Common descriptors of engaged scholarship—what faculty do, where they do it, and with whom they partner—do not characterize how faculty members collaborate with community partners in engagement activities. This study questioned whether two process-oriented constructs, level of activity and degree of engagement, are useful ways to describe how faculty members go about their collaborations with the public. An interpretive content analysis of 173 promotion and tenure forms demonstrated differences in intensity of activity and degree of engagement by gender, race, age, teaching assignment, joint departmental appointment, appointment length, Extension appointment, and discipline. The authors present the findings and conclude with a discussion on new directions for research and practice.

Doberneck, D.M., Glass, C.R., & Schweitzer. (2012). Beyond activity, place, and partner: How publicly engaged scholarship varies by intensity of activity and degree of engagement. Journal of Community Engagement and Scholarship, 4(2). Full Text.