Nelson Flores '03, Professor at the University of Pennsylvania on Defining Public Scholarship in the Age of Social Media.

“Envisioning Public/Engaged Scholarship at Swarthmore” brought faculty, students, and community members together to highlight and investigate the concept of public/engaged scholarship. The event featured a keynote address by University of Pennsylvania Professor Nelson Flores ’03 on Defining Public Scholarship in the Age of Social Media.

What is Engaged Scholarship?

Ernest Boyer coined the term “Engaged Scholarship” to describe teaching and research that connect “the rich resources of the university to our most pressing social, civic, and ethical problems” (Boyer, 1996 [pdf]). Engaged Scholarship denotes an orientation; engaged scholars direct their energies not solely toward an academic community, or toward the life of the mind, but also toward pressing public issues or shared problems. The term captures the ways in which the Lang Center connects the “three C's” of curriculum, campus, and communities for reciprocal gains.

Communities in this context include the proximate communities of Chester, PA, and the greater Philadelphia area; more distant community partners around the country and globe; and the community of scholars and practitioners who share knowledge and best practices regarding ethical action and civic engagement.

We conceptualize Engaged Scholarship as extending to a broad range of approaches, including intensive collaborations with off-campus partners (community-based learning and community-engaged research); experiential learning that connects students with issues outside the classroom (field study, immersion experiences, or travel in connection with a course); and scholarship that resides on campus but aims toward social amelioration or public benefit. The Lang Center can offer resources—financial, human, and social capital—to facilitate any of these approaches for interested faculty or students. In other words, we can provide funding, expert advising in professional best practices, and connections to relevant partners on or off campus.

In response to faculty interest expressed at a series of Fall 2015 receptions, then-Lang Visiting Professor for Issues of Social Change Denise Crossan led the development of a campus Engaged Scholarship Map, a user-friendly platform that allows campus community members to see what kinds of Engaged Scholarship projects others are undertaking, and with which community partners. This platform helps faculty, students, and community organizations to identify potential collaborators for research or teaching, and/or to find new ideas for applying their work to issues of community benefit. Those wishing to learn more can view this explanatory video


Engaged Scholarship Courses at Swarthmore

Community-Based Learning (CBL) is a pedagogical approach that is based on the premise that the most profound learning often comes from experience that is supported by guidance, context, foundational knowledge, and intellectual analysis. The Lang Center staff supports faculty in teaching rich CBL courses, specifically, and engaged scholarship courses more broadly. The opportunity for students to bring thoughtful knowledge and ideas based on personal observation and social interaction to a course's themes and scholarly arguments brings depth to the learning experience for individuals and to the content of the course. The communities of which we are a part can benefit from the resources of our faculty and students, while the courses can be educationally transformative in powerful ways.

Click here to find the current list of Engaged Scholarship Courses [SwatDoc] and here to see past lists of Engaged Scholarship Courses [SwatDoc].

Annual Engaged Scholarship Symposium

Since 2017, the Lang Center for Civic and Social Responsibility has sponsored an annual symposium on the topic of engaged scholarship. These symposia are designed to educate, support, and foster a community around engaged scholarship at Swarthmore College and beyond. 

6th Annual Engaged Scholarship Symposium | April 11-13, 2022  

Logo for Engaged Scholarship Symposium

April 11, Noon-1:30pm — Place-Based Community Engagement
Participating institutions: Pennsylvania College of Technology, University of Pittsburgh, Swarthmore College 
Watch the video

April 12, Noon-1:30pm — Faculty-Led Innovations in Engaged Scholarship 
Participating institutions: Cornell University, Penn State University, Swarthmore College 
Watch the video

April 13, Noon-1:30pm— Decolonization and Indigenous Knowledges 
Participating institutions: Blackfeet Community College, University of Kansas, Swarthmore College 
Watch the video 

Full program available at:


Past Symposia

  • 5th Annual Engaged Scholarship Symposium (March 16-18, 2021, online) 
    • This virtual symposium created a space to share national examples of and approaches to Engaged Scholarship, particularly the innovations and adaptations that emerged as a result of the Covid-19 pandemic. Participating institutions included Brown University, Duke University, Miami Dade College, Portland State University, University of San Diego, and Tulane University. View the full program and recordings. 
  • Engaging Philadelphia through Scholarship & Teaching (February 7, 2020 @ Philadelphia City Hall) 
    • Featuring faculty from Swarthmore College and St. Joseph's University and community leaders from Serenity House and Face-to-Face. This event was co-sponsored by St. Joseph's University and made possible in part through the generosity of the Board of Campus Compact New York and Pennsylvania and the Mayor's Office of Philadelphia. 
  • 3rd Annual Engaged Scholarship Symposium (February 20, 2019)
    • Keynote: Senior Editor at the University Chicago Press, Elizabeth Branch Dyson, "How Ideas Gain Traction: The Book as Engaged Scholarship" 
  • Engaged Scholarship for the Public Good: Building Diverse Constituencies (February 21, 2018) 
  • Envisioning Public/Engaged Scholarship at Swarthmore (February 3, 2017)


Lang Center Funded Faculty Publications 

More faculty publications can be viewed at Swarthmore College Works > Engaged Scholarship



Senior Theses & Other Student Publications 

  • Ana Chiu ’06, Comparison of Cost Effectiveness of Sexual Health Education Programs
  • Sa’ed Atshan ’06, Gay in the Arab World: A Comparison of Cairo and Beirut's LGBT Communities
  • Katie Camillus ’08, Microfinance in a Ugandan Community of Internally Displaced Persons: Repayment Frequency, Impact, and the Challenges of Program Development
  • Camila Leiva ’09, Building Power: Youth Organizing as an Effective Model for Latino/a Youth Community Participation
  • Reina Chaino ’09, Historical Education as Reconciliation: Teaching History in Northern Ireland
  • Shandra Bernath-Plaisted ’09, Communal strategies for social protest and change: communes as indirect challenges to systems of authority during the civil rights movement
  • Maurice Weeks ’09, Immigrants and Minorities in Northern Ireland: Creating Peace—Defining the Other
  • Anson Stewart ’10, Rides and Rights: Organizing for Transportation Justice in Boston and Los Angeles

  • Gina Grubb ’10, Exploring the Experiences of Students in the Chester Community Fellows Program

  • Joslyn Young ’10, Cameras Rolling, and ... ACTION! Youth Development in a Media Production Program

  • Lois Park ’10, Increasing the Efficacy of Malnutrition Treatment to Reduce Childhood (U5) Mortality in Sierra Leone
  • Adam Bortner ’11, “We’re Not All Dead”: Healing from and Challenging AIDS-Related Stigma with Digital Storytelling

  • Priya Johnson ’11, Locating Resistance in Refugee Hip Hop: A Case Study

  • Samia Abass ’11, The Stories Bursting from Us: Sharing Individual Experiences Through Theater as a Means of Peace Building in Northern Ireland

  • Tom Liu ’11, Kan Bing Gui: The Problem of Runaway Health Care Expenditure in Rural China

  • Anna Stitt ’13, In the Interstices of Capitalism: Evaluating Social Reproduction and Transformation in the Case of a Timebank
  • Elowyn Corby ’13, Training for Change: Moving from Theory to Practice in Adult Education for Empowerment

  • Hannah Kurtz ’13, Going to School With Them or Without Them: The Interactions of Schooling and Reconciliation in Northern Ireland

  • Hannah Lehmann ’13, Expanding Identities: Identity Transformations in In-prison Higher Education

  • Nick Palazzolo ’13, Why Do We Help and What Do We Learn? Social Action and Moral Development at Swarthmore College

  • Isabel Sacks ’15, Teaching for Social Justice in Rural Dominican Republic
  • Hussain A. Zaidi '22, et al., Overcoming Ethical Challenges to Engaging Men Who Have Sex with Women in HIV Research