Using Collaborative Autoethnography to Understand the Institutionalization of Engaged Scholarship Through Professional Development School Work

• In Event: Research in Professional Development Schools and Future Directions

Abstract

The purpose of this article is to extend the literature on the institutionalization of engaged scholarship by examining it through an organizational change lens. More specifically, this article uses autoethnography to explore how a college of education at a public research institution moved towards institutionalizing a scholarship of engagement. This article also articulates how colleges and schools of education might consider professional development school (PDS) partnerships examples of engaged scholarship for the purposes of connecting research to practice.

Authors

• Cecile Huynh Sam, Rowan University

• Brent C. Elder, Rowan University

• Stacey E. Leftwich, Rowan University