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Healthy transitions: A community-based participatory research approach with Burundians with refugee status
This paper describes a CBPR project conducted by the University of Tennessee’s Healthy Transitions program, which partners the university with a local community of Burundian refugees. The project examined the Burundians’ experiences and perceptions during and post migration through focus groups. The authors discuss the impact of the CPBR approach, and conclude that the approach was essential to the productive process of data collection, to the subsequent implementation of culturally-relevant interventions, and to enabling the Burundian community to co-direct ongoing research and programming. Bates, D., Burman, E., Ejike-King, L., & Rufyiri, C. (2012). Healthy transitions: A community-based participatory research approach…
Engineering and social justice in the university and beyond
This book describes the work of international scholars aiming to integrate engineering with social justice, focusing on the role of scholars in teaching, research, and community engagement. From discussing how courses can be designed to encourage engagement, to how scholars are conducting research to improve the lives of marginalized communities, this book features a variety of perspectives on ways engineering can achieve social impact. Baillie, C., Pawley, A., & Riley, D.M. (2012). Engineering and social justice in the university and beyond. West Lafayette, IN: Purdue University Press. Full Text.
Reappointment, Promotion, and Tenure Review Form
In 2001, MSU’s Office of University Outreach and Engagement (UOE) undertook a major revision of the Reappointment, Promotion, and Tenure Review Form to embed outreach and engagement as well as extension, urban, and international work into the form. A form was produced that reflects MSU’s definition of outreach and engagement as scholarly activity that cuts across teaching, research, and service. The form suggests types of evidence candidates can report on, and chairs and deans review, within the teaching and research sections, as well as a revised community-based service section. Michigan State University, Reappointment, promotion, and tenure review form. Full Text.
Application of a CBPR framework to inform a multi-level tobacco cessation intervention in public housing neighborhoods
This paper describes the application of a CBPR framework to inform a culturally situated, ecological based, multi-level tobacco cessation intervention in public housing neighborhoods. During this decade-long intervention project, community and academic partners used the CBPR framework to guide problem identification, planning and feasibility testing, implementation, evaluation, and dissemination. Successes and challenges of the prevention intervention and partnership are discussed. Implications for other CBPR partnerships are discussed. Andrews, J. O., Tingen, M. S., Jarriel, S. C., Caleb, M., Simmons, A., Brunson, J.,…Hurman, C. (2012). Application of a CBPR framework to inform a multi-level tobacco cessation intervention in public housing neighborhoods….
Communities of practice and participatory action research: the formation of a synergy for the development of museum programmes for early childhood
The paper presents a case study of a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programs for young children. The case study is evaluated, and the findings show that the community of practice was able to bring situated knowledge into question and interrogate propositional knowledge by means of participatory action research. The authors conclude that participatory action research enabled the community to monitor the implementation of theory with scientific rigor and formulate a new “knowledge…
Community Engaged Scholarship for Health Collaborative: Review, Tenure, and Promotion Analysis Protocol
This protocol was used by the Community-Engaged Scholarship for Health Collaborative to assess school and university review, promotion and tenure guidelines against criteria established by the Commission on Community-Engaged Scholarship in the Health Professions. For information on the Collaborative go to: http://depts.washington.edu/ccph/kellogg3.htmlMikkelsen M, Gelmon SB, Seifer SD, Kauper-Brown J (2005). Community-engaged scholarship for health collaborative: Review, tenure and promotion analysis protocol. Seattle, WA: Community-Campus Partnerships for Health, Full Text.
Community Engaged Scholarship for Health
CES4Health.info is a free, online mechanism for peer-reviewing, publishing and disseminating products of health-related community-engaged scholarship that are in forms other than journal articles. For example, videos, manuals, curricula and products developed through service-learning, community-based participatory research and other community engaged work.On this website you will find high quality tools and resources that can be directly downloaded or obtained from the author, typically free-of-charge. Search for high-quality tools and resources; submit products for review; apply to be a peer reviewer; contribute to the field of community-engaged scholarship and the health of communities. All products posted on CES4Health.info have been reviewed…
Translating the complexities of flood risk science using KEEPER—a knowledge exchange exploratory tool for professionals in emergency response
Within flood risk management (FRM) decision-making, there is a growing interest in participatory approaches to engage and integrate stakeholder expertise. This paper reports on the construction of a geographic information system-based flood risk assessment tool, KEEPER—a Knowledge Exchange Exploratory tool for Professionals in Emergency Response. An iterative methodology was used to engage emergency professionals throughout the research process, allowing a mixing of scientific and professional expertise in the co-production of KEEPER. This paper argues that participation is essential both for supporting pragmatic flood research and as a means of enhancing communication across traditionally divided communities. Alexander, M., Viavattene, C., Faulker,…
Engaged-learning: Community engagement classifications at U.S. land-grant institutions
Land-grant institutions (LGI) are considered the “public’s universities”, and yet only a limited number of LGI have been recognized for community engagement by Carnegie Community-Engagement Classification (CCE). This study conducted a descriptive-exploratory census of 110 land grant institutions and their association to community engagement. Findings suggest “an engaged-association” mostly on programs in likely areas of community-based research, service-learning, or engaged scholarship. Recommendations propose that LGI focus on also on policies and incentives; adult learning and prior learning assessment (PLA); and applying for CCE in 2015. Scott, L. (2012). Engaged-learning: Community engagement classifications at U.S. land-grant institutions (doctoral dissertation). Retrieved from…
Doing and learning action research in the neo-liberal world of contemporary higher education
Understanding how action research can be practiced, taught, and learned in contemporary universities requires understanding the dominant structures that organize higher education in the 21st century. This article presents the neo-liberal and Taylorist structures affecting higher education and then places the practice and study of action research in this context to outline ways action research could contribute to an improved future for higher education. Greenwood, D. J. (2012). Doing and learning action research in the neo-liberal world of contemporary higher education. Action Research, 10(2), 115–132. Full Text.
Assessing the culture of engagement on a university campus
This article describes an assessment of the culture of engagement at Virginia Tech. A two-pronged approach to assessment was used: (1) focus groups were conducted with faculty, administrators, and graduate students to assess the pedagogy, implications, and practical issues related to engagement; (2) analysis of college strategic plans was also completed to assess language related to engagement and engaged scholarship. The assessment findings are presented, along with lessons learned to inform similar assessment efforts on other campuses. Franz, N., Childers, J., & Sanderlin, N. (2012). Assessing the culture of engagement on a university campus. Journal of Community Engagement and Scholarship,…
The world grant ideal and engagement scholarship
Michigan State University President Lou Anna Simon developed the concept of the “world grant ideal”, which represents an affirmation of the Morrill Act of 1862 in the context of a global society. The world grant ideal is grounded in three core values: quality, inclusiveness, and connectivity. In this essay, the authors describe the core features of a world grant ideal, provide examples of how Michigan State University has applied the three core values, and draw attention to critical organizational alignments that must occur in order to support fully engaged higher education institutions. Fitzgerald, H. E., & Simon, L. K. (2012)….
Evaluation Criteria for the Scholarship of Engagement
The National Review Board conceives of engaged scholarship as academically relevant work that simultaneously meets campus mission and goals as well as community needs. It should incorporate communities’ issues which can be within or integrative across teaching, research and service. The Review Board’s criteria are designed to be used by institutions to assess and evaluate engaged scholarship, especially in tenure and review processes. They have been adapted from Scholarship Assessed: A Special Report on Faculty Evaluation, (Glassick, Huber & Maeroff, 1997) to more closely reflect a unique fit with engaged scholarship. Specific evaluative criteria are offered related to goals and objectives;…
Engaged Scholarship and Promotion and Tenure at Michigan State University: What Do We Know?
A summary of work undertaken at Michigan State by Church, R.L., Zimmerman, D.L., Doberneck, D.M. et al to define and distinguish engaged scholarship and integrate it with tenure and promotion processes and forms. The types and extent of engaged scholarship reported by MSU faculty between 2001 and 2006 are reported. Casey, K. M. (2011) Engaged scholarship and promotion and tenure at Michigan State University: What do we know? PowerPoint presentation at The Research University Civic Engagement Network (TRUCEN) annual meeting.
What determines Faculty Engaged Scholarship?
This paper reports on a study of the role and impact of higher education institutions’ organizational and disciplinary culture on the inclination and ability of faculty members to undertake sustained, community-engaged scholarship. The authors found that while disciplinary and organization culture shapes the ways in which faculty are socialized and influences their behavior, including their commitment to service and scholarship conducted in and with local communities, their findings also suggest that “faculty commitment to community can transcend a non-conducive reward structure.” (p. 467). An extensive review of relevant literature is included. Vogelgesang, L.J., Denson, N. & Jayakumar, U.M. (2010). What…
Standards of Public Sociology: Guidelines for Use by Academic Departments in Personnel Reviews
The American Sociology Association encourages public sociology activities, public sociology research, and the education of future sociologists who will engage in such work. In this context, this Task Force developed and recommended standards of public sociology to insure continued rigorous research and professional development. The standards are intended for use by sociology departments as they review departmental academic personnel guidelines, and as they advise colleges and universities on elements of broader university tenure and promotion guidelines that relate to public scholarship. The standards do not reflect any official policy of the American Sociological Association, but should be treated as a…
Faculty for the Engaged Campus: Advancing Community Engaged Careers in the Academy
In response to faculty concerns about institutional barriers to engaged scholarship, Community-Campus Partnerships for Health (CCPH) launched national initiatives with two core strategies: support community engaged faculty members up for promotion and tenure in structures unlikely to benefit them and work for long-term system change. This article describes the challenges that exist for engaged scholarship and discusses both the lessons learned from the national initiatives and observations for the future of community-engaged scholarship. Seifer, S.D., Blanchard, L.W., Jordan, C., Gelmon, S., & McGinley, P. (2012). Faculty for the engaged campus: Advancing community engaged careers in the academy. Journal of Higher…
Scholarship Unbound: Assessing Service as Scholarship in Promotion and Tenure
This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colleges of education. Case studies suggest that policies to assess service as scholarship can increase consistency among an institution’s service mission, faculty workload, and reward system; expand faculty’s views of scholarship; boost faculty satisfaction; and strengthen the quality of an institution’s service culture. O’Meara, K.A. (2001). Working Paper No. 25 Scholarship unbound: Assessing service as scholarship in promotion and tenure, New England Resource Center for Higher Education (NERCHE). Full Text.
Academic incentives for Faculty participation in Community Based Participatory Research
Recognizing the need to overcome the obstacles of traditional university- and discipline-oriented research approaches, a variety of incentives to promote community-based participatory research (CBPR) are presented. Experiences of existing CBPR researchers are used in outlining how this methodological approach can appeal to faculty: the common ground shared by faculty and community leaders in challenging the status quo; opportunities to have an impact on local, regional, and national policy; and opening doors for new research and funding opportunities. Strategies for promoting CBPR in universities are provided in getting CBPR started, changing institutional practices currently inhibiting CBPR, and institutionalizing CBPR. Among the…
Lessons learned by a faculty member working in an education doctorate program with students performing action research
This manuscript provides insight into a new education doctorate program where action research is taught in core courses and used as a signature pedagogy and capstone experience. Although this program is promising, integrating action research in this way also carries tensions and insights for faculty working in higher education. Conclusions are presented that have the potential to help faculty address potential roadblocks and understand how action research can be used to create school leaders and agents of change. Zambo, D., & Isai, S. (2012). Lessons learned by a faculty member working in an education doctorate program with students performing action…