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This monograph, prepared originally in 2007 and updated in 2021, offers advice for both community-based and campus-based people who wish to form partnerships for collaborative, community-based research (CBR). It was developed by university and community representatives who have engaged in CBR, many of whom are members of University Neighborhood Partners’ (UNP) Community Research Collaborative and addresses four basic questions: what is the UNP and what is its role in CBR?; what does the University of Utah require of faculty or student research projects?; what additional processes and principles make community based research mutually beneficial?; and how can partners think through…
This study explored the extent to which doctoral students are conducting community-engaged scholarship and investigated the characteristics of their degree-granting institutions. The research utilized the most immediate work of doctoral students by examining completed dissertations. Analysis showed which graduate students are pursuing community engagement through their scholarship, whether they are increasing in number, and the fields of study and institution types with which they are affiliated. By identifying who is producing engaged scholars, best practices can be identified in the future. In addition, the findings revealed which disciplines and institution types have room to increase their output of community-engaged research….
How do leaders of the scholarship of engagement (SOE) experience and define this field? To gain insights into these differing understandings of SOE, this study explored the perspectives of a group of elites, exemplars within the field of the scholarship of engagement. Framed in social constructivism, this study explored the exemplars’ socially and culturally mediated experiences, beliefs, and symbolic interactions. Key findings suggested that the exemplars’ journey and their understandings of SOE were interrelated to their current positionality. Two interrelated but different groups emerged from the data, representing a university-centric enclave and a community engagement-centric enclave. These two groupings suggested…
Measuring and Articulating the Value of Community Engagement: Lessons Learned from 100 Years of Cooperative Extension Work
The Cooperative Extension System was created in 1914 with the passage of the Smith-Lever Act. Cooperative Extension was the first formal nationwide structure created for university–community engagement. Expectations for Extension as an engaged institution have changed over time. Once seen chiefly as a source of private value for program participants in local communities, Extension is now also expected to provide public value for those not directly involved in Extension programs. After 100 years of community engagement efforts, Cooperative Extension has learned lessons about measuring and articulating the value of engagement related to professional development, program development, funding, structure, and organization…
Scholarship Perceptions of Academic Department Heads: Implications for Promoting Faculty Community Engagement Scholarship
After North Carolina State University developed recommendations for departments and faculty to integrate learning, discovery, and engagement through the scholarship of engagement, the issue was raised: “What do department heads think, and how do they support engagement especially during promotion, tenure, and reappointment of engaged faculty?” This study found that 75% of departments say they value community- engagement scholarship when making promotion and tenure decisions, 73% of the departments include standards to reward community-engagement scholarship, and 20% of the departments have no expectations for faculty to be community-engagement scholars. When asked if community engaged participatory research was valued, it ranked…
How does a early career faculty member survive the pursuit of campus-community initiatives? This article draws on experiences gained through a unique faculty position that combines community engagement with full academic responsibilities. The article provides lessons learned through adventures in applied teaching, negotiated criteria for tenure and promotion, and the cultivation of community relationships that have culminated in a truly “civic scholarship.” Sherman, D.L. (2013). Partnering to Survive: Reflections on the Pursuit of Campus-Community Initiatives Prior to Tenure. Journal of Higher Education Outreach and Engagement, 17(4), 155-174.
This special issue of Progress in Community Health Partnerships (PCHP), “Maximizing Community Contributions, Benefits, and Outcomes in Clinical and Translational Research,” seeks to advance the field of community-based health research by providing information, tools, and understanding of the accomplishments, best practices, and challenges that community and academic partners have experienced in their engagement with National Institutes of Health-funded Clinical and Translational Science Awardees (CTSAs) and other research entities. Shepard, P.M., Idehen, A., Casado, J., Freeman, E., Horowitz, C., Seifer, S., & Hal Strelnick, H. (Eds.). (2013). Progress in Community Health Partnerships: Research, Education, and Action, 7(3), 231-233.
Part One is an overview of concepts of professionalism in design. It concludes with an overview of emerging trends in academic and professional practice, such as non-profit community design advocacy projects like Design Corps, and numerous practices engaged in what the Cooper-Hewitt Museum calls ―Design for the Other 90 Percent. Part Two focuses on the design process itself, arguing for approaches that favor Design Engagement rather than Design Assistance and offering principles that can foster community collaborative design practice.Corser, Rob. (2011). Design in the Public Interest –The Dilemma of Professionalism. Imagining America. Full Text.
Making Value Visible: Excellence in Campus-Community Partnerships in the Arts, Humanities, and Design
This study, commissioned by Imagining America, sets forth what practitioners themselves believe to be the characteristics of excellence in campus-community partnerships in the arts, humanities, and design. The report finds that at the core of excellence is learning and knowledge-making through reciprocal relationships. Sociable learning yields three types of negotiated complexity that seem to be intrinsic to the experience of excellent partnerships: a sense of spatial mobility, an aesthetics of practice, and richly detailed documentation.Koch, C. (2005). Making Value Visible: Excellence in Campus-Community Partnerships in the Arts, Humanities, and Design. Imagining America: Arts & Scholars in Public Life. Full Report.
This pamphlet provides an overview of how colleges and universities are expanding and deepening the role that publicly engaged scholarship in the humanities, arts, and design can play in contributing to positive change in the communities and regions within which higher education institutions exist. Through the lens of Imagining America: Artists and Scholars in Public Life, the only national coalition working explicitly at the nexus of publicly engaged scholarship and the humanities, arts, and design, author Jamie Haft exemplifies the range of work as it is practiced through courses, projects, programs, centers, institutes, and institution-wide initiatives. Haft, J. (2012). Publicly Engaged Scholarship…
Participatory action research as a tool in solving desert vernacular architecture problems in the Western Desert of Egypt
The aim of the research is to introduce a methodological approach applying participatory action research (PAR) as a tool to help save the future of the currently deteriorating desert vernacular architecture in Egypt. To benefit from local know-how, a desert vernacular model house was constructed using PAR methods that engaged the local community throughout the design and building phases. As this is an international problem, the research developed several techniques within PAR, applied in a flexible way, giving the opportunity for further application in similar vernacular settlements suffering from similar problems. Dabaieh, M. (2013). Participatory action research as a tool…
What is the purpose of knowledge? Is it an end product only, or a means for action for change? Who is expected to take action – the researcher, research subjects, both, or some unknown others who may come across the knowledge produced? The larger question then is: is it health research, or research for health, equity and development? This article raises these concerns in context of a study conducted in Pakistan entitled Women’s Empowerment in Muslim Contexts (WEMC). It proposes, especially, in resource poor countries, combining health research with Paolo Freire’s view of participation and change, and sees action by…
In this guest column for PMLA, the author describes new trends in public and engaged scholarship in the humanities. Ellison, J. (2013). The New Public Humanists. PMLA, 128(2), 289-298. Full Text.
Integrating community-based participatory research and informatics approaches to improve the engagement and health of underserved populations
This study compared 5 health informatics research projects that applied community-based participatory research (CBPR) approaches with the goal of extending existing CBPR principles to address issues specific to health informatics research. Researchers found that benefits of applying CBPR approaches to health informatics research across the cases included the following: developing more relevant research with wider impact, greater engagement with diverse populations, improved internal validity, more rapid translation of research into action, and the development of people. The authors then created several principles that extended an existing CBPR framework to specifically address health informatics research requirements. Unertl, K. M., Schaefbauer, C.L., Campbell, T.R.,…
Toward Participatory Civic Engagement: Findings and Implications of a Three-Year Community-Based Research Study
This article presents findings from a three-year community-based research study in which a university writing center partnered with an adult education program and a state employment agency to develop online literacy resources housed on a widely used OWL. The resources were designed to help marginalized populations pass the writing section of the GED and compose cover letters and résumés. Findings indicate that the project helped researchers: (a) develop a close relationship with community partners; (b) compose deliverables that met partners’ needs; and (c) assist participants in improving their writing. Despite these results, however, participants’ limited adoption of the online material…
This article examines how the authors’ participatory research with the Maijuna people of the Peruvian Amazon resulted in many positive, affective, and emotional results outside of the final map product. Although the project was initiated as an attempt to produce a map that the Maijuna could use in pursuit of land rights, methodological choices made by the authors also produced positive emotions in participants, political bonding, and community-wide education. This article argues that researchers should begin engaging in more affective and emotional thinking when constructing their research methodologies, to both improve the results of their project and to mitigate potential…
This brief paper provides background for an impact study of community-university research alliances and partnerships that address social/health issues. Researchers from five community- university partnerships joined together to develop a reliable and valid survey measure of the community impacts of research partnerships between universities and community agencies that address social or health issues. The focus was to be on mid-term impacts—the influence of partnerships on individuals, partner agencies, and target communities or systems. The aim of the three-year project is to benefit members of research partnerships who wish to evaluate their effectiveness and adjust their activities to meet community needs….
This book responds to the need of faculty members to document the scholarship of service and professional service activities by providing insights, guidelines, and examples for faculty as they prepare to review and reward such work. Sixteen examples of documentations are given in a style and format appropriate for submission to peer review on the faculty member’s campus. This book is best used with “Making the Case for Professional Service.”Driscoll, A and Lynton, E.A. (1999). Making outreach visible: A guide to documenting professional service and outreach. Washington, DC: American Association for Higher Education. Full Text.
This guidebook contains several relevant items, including Criteria for Measuring Quality Outreach (pp. 12-13), a Matrix for Evaluating Quality Outreach (pp. 18-26), and a tool for Evaluating Unit Outreach (pp. 36-37). Michigan State University Committee on Evaluating Quality Outreach. (1996, 2000). Points of distinction: A guidebook for planning & evaluating quality outreach, Michigan State University, available at: Full Text.
Recognizing excellence in community–engaged scholarship: Guidelines for promotion and tenure decisions
These Guidelines were prepared to encourage departments to develop policies and procedures for recognizing and evaluating community-engaged scholarship in promotion and tenure review processes. Office of Community-Based Research, Recognizing excellence in community–engaged scholarship: Guidelines for promotion and tenure decisions, University of Victoria. Full Text.