Sociology 901-001: Special Topics in Sociology--Becoming a Community-Engaged Scholar

The web address for this syllabus is:

Professor: Randy Stoecker
Office:  Ag Hall 340d
Office Hours: by appointment
Phone:  608-890-0764

Spring, 2018
M 2:00-5:00pm
2425 Sterling


The university administration is now mandating that faculty include certain content in their syllabi. Here is the content complying with that mandate:


Why a Course on Becoming a Community-Engaged Scholar?

The most recent push for colleges and universities to be more "engaged" is now over three decades old, and the popularity of the idea shows no signs of waning. Job announcements in various fields now routinely include experience in community engagement among their preferred qualifications. There are conferences from local to global focusing on various kinds of higher education community engagement. But there is very little actual preparation of graduate students to position themselves for these opportunities. This course will be designed for you to understand where the field of engaged scholarship has come from, where it may be headed, and how you can choose your own path to pursue in it.

The Syllabus Process

Because this is a course in community engagement, I want the process of the course to reflect that, including the construction of the course itself. This is only the initial syllabus.  During the first course meeting we will have our own "community" meeting where we will develop learning goals and strategies.  We will focus on three topics:

  1. What everyone wants from the course:  our learning goals will come from this.
  2. What each person can bring to the course:  our learning strategies will come partly from this.
  3. What principles and ethics will govern our interactions as a group: our learning strategies will come partly from this.

I will then produce a full written syllabus from that process.

Statement on Diversity

The Good Society will not come from an exclusive and very powerful few people representing only one set of experiences. It will come from many voices representing many life experiences. Likewise, the best knowledge will come from many voices speaking and listening and combining their wisdoms. I will do everything in my power to create a classroom environment that welcomes and includes diverse perspectives, especially perspectives that have been historically silenced through one or another form of structural oppression, exploitation, or exclusion. I welcome the voices of people of all races, ethnicities, and nationalities; all sexual and gender identities; all body types; all spiritualities; all economic classes; all language backgrounds; all family types; all combinations of abilities and learning styles; all participation in international, national, and community service including activism and protest. And I encourage those who feel invisible in relation to these diversities to educate me so that I can welcome you as well. I cannot promise you a "safe" environment. In the current state and national political climates there are no "safe spaces," not even for me. I can only promise you that I will do my utmost to create a "brave space" where people can hopefully gradually feel powerful enough to speak from their experiences and contribute to knowledge diversity for all of us. I will also admit that I will do that imperfectly and welcome you to hold me accountable so that my deeds live up to my words.

Learning Needs

It is very important to me that everyone is able to maximize their learning in this class. While, of course, you are responsible for much of that, I am responsible for creating a space where your learning style is respected. I always welcome, and will actively seek, feedback on how well the class process fits your learning style. I also welcome you to inform me of any learning needs that require adjustments in how the class materials are presented and how the class process is organized.

My Philosophy of Education

When teachers realize they shave things to learn and students realize they have things to teach, and when everyone is in an atmosphere where both students and teachers are encouraged to learn and teach, everyone benefits.

My job is to create and maintain a learning environment where everyone feels comfortable taking intellectual and interpersonal risks, and to help you do your part in maintaining that environment. I welcome critiques of ideas, especially my own. In the end, the best learning comes from connecting through our differences, especially if we practice respect for each other as people while we question, criticize, connect, and build upon each other’s ideas.

Professor Consultations

Please feel welcomed to consult with me whenever you have a question about course assignments, lectures, discussions, readings, or project activities. I will gladly discuss questions you have about the course material and our class process. Please also fee welcomed to consult with me whenever you find yourself interested in the issues raised in the course and you want to discuss further or get more information.

Student Rights and Responsibilities

You should know that you have specific rights that include accommodations for religious observances, physician-documented illnesses, and disabilities. You also have the right to appeal grading and disciplinary procedures that normally begin with contacting the chair of the department. If you do not feel comfortable contacting the chair you can contact the Dean's office. Of course, my goal is to structure and facilitate the course in such a way that you feel comfortable contacting me about concerns you have.

You also have specific responsibilities that include things like avoiding plagiarism, not cheating on coursework, and treating each other with respect.

Another right/responsibility you have in this course is to collectively determine other rights/responsibilities. Here are the discussion principles we generated during our first class meeting.

Collective Learning Goals

Here are the learning goals that we have generated in class.


Here will be the course requirements that we will develop in class.


Week 1, Jan. 29:  Institutionalized Service Learning and Course Design

Reading Assignment:

Randy Stoecker. 2016. Liberating Service Learning, sections I and II. Temple University Press.

Week 2, Feb. 5: An alternative to Institutionalized Service Learning, and responses to it.


Randy Stoecker. 2016. Liberating Service Learning, section III. Temple University Press.

Kate Johnson and Brooke Millsaps. 2016. Book Review: Randy Stoecker (2016). Liberating service learning and the rest of higher education civic engagement. Partnerships: A Journal of Service-Learning and Civic Engagement Vol. 7, No. 2.

Barbara Jacoby. 2017. Book Review: Liberating service learning and the rest of higher education civic engagement. Journal of Community Engagement and Higher Education Vol. 9, No. 1.

Tania D. Mitchell. 2017. Review Essay: Toward Liberation. Mighican Journal of Community Service Learning Vol. 23, No. 2.;c=mjcsl;c=mjcsloa;idno=3239521.0023.219;view=text;rgn=main;xc=1;g=mjcslg

Week 3, Feb. 12: Favorite readings from John, Julia, Garret, and Angela

Garret: Tania D. Mitchell , David M. Donahue & Courtney Young-Law (2012) Service Learning as a Pedagogy of Whiteness, Equity & Excellence in Education, 45(4), 612-629.

Guiding questions:

  1. What is the impact of our personal and professional socialization on our conceptualization of community-engagement, and the communities with which we ally ourselves?
  2. How does your role as an institutional agent engaging in community-based work reinforce or diminish the operationalization of whiteness inside and outside higher education?

Angela: Arturo Escobar (2016) Thinking-feeling with the Earth: Territorial Struggles and the Ontological Dimension of the Epistemologies of the South. Revista de Antropología Iberoamericana 11(1) 11-32. Also see visual file on Canvas or via email.

Guiding questions:

  1. To what extent is the idea of political ontology discussed by Escobar useful for social change? The main reason why I'm writing this question is because postmodern scholars, such as Escobar, are often criticized for offering a weak framework for social change[1].
  2. What do you think about Escobar's proposition that "the knowledges produced by those engaged in struggles for the defense of territories and relational worlds [are] perhaps even more appropriate and meaningful than those produced from the detached perspectives of science and the academy. This context is none other than the fate of the Earth itself." (p. 26)? And what role can academics play in the production and reproduction of knowledge if we embrace this proposition?
  3. I find Escobar's text hard to understand, not very accessible for non-academic audiences (am I right?). What do you think about texts with an emancipatory purpose that use a language that may exclude many people from reading it?
  4. What are the characteristics of the epistemology(ies) that your own work relies on? What type of world(s) fit in this epistemology(ies)? By writing this question, I'm thinking of Escobar's idea "that in speaking about knowledges, the ES framework is also speaking about worlds. Simply said, multiple knowledges, or epistemes, refer to multiple worlds, or ontologies." (p. 13)
  5. What does a relational ontology allow us to see that we might not see otherwise about the scene Escobar describes in p. 16-17? (I’ve attached the picture, which appears in a longer version in Spanish of the text)
  6. In that Spanish version, Escobar credits the organization Proceso de Comunidades Negras (PCN) for collaborating with the ideas and struggles that allowed him to write the book. In this shorter version, he does not mention the organization, presumably incorporating them into a broader group of Afrodescendant activists. What implications does this have? (here is a link to the book in Spanish where he elaborates on this essay and gives credit to PCN:


Ben Kuebrich (2015) “White Guys Who Send My Uncle to Prison”: Going Public within Asymmetrical Power. College Composition and Communication, 66(4): 566-590. Guiding questions:

Guiding questions:

  1. In what ways are each of our fields equipped/not equipped to tackle structural issues like police brutality?
  2. Does Kuebrich look to institutionalized models for community engagement? Or does he take closer to a "community organizer" approach? What affordances or constraints do these choices grant him?
  3. What might "rhetoric" (understood broadly) contribute to our ongoing analyses of power, social

Julia: Paulo Freire (2005) Pedagogy of the Oppressed. 30th Anniversary Edition. Chapter 2. available on Canvas or by e-mail)

Guiding questions:

  1. In my experience, the second chapter of Freire’s most famous work, Pedagogy of the Oppressed (1970) is one that is the most frequently referenced by other scholars in the U.S., in part because his view of education–– especially the relationship between teachers and students––overturns many assumptions about effective pedagogy that governed educational practice in this country for decades. He also ties traditional educational ideologies to deeper systems of oppression and social alienation. As you are reading through this essay, which concepts and critiques of traditional educational practice (similar to the “banking model”) resonate with your own experiences as a student? which of your teachers/ mentors seemed to be take a more Freirean approach to instruction?
  2. In thinking about your preparation to become a teacher here on this campus and in the future, which concepts and insights appeal to you, which passages offer specific strategies that you can see enacting in classroom practice? which passages might inform the kind of teacher you aspire to be? Is this an essay you could imagine assigning to your students in the future, and for what purposes?
  3. Finally, consider more specifically the importance of Freire’s ideas for service learning instruction: how does institutionalized service learning position teachers, university students, and community members within a traditional “banking model” of education? (i.e., who is in the position of teacher? student? with what consequences?). Which concepts from Freire’s critique of this model inform the liberating service learning paradigm that Stoecker’s book outlines in Part III? In some cases the book makes those connections very explicitly, but where else do you recognize Freirean ideas at work? (for these questions, you might choose a specific chapter from Part III to review in answering the question)

Week 4, Feb. 19: Favorite readings from Laura, Isabel, Annaliese, and Randy

Laura: V. Ernesto Mendez, Christopher M. Bacon, Roseann Cohen, and Stephen R. Gliessman. 2016. Agroecology: a Transdisciplinary, Participatory, and Action-Oriented Approach. CRC Press. Chapter 1. (available on Canvas). and a short interview with Vicor M. Toledo

Guiding questions:

  1. The transdisciplinary quality of agroecology allows for the discipline to take on research, practice, and action at times simultaneously. Do you see this as a positive or negative aspect? Are there scholars or people in your field who generate research or teach in transdisciplinary ways? Is this a productive discussion for us to have if the greater institutional system requires compartmentalization and disciplinary allegiances?
  2. Does the academic text or the interview resonate more with you? How do you think the perspective/backgrounds of the authors influence their epistomologies and understanding of conflict and organizing?
  3. Do you think the example PAR case studies are based off a conflict model? In what ways do you think the university faculty/researchers could have made the process more participatory or altered the power dynamics?

Isabel: Gloria Anzaldja 1987. Borderlands, chapter 7, La conciencia de la mestiza--Towards a New Consciousness (available on Canvas).

Guiding questions:

  1. What do you think of the idea of the Borderlands that Anzaldua discusses in her introduction? Is this just in reference to a physical border or can we adapt this type of idea other concepts? Can we adapt this idea to “liberating service learning”? How?
  2. The title of this chapter is “towards a new consciousness”. How does this idea of a new conscious build on what we have discussed in class thus far?

Annaliese: a series of short popular media articles

Tracy Jan. 2017. How white TV writers decide the stories Hollywood tells America. The Washington Post

Lindsay Denninger. 2016. Why Shonda Rhimes Hates The Term "Strong Female Characters" Bustle.

Anna Klassen. 2017. Why Katie Dippold Is So Dedicated To Writing Female Characters That Don't Suck. Bustle.

Glosswitch. 2017. Despite his “strong female leads”, Joss Whedon's feminism was never about real women. New Statesman.

Guiding questions:

  1. Do academic research and TV writing have anything in common? If so, what?
  2. If diverse TV writers and creators seem to make more complex and realistic characters and stories, how can we think about the relationship between researchers and their work? How can we think about the relationship between researchers and the people/communities/structures they research?
  3. What are your favorite TV shows (if you watch TV) and why? Can the things you like about those stories inform your research in any way?

Randy: L. David Brown and Rajesh Tandon. 1983. Ideology and Political Economy in Inquiry: Action Research and Participatory Research. Journal of Applied Behavioral Science 19(3): 277-294.

Guiding questions:

  1. How much do you identify with action research compared to participatory research? Why?
  2. How much do your values and ideology guide your own scholarship? How much do you want them to?

Week 5, Feb. 26: objectifying, colonizing research vs. engaged scholarship

Readings (available on Canvas):

Other Resources:

Eve Tuck. 2009. Suspending Damage: A Letter to Communities. Harvard Educational Review Vol. 79 No. 3.

Katoa Ltd. Kaupapa Maori Research.

Shayne Walker , Anaru Eketone & Anita Gibbs. 2006. An exploration of kaupapa Maori research, its principles, processes and applications. International Journal of Social Research Methodology Volume 9, Issue 4.

NCAI Policy Research Center and MSU Center for Native Health Partnerships. (2012). ‘Walk softly and listen carefully’: Building research relationships with tribal communities. Washington, DC, and Bozeman, MT: Authors.

TCPS 2 - Chapter 9 Research Involving the First Nations, Inuit and Métis Peoples of Canada.

Michael Evans, Adrian Miller, Peter J. Hutchinson, and Carlene Dingwall. 2014. Decolonizing Research Practice: Indigenous Methodologies, Aboriginal Methods, and Knowledge/Knowing. The Oxford Handbook of Qualitative Research, Edited by Patricia Leavy

Anaheed Al-Hardan. 2013. Decolonizing Research on Palestinians Towards Critical Epistemologies and Research Practices. Qualitative Inquiry.

Decolonizing Anthropology. 2016-. Savage Minds.

J. Maria Bermúdez, Bertranna A. Muruthi, and Lorien S. Jordan 2016. Decolonizing Research Methods for Family Science: Creating Space at the CenterJournal of Family Theory & Review Volume 8, Issue 2.

Judith G. Bartlett, Yoshitaka Iwasaki, Benjamin Gottlieb, Darlene Hall, Roger Mannell. 2007. Framework for Aboriginal-guided decolonizing research involving Metis and First Nations persons with diabetes. Social Science & Medicine 65 (2007) 2371–2382.

Jelena Porsanger. An Essay About Indigenous Methodology.

Decolonizing Research in Cross-Cultural Contexts: Critical Personal Narratives edited by Kagendo Mutua, Beth Blue Swadener, 2004. SUNY Press.

Shawn Wilson. 2009. Research is Ceremony: Indigenous Research Methods. Fernwood Publishing.

Week 6, Mar. 5: moral and ethical issues in engaged scholarship (includes: being temporary and engaged, commitment to community, covenantal ethics)

Readings--choose four:

Introduction of Ethics and Action Research

Belmont Report, Ethics, and Action Research

Intersectionality, Covenantal Ethics

Other Resources:

TCPS 2 - Chapter 9 Research Involving the First Nations, Inuit and Métis Peoples of Canada.

Thematic issue on ethics. 2006. Action Research 4(1).

Ensiyeh Jamshidi et al. 2014. Ethical Considerations of Community-based Participatory Research: Contextual Underpinnings for Developing Countries. International Journal of Preventive Medicine.

Durham Community Research Team. 2011. Connected Communities Community-based Participatory Research: Ethical Challenges. Centre for Social Justice and Community Action, Durham University, UK.

The Community Research Ethics Office, Waterloo Region in Ontario Canada. This is a community-based research ethics office.

Indigenous 2010. Research Ethics: A Source Guide to Conducting Research with Indigenous Peoples.

Sarah Banks. Everyday ethics in community-based participatory research. Contemporary Social Science, 2013 Vol. 8, No. 3, 263 –277

Community Development Society. 2018. Principles of Good Practice. These may be the best ethical principles available for engaged scholarship because they are focused on community development rather than research.

Stevens, D., Brydon-Miller, M., & Raider-Roth, M. (2016). Structured ethical reflection in practitioner inquiry: Theory, pedagogy, and practice. The Educational Forum, 80 (4), 430-443. [on Canvas]

Brydon-Miller, M. (2009). Covenantal ethics and action research: Exploring a common foundation for social research. In D. Mertens & P. Ginsberg (Eds.), Handbook of social research ethics (pp. 243-258). Newbury Park, CA: SAGE Publications. [on Canvas]

Covenantal Ethics for Action Research: Creating a New Strategy for Ethical Response (convenor with David Coghlan, Rosalie Holian, Patricia Maguire, and Randy Stoecker). World Congress of Action Research. Melbourne, Australia. September 6-9, 2010. [on Canvas]

Orphan, C. & O’Meara, K. (2016). Next generation faculty in the neoliberal university. Chapter in Publicly engaged scholars: Next generation engagement and the future of higher education. Sterling, VA: Stylus Publishing.

Orphan, C. (2015). What’s graduate education got to do with it?: Graduate school socialization and the essential democratic work of the academy. Chapter in Democracy’s education: Public work, citizenship, and the future of colleges and universities. Nashville, TN: Vanderbilt University Press.

Week 7, Mar. 12: alternative epistemologies/methodologies associated with engaged scholarship (includes: native ethnography)

Readings--choose one from each of the four categories below. Please post your choices on the Canvas forum. And please, no more than four people for each reading. And of course you are welcomed to read everything. :-)

One of the following--approaches to engaged scholarship from the academic side:

  • Stoecker, Randy, and Mary Brydon-Miller. 2013. "Action Research." In Audrey A. Trainor and Elizabeth Graue (eds.), Reviewing Qualitative Research in the Social Sciences, New York: Routledge. [on Canvas]
  • Stoecker, Randy. 1999. "Are Academics Irrelevant?" Roles for Scholars in Participatory Research." American Behavioral Scientist 42:840-854. [on Canvas]

One of the following--methods to manage power relations:

One of the following--co-production and participation methods:

One of the following--native ethnography:

Other Resources:

Stoecker, Randy. 2013. Research Methods for Community Change: A Project-Based Approach, 2e. Thousand Oaks, CA: Sage Publications.

Stoecker, Randy. 2017. "The Neoliberal Starfish Conspiracy." Partnerships: A Journal of Service-Learning and Civic Engagement. 8:1-17.

Stoecker. Randy. 2014. "Extension and Higher Education Service-Learning: Toward a Community Development Service-Learning Model." Journal of Higher Education Outreach and Engagement. 18:15-42

José Gutiérrez. 2016. Participatory Action Research (PAR) and the Colombian Peasant Reserve Zones: The Legacy of Orlando Fals Borda. Policy and Practice,

Karie Jo Peralta. Toward a Deep er Appreciation of Participatory Epistemology in Community-based Participatory Research. PRISM: A Journal of Regional Engagement. Volume 6 Issue 1, .

Sacramento’s LGBTQ Youth: Youth-Led Participatory Action Research for Mental Health Justice with Youth In Focus. Focal Point. 2009, Vol. 23, No. 2.

Anneliese A. Singh, Kate Richmond & Theodore R. Burnes Feminist Participatory Action Research with Transgender Communities: Fostering the Practice of Ethical and Empowering Research Designs International Journal of Transgenderism Volume 14, 2013 - Issue 3.

Barbara A. Israel et al. (editors). 2005. Methods in Community-Based Participatory Research for Health. San Francisco: Jossey Bass.

Week 8, Mar. 19: philosophy of engagement: reciprocity, mutual benefit, allyship, solidarity (includes: how to be in community, power and voice)


"Unite and Fight? Marxism and Identity Politics," by Sherry Wolf. 2015. International Socialist Review.

"The Paralysis of 'White Privilege'," by Sherry Wolf. 2012. Sherry Talks Back.

Moving Toward an Inclusive Model of Allyship for Racial Justice, by Viraj S. Patel, 2011, The Vermont Connection.

"A Critique of Ally Politics," by M. 2015. (you can access the full chapter as a PDF if you click "Reading PDF")

"Fighting Racism and the Limits of 'Ally-ship'," by Khury Petersen-Smith and brian bean. 2015. SocialistWorker.Org.

Other Resources:

Unsettling America. Allyship and Solidarity Guidelines.

The Anti-Oppression Network. Allyship.

Lucía d’Arlach et al. 2009. Voices from the Community: A Case for Reciprocity in Service-Learning. Michigan Journal of Community Service Learning. pp. 5-16

Kara McBride. 2010. Reciprocity In Service Learning: Intercultural Competence Through Sla Studies. Proceedings of Intercultural Competence Conference. Vol. 1, pp. 235-261.

David M. Donahue ei al. 2003. Learning With and Learning From: Reciprocity in Service Learning in Teacher Education Equity & Excellence in Education. Volume 36, Issue 1 Pages 15-27.

Mandy Asghar & Nick Rowe. 2017. Reciprocity and critical reflection as the key to social justice in service learning: A case study Innovations in Education and Teaching International Volume 54, 2017 - Issue 2,Pages 117-125

Lina D. Dostilio et al. 2012. Reciprocity: Saying What We Mean and Meaning What We Say Michigan Journal of Community Service Learning Fall 2012, pp.17-32

Week 9, Mar. 26: Spring Break

Week 10, Apr 2: understanding community, community power, and the nonprofit industrial complex


Andrea Smith, Introduction. in The Revolution Will Not Be Funded, beyond the non-profit industrial complex. INCITE! Women of Color Against Violence. 2007 (on Canvas).

Dylan Rodriguez, The Rise of the Nonprofit Industrial Complex. in The Revolution Will Not Be Funded, beyond the non-profit industrial complex. INCITE! Women of Color Against Violence. 2007 (on Canvas--scroll down from Smith reading).

MacQueen, Kathleen al. What is Community? An Evidence-Based Definition for Participatory Public Health. American Journal of Public Health., Vol (91) No. 12, December 2001. (read pages 1929-1938) (on Canvas--scroll down to p. 1929).

Kepe, Thembela. The problem of defining ‘community’: challenges for the land reform programme in rural South Africa., Development Southern African, Vol (16), No. 3, Spring 1999 (on Canvas).

Other Resources:

Stoecker, Randy. 1995. "Community Organizing and Community Development in Cedar-Riverside and East Toledo: A Comparative Study." Journal of Community Practice, 2:1-23.

Stoecker, Randy. 1995. "Community, Movement, Organization: The Problem of Identity Convergence in Collective Action." The Sociological Quarterly 36:111-130.

Jordan Yin. 1998. The Community Development Industry System: A Case Study of Politics and Institutions in Cleveland, 1967–1997. Journal of Urban Affairs, 20: 2, Pages 137-157

Robert D. Lupton. 2012. Toxic Charity: How Churches and Charities Hurt Those They Help, And How to Reverse It. HarperOne.

Week 11, Apr. 9: international and cross-cultural engaged scholarship

Readings for everyone:

Lee, E. & R. Bhuyan (2013) Negotiating within Whiteness in Cross-Cultural Clinical Encounters. Social Service Review, Vol. 87, No. 1, pp. 98-130

Kimmerer, Robin. Braiding Sweetgrass : Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants, Milkweed Editions, 2014 (on Canvas)

Choose two of the following case studies(note your choices on the discussion board on Canvas--please no more than three people per reading):

Judith G. Bartlett, Yoshitaka Iwasaki, Benjamin Gottlieb, Darlene Hall,Roger Mannell. 2007. Framework for Aboriginal-guided decolonizingresearch involving Metis and First Nations persons with diabetes. Social Science & Medicine 65 (2007) 2371–2382.

Mohatt G., Hazel K., Allen J., Stachelrodt M., Hensel C, and RFath (2004) Unheard Alaska: Culturally Anchored Participatory Action Research on Sobriety With Alaska Natives. American Journal of Community Psychology, Vol. 33, Nos. 3/4.

Moller H., O'Blyver P., Bragg C., Newman J, Clucas R, Fletcher D, Kitson J, McKechnie S., ScotT D. & Rakiura Titi Islands Administering Body. (2009) GuIdelines for cross-cultural Participatory ActionResearch partnerships: A case study of a customary seabird harvest in New Zealand. New Zealand Journal of Zoology, Vol. 36: 211-241.

Other resources

Minkler, M. (2004). Ethical Challenges for the “Outside” Researcher in Community-Based Participatory Research. Health Education & Behavior, 31(6), 684–697.

Peña, E. D. (2007). Lost in Translation: Methodological Considerations in Cross-Cultural Research. Child Development, 78(4), 1255–1264.

Mohatt G., Hazel K., Allen J., Stachelrodt M., Hensel C, and R Fath (2004) Unheard Alaska: Culturally Anchored Participatory Action Research on Sobriety With Alaska Natives. American Journal of Community Psychology, Vol. 33, Nos. 3/4.

Week 12, Apr. 16: principles and practices of community work (includes consequences and unintended effects and power and voice)


Stoecker, Randy. 2013. Research Methods for Community Change. Sage Publications. Read Chapter 3. [on Canvas]

Janet S. Ayres and Anne Heines Silva. 2011. Principles of Working Together. In Robinson and Green, Introduction to Community Development. Sage Publications. [on Canvas]

Eva M Vivian, Lisa H Colbert, and Patrick L Remington. 2013. Lessons Learned from a Community Based Lifestyle Intervention for Youth at Risk for Type 2 Diabetes. Journal of Obesity and Weight Loss Therapies 1: 191 [on Canvas]

Corey Dolgon and Chris Baker. Social Problems: A Service-Learning Approach. Ch. 2 [on Canvas--concentrate on case studies beginning on p. 63]

Other resources

Minieri, Joan, and Paul Getsos. 2007. Tools for Radical Democracy. New York: John Wiley.

Staples, Lee. 2004. Roots to Power: A Manual for Grassroots Organizing. Greenwood.

Alinsky, Saul. Rules for Radicals. Also, Reveille for Radicals

See readings in syllabus at

Week 13, Apr. 23: negotiating power in the academy while doing engaged scholarship, dealing with disciplinary differences


Morgridge Center for Public Service, UW-Madison. How to earn tenure while doing community-engaged scholarship.

KerryAnn O'Meara, Timothy Eatman and Saul Petersen. 2015. Advancing Engaged Scholarship in Promotion and Tenure: A Roadmap and Call for Reform. AAC&U

Al Gedicks. 1996. Activist Sociology: Personal Reflections. Sociological Imagination, v. 33.

Amy S. Hubbard. 1996. The Activist Academic and the Stigma of "Community Housework". Sociological Imagination, v. 33.

Other Resources

Caitlin Kennedy et al. 2009. Faculty perspectives on community-based research: “I see this still as a journey”. J Empir Res Hum Res Ethics.4(2): 3–16.

Special issue of Sociological Imagination on sociology and social action. v.33.

Cancian, Francesca M. 1993. "Conflicts Between Activist Research and Academic Success: Participatory Research and Alternative Strategies," The American Sociologist 24:1 (Spring): 92-106.

Week 14, Apr 30: teaching engaged scholarship


Stocking, Vicki B.; Cutforth, Nick. 2006. Managing the Challenges of Teaching Community-Based Research Courses: Insights from Two Instructors. Michigan Journal of Community Service Learning. Volume 13, Issue 1, Fall 2.

Tony Robinson. 2000. Service Learning as Justice Advocacy: Can Political Scientists Do Politics? Political Science and Politics, Vol. 33, No. 3 pp. 605-612. [also on Canvas]

Tania Kajner et al. 2013. Critical Community Service Learning: Combining Critical Classroom Pedagogy with Activist Community Placements. Michigan Journal of Community Service Learning. pp. 36-48.

KerryAnn O’Meara and Elizabeth Niehaus. 2009. Service-Learning Is...How Faculty Explain Their Practice. Michigan Journal of Community Service Learning. 16: 17-32.

Other resources

Scott Myers-Lipton. 2017. CHANGE! A Student Guide to Social Action. Routledge.

Randy Stoecker. 2017. Syllabus--Capstone Experience,