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Engaging Higher Education: Purpose, Platforms, and Programs for Community Engagement


reviewed by Brandon Childs & Laura Parson — April 21, 2017

coverTitle: Engaging Higher Education: Purpose, Platforms, and Programs for Community Engagement
Author(s): Marshall Welch
Publisher: Stylus Publishing, LLC., Sterling
ISBN: 1620363844, Pages: 312, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: April 21, 2017
http://www.tcrecord.org ID Number: 21932, Date Accessed: 4/27/2017 8:24:38 PM

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About the Author
  • Brandon Childs
    University of Louisville
    E-mail Author
    BRANDON CHILDS is a third year doctoral student in the Educational Leadership, Evaluation, and Organizational Development program at University of Louisville. He is deeply interested in collegiality in the post-secondary education context. Specifically, he is concerned with how structures of professionalization expand and contract the creation, expression, and maintenance of collegiality. This work is situated in the study of medical education at both the undergraduate and graduate medical education levels.
  • Laura Parson
    University of Louisville
    E-mail Author
    LAURA PARSON (Ph.D., Teaching & Learning, Higher Education from the University of North Dakota) is a Clinical Assistant Professor in Higher Education at the University of Louisville. Her research interests broadly focus on effective teaching and learning in higher education, explored through a critical lens. She is a qualitative methodologist, with a focus on narrative and ethnographic methods of inquiry. Her research questions seek to understand how pedagogy, classroom climate, institutional environment, curriculum, and faculty characteristics inform student experiences, specifically learning, and how the institution coordinates those factors through translocal practices. Laura’s recent research has focused on the institutional factors that disempower undergraduate female students in STEM education. Additionally, she has conducted research on the use of instructional technologies to validate and empower female students, the unique academic and development needs of the rural principal, and, currently, introducing rigor to the curriculum design process.
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