Building on the assumption that public administration and public affairs education has a role to play in helping students and communities bridge theory and practice, the author provides an overview of the “civic engagement movement” that is informing how higher education institutions, particularly their faculty, carry out their work. Ernest Boyer’s effort to “reconsider scholarship” is reviewed in light of current practices shaping contemporary public affairs education. The author explores the current trends affecting faculty work load and performance appraisal. Suggestions for further research and dialogue around the issues raised in this article are provided.
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