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Administrative Perspectives on Implementing a Mandatory Engaged Scholarship Project With Doctoral Students

Administrative Perspectives on Implementing a Mandatory Engaged Scholarship Project With Doctoral Students

Shirley M. Matteson, Irene Arellano, Sonya E. Sherrod
Copyright: © 2020 |Pages: 25
ISBN13: 9781799822080|ISBN10: 1799822087|ISBN13 Softcover: 9781799822097|EISBN13: 9781799822103
DOI: 10.4018/978-1-7998-2208-0.ch006
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MLA

Matteson, Shirley M., et al. "Administrative Perspectives on Implementing a Mandatory Engaged Scholarship Project With Doctoral Students." Preparing Students for Community-Engaged Scholarship in Higher Education, edited by Aaron Samuel Zimmerman, IGI Global, 2020, pp. 105-129. https://doi.org/10.4018/978-1-7998-2208-0.ch006

APA

Matteson, S. M., Arellano, I., & Sherrod, S. E. (2020). Administrative Perspectives on Implementing a Mandatory Engaged Scholarship Project With Doctoral Students. In A. Zimmerman (Ed.), Preparing Students for Community-Engaged Scholarship in Higher Education (pp. 105-129). IGI Global. https://doi.org/10.4018/978-1-7998-2208-0.ch006

Chicago

Matteson, Shirley M., Irene Arellano, and Sonya E. Sherrod. "Administrative Perspectives on Implementing a Mandatory Engaged Scholarship Project With Doctoral Students." In Preparing Students for Community-Engaged Scholarship in Higher Education, edited by Aaron Samuel Zimmerman, 105-129. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2208-0.ch006

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Abstract

This chapter focuses on lessons learned from mandating community-engaged scholarship research projects for all doctoral students within a specific college of education prior to beginning their dissertations. Members of the administration of the college participated in semi-structured interviews that focused on capturing their thoughts about the 2 years in which a small group of faculty and students piloted the initiative. During the interviews, the administrators shared their perceptions and what they believed to be the varied reactions of both faculty and students who participated in the community engagement project. The chapter provides insights that may be useful for others wanting to initiate similar community engagement initiatives with doctoral students.

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