Engaging Higher Education:
Purpose, Platforms, & Programs For
Community Engagement
For directors of campus centers that had received the Carnegie Classification for Community Engagement this book offers research and models to further advance their work. For directors starting out, or preparing for application for the Carnegie Classification, it provides guidance on setting up and structuring centers as well as practical insights into the process of application and the criteria they will need to meet.​

Building on the findings of the research undertaken by the author and John Saltmarsh on the infrastructure of campus centers for engagement that had received the Carnegie Classification for Community, this book responds to the expressed needs of the participating center directors for models and practices they could share and use with faculty, and mid-level and upper-level administrators to more fully embed engagement into institutional culture and practice.

This book is organized around the purpose (the “why”), platforms (the “how”), and programs (the “what”) that drive and frame community engagement in higher education. It also offers practitioners valuable information on trends of current practice based on Carnegie Classification criteria. It will also serve the needs of graduate students aspiring to become the future professoriate as engaged scholars, or considering preparation for new administrative positions being created at centers.

Book Review Teachers College Record Review
New Perspective In Service-Learning: 
Research to Advance the Field
This volume contains selected works from the third annual conference on the research of service-learning.  The book was co-edited with Shelley Billig from RMC Research Corporation in Denver.
Academese: An Insider Look At The In-Speak and Culture of Higher Education
Academese is a useful and humorous look into the language and culture of higher education. It is designed as a hybrid technical reference tool and a light-hearted resource in the form of a glossary with terms and topics organized alphabetically.  It also serves as a kind of travel guide for doctoral students and new faculty exploring the land known as Academia.  As a memoir of a confessed “recovering academic,” the book presents an array of topics ranging from the profound to the mundane and the unexpected.  This includes examining things such as academic freedom, cultural competence, and tenure to “real issues” such as parking and office space.  Euphemisms such as “load” and “tenure clock” are unpacked.  New and emerging terms and concepts such as “spray and pray” and “severe spoken simile syndrome” are introduced. While the format and voice may not be scholarly in the traditional sense, the book is most definitely about scholarship and scholars. The book is both factual and accurate yet irreverent and self-effacing. It is, indeed, the information doctoral students yearn from their dissertation committee chair over drinks in a bar at a professional conference – Ideal for new faculty orientation workshops and doctoral student seminars.