How should we account for and assess the work of the public intellectual? This chapter unpacks approaches to the assessment of the public intellectual to broadly consider the roles and functions of the academic public intellectual, examine how their roles fit within Boyer's domains of scholarship and how institutional structures both support and…

The academic literature on public intellectuals would argue that the days of scholars playing the role of public intellectuals are long behind us, and that the role is in decline. This chapter examines the extent to which that may or may not be the case. It defines what it means to be a public intellectual, catalogues the literature related to the…

In this transitory age for public intellectuals, faculty must wisely negotiate the differences between public and private communication. The work of public intellectuals in colleges and universities raises questions about the methods used to assess the impact this work and the modes of communication with the lay public. This chapter discusses the…

College and university presidents can position themselves to be a great resource for the country and the world. This chapter introduces the perspectives of two presidents of the University of Notre Dame, Father Theodore Hesburgh, C.S.C. who served for 35 years (1952-1987) and was a major presence in American higher education and a classic public…

Dominant stories about public intellectualism tend to erase academics of racially minoritized and marginalized backgrounds as well as academics appointed outside of research universities. This chapter makes sense of these erasures and considers their associated costs by applying the lenses of critical race theory (CRT) and epistemic injustice.…

In order to further the argument for the consideration of advising as a high-impact practice, there is a need for the organization of knowledge surrounding advising. This chapter contributes to the ongoing efforts to chronicle the landscape of literature on the scholarship, administration, and practice of advising. Summarization of the major…

We begin the last article of this special issue by contextualizing the current landscape of higher education, in 2024. Then, employing a kitchen table dialogue approach, we summarize the diverse articles featured throughout this edition, shedding light on insights that stir both our spirits and intellect. Further, we delve into three key themes…

This chapter presents the perspective of a provost on public intellectuals in higher education. It provides practical guidance through a series of questions faculty members might ask themselves about their role and approach to public intellectualism, including how to translate academic scholarship into a legible message for the general public and…

In this chapter we call for immediate action to prepare more dynamic transdisciplinary professionals by leveraging the scholarship of practice. Transdisciplinary refers to contexts both inside and outside of the academy where today's doctoral students will work.

The scholarship of practice consists of three levels. This chapter describes progress toward the attainment of these levels using the types of professional knowledge published in the core journals of higher education.

This chapter will construct a prototype of a scholarship of practice through specific application to general education. The chapter includes specific illustrations and potential challenges for such an endeavor.

Using the "advising is teaching" framework, this chapter addresses the bases for the study of academic advising from both an approach to the work involved ("scholarly advising") and as an area of inquiry ("scholarship of advising"). Emerging research trends and critical issues are explored, including implications for…

Models for applying scholarship to practice provide guidance to administrators who are informed by research to address very complex problems.

The chapter considers student engagement to discuss the use of assessment evidence to advance evidence-based practice and to illustrate a scholarship of practice.

This chapter describes the enactment of three levels of a scholarship of practice for higher education. The stewardship played by each of these levels constitutes the central focus of this chapter.