Agent of Democracy - Society for College and University Planning
Agent of Democracy - Society for College and University Planning
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 />
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