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Part I Foundations of Service-Learning
and Civic Engagement
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1 Developing Practitioner-Scholars for the Future of Community Engagement
Mandi R. McReynolds Drake University
As you read this sourcebook for faculty and service-learning centers, I challenge you to move beyond being a reader and a practitioner. Your role as a scholar is vitally and equally important to this field. Will you consider embracing a larger vision of yourself as a practitioner-scholar? Will you shift from the consumption of knowledge and implementation of theory-based practices to the level of full engagement in the field through scholarship? Just as you challenge students, faculty, and community partners to take a leap into service-learning and civic education, I hope you also challenge yourselves in the area of scholarship.
This chapter is written in a different format and style from some of the other chapters in this volume. As you read it, it is my hope you feel like we are sitting together at a conference with a cup of coffee and challenging each other to grow, stating, âDo not be a bystander practicing or reading pedagogical approaches. Be an informed reflective advocate in the field!â The nature of service-learning and civic education demands this democratic shift in the minds of its practitioners (Langseth & Plater, 2004; Saltmarch, Hartley, & Clayton, 2009). It calls us to engage in our work and approach it as holistic beings. We are practitioners of service-learning and civic education and scholars of the field. These are equal in our minds: interrelated and mutually beneficial. Regardless of your background, you can no longer stand on the sidelines and coach: You must step out onto the field and practice the execution of scholarship and contribution.
As a valuable player in the field of scholarship, each individual is responsible to support the future of service-learning and civic education. You could say, âWhy would I spend my time doing this?â or âWho me? I am not qualifiedâ or âI am just thinking about service-learning and civic education.â Like the iconic American photograph of Uncle Sam, I point to you and say: âI want you!â Regardless of oneâs roleâfrom senior administrator to support staff, tenure track faculty member to community partner, or doctoral student to first-year undergraduate studentâeach has a remarkable wealth of contributions to offer the field (Felten & Clayton, 2011; Hutchings, Huber, & Ciccone, 2011; Stoecker & Tryon, 2009; Zlotkowski, Longo, & Williams, 2006).
This chapter describes a practitioner-scholar, addresses barriers to becoming one, and provides resources to advance practitioner-scholar contributions. It is crafted based on my own practitioner-scholarship reflections. Resources include reflective questions and table guides. Each serves as a map to guide your personal journey toward becoming a practitioner-scholar in the field of service-learning and civic engagement.
What Is a Practitioner-Scholar?
Charles McClintock (2004) defined the scholar-practitioner as âan ideal of professional excellence grounded in theory and research, informed by experimental knowledge, and motivated by personal values, political commitments, and ethical conductâ (p. 393). This professional model is used in teacher education (Wunder & Macintyre Latta, 2012), clinical psychology (Stoltenburg et al., 2000), nursing (Peterson & Jones, 2013), and management (Salipante & Aram, 2003). Practitioner-scholars have the unique ability to perceive deficiencies in current theories and practices. Their research and best pedagogical knowledge are needed to challenge and drive the development of a stronger academy (Bringle & Hatcher, 2009; Ospina & Dodge, 2005). In this chapter, the term âpractitioner-scholarâ intentionally uses a hyphen not to describe two different individuals with distinct roles relating to one another in research and field practice. Instead the term is similar to the typology of service-learning (Sigmon, 1997), where practitioner-scholar is designed to be one word describing the equal and mutually beneficial role of both professional responsibilities. Ascribing the concept of the practitioner-scholar to service-learning and civic education, we must examine the difference between the two and seek common ground on the continuum of practitioner versus scholarship.
As illustrated in Table 1.1, the work of a scholar is dependent on the work of a practitioner. Conversely, the work of a practitioner is dependent on the work of the scholar. Although the output and focus of the work are distinctive, each is interrelated (Bartunek, 2007; Bushouse et al., 2011; Hughes, Bence, Grisoni, OâRegan, & Wornham, 2011). As you move to practitioner-scholar status, ask yourself where your work falls within these dimensions. When you begin your practitioner-scholar journey, reflect on the following questions:
- What excites you the most in your practice of civic engagement and service-learning? Would others benefit from hearing of your practice?
- What is a common problem you encounter in practicing service-learning and civic engagement? Is there value for others to know about this problem or of your success in developing a solution?
- Are you noticing a gap between theory and practice? If so, why? How could it be resolved?
- Do you have current assessments or reflections that could contribute to a larger body of knowledge on a topic area?
- Do you have a resource or tool you have developed for your campus or community that could be of value to others?
Barriers and Solutions
As with any journey, we look ahead and begin to map the course. In the world of academia, we are conditioned to think immediately of the perceived obstacles. On a road trip, we look ahead to construction and severe weather obstacles. As a practitioner-scholar, we do the same. It is reality that you have to cope with through your practitioner-scholar journey. It is important to address these real barriers, but to not let them paralyze you from becoming a practitioner-scholar.
This chapter arose from a workshop for novice and veteran professionals on Becoming a Practitioner-Scholar at the Iowa Student Personnel Association Annual Conference in the fall of 2012. During the workshop, 20 attendees developed a list of perceived barriers to becoming a practitioner-scholar. Together, participants discussed solutions to how the field can overcome these barriers. The following list details the most common barriers and possible solutions for consideration culled from participantsâ responses.
Barrier #1: When would I find the time to become a practitioner-scholar?
Solution: You start small. The same barrier exists with students and semester-long assignments. Some wait until the night before and stay up all night to write a paper or prepare for a presentation. What, traditionally, is your advice to these students? âYo...
