong>of</strong><br />

public scholarship as, will the ef<strong>for</strong>ts “result in useable new knowledge<br />

that passes muster with st<strong>and</strong>ard academic journals <strong>and</strong> publishers <strong>and</strong><br />

159

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