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by Adrianna J. Kezar (Editor), Yianna Drivalas (Editor), Joseph A. Kitchen (Editor)
This book proposes a new paradigm of public scholarship for our time, one that shifts from the notion of the public intellectual to the model of the engaged scholar. The chapters describe multiple types of public scholarship and different strategies that move beyond informing policymakers, faculty, and administrators to engage publics.
Author Biography
Adrianna Kezar is a professor of higher education at the University of Southern California and codirector of the Pullias Center for Higher Education. Kezar is a national expert of student success, equity and diversity, the changing faculty, change, governance, and leadership in higher education. Kezar is well published with 18 books and monographs, more than 100 journal articles, and more than 100 book chapters and reports. Recent books include Envisioning the Faculty of the 21st Century (Rutgers University Press, 2016), How Colleges Change (Routledge, 2013), Enhancing Campus Capacity for Leadership (Stanford Press, 2011) and Organizing for Collaboration (Jossey-Bass, 2009). She is the project director for the Delphi Project on the changing faculty and student success and was just awarded a grant from the Teagle Foundation for institutions that better support faculty and create new faculty models. Yianna Drivalas is a PhD student at the University of Southern California's Rossier School of Education. Prior to graduate school, Drivalas studied creative writing and theater and taught at the community college and high school levels. She is a research associate at the university's Race and Equity Center under the advisement of Shaun R. Harper. Her dissertation work examines White male faculty consciousness and contributions to departmental climate, with a specific focus on race and gender. Joseph A. Kitchen is an Assistant Professor of Higher Education in the Department of Educational and Psychological Studies at the University of Miami. He is also a Research Associate at the Pullias Center for Higher Education at the University of Southern California. He was previously a postdoctoral scholar at the Pullias Center for Higher Education at the University of Southern California, and a postdoctoral fellow at the Science Education Department at Harvard University. Dr. Kitchen conducts quantitative, qualitative, and mixed-methods research and his research agend
