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Models of Engaged Scholarship: An Interdisciplinary Discussion

Models of Engaged Scholarship: An Interdisciplinary Discussion DISCUSSIONS AND APPLICATIONS OF ENGAGED SCHOLARSHIP, COLLABORATIVE ETHNOGRAPHY IN NORTH CAROLINA Models of Engaged Scholarship An Interdisciplinary Discussion dorothy holland, Department of Anthropology dana e. powell, Department of Anthropology eugenia eng, Department of Health Behavior and Health Education georgina drew, Department of Anthropology University of North Carolina at Chapel Hill Surely, scholarship means engaging in original research. But the work of the scholar also means stepping back from one’s own investigation, looking for connections, building bridges between theory and practice, and commu- nicating one’s knowledge effectively. (Boyer 1990, 16) Ernest Boyer, an oft-cited early proponent of “engaged scholarship,” called for a set of transformations to lower the walls between academ- ic departments and disintegrate the insular behaviors between disci- plines. To open up new space for redefi ning the full scope of academic work, Boyer explored interactions among fi ve dimensions of scholar- ship: discovery, teaching, application, integration, and engagement. The fi nal dimension, engagement, emphasizes how scholars might re- late differently to their teaching, discovery, application, and integration activities by collaborating with people and organizations beyond cam- pus and ultimately directing their work toward larger, more complex, and more humane ends (Boyer 1996). Despite Boyer’s catalytic defi nition, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Collaborative Anthropologies University of Nebraska Press

Models of Engaged Scholarship: An Interdisciplinary Discussion

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Publisher
University of Nebraska Press
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2152-4009

Abstract

DISCUSSIONS AND APPLICATIONS OF ENGAGED SCHOLARSHIP, COLLABORATIVE ETHNOGRAPHY IN NORTH CAROLINA Models of Engaged Scholarship An Interdisciplinary Discussion dorothy holland, Department of Anthropology dana e. powell, Department of Anthropology eugenia eng, Department of Health Behavior and Health Education georgina drew, Department of Anthropology University of North Carolina at Chapel Hill Surely, scholarship means engaging in original research. But the work of the scholar also means stepping back from one’s own investigation, looking for connections, building bridges between theory and practice, and commu- nicating one’s knowledge effectively. (Boyer 1990, 16) Ernest Boyer, an oft-cited early proponent of “engaged scholarship,” called for a set of transformations to lower the walls between academ- ic departments and disintegrate the insular behaviors between disci- plines. To open up new space for redefi ning the full scope of academic work, Boyer explored interactions among fi ve dimensions of scholar- ship: discovery, teaching, application, integration, and engagement. The fi nal dimension, engagement, emphasizes how scholars might re- late differently to their teaching, discovery, application, and integration activities by collaborating with people and organizations beyond cam- pus and ultimately directing their work toward larger, more complex, and more humane ends (Boyer 1996). Despite Boyer’s catalytic defi nition,

Journal

Collaborative Anthropologies – University of Nebraska Press

Published: Nov 19, 2010

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