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The engaged university: providing a platform for research that transforms society
Despite a growing recognition that the solutions to current environmental problems will be developed through collaborations between scientists and stakeholders, substantial challenges stifle such cooperation and slow the transfer of knowledge. Challenges occur at several levels, including individual, disciplinary, and institutional. All of these have implications for scholars working at academic and research institutions. Fortunately, creative ideas and tested models exist that provide opportunities for conversation and serious consideration about how such institutions can facilitate the dialogue between scientists and society. (Witmer et al, 2010, p. 314) Witmer, A., Ogden, L., Lawton, J., Sturner, P., Groffman, P.M. …Killilea, M. (2010)….
A novel program trains community-academic teams to build research and partnership capacity
This paper describes the Community-Engaged Research Team Support (CERTS) program. Led by the Northwestern University Clinical and Translational Sciences Institute, the goals of CERTS were: (1) to help community-academic teams build capacity for conducting rigorous community-engaged research and (2) to support teams as they prepared federal grant proposal drafts. Through the CERTS program, all teams clarified their research and acquired new knowledge about the preparation of NIH-style proposals. Trust, partnership collaboration, and a structured writing strategy were assets of the CERTS approach. CERTS also uncovered gaps in resources and preparedness for teams to be competitive for federally funded grants, and…
Community-engaged scholarship: Critical junctures in research, practice, and policy
In November 2010, the University of Guelph and Community-Campus Partnerships for Health brought together national and international leaders from diverse academic and organizational backgrounds to discuss community-engaged scholarship in higher education and its implications for future research, practice, and policy. Attendees identified con-ceptual challenges, values and tensions, opportunities for action, and resources to support community-engaged scholarship. This resource reports on the lessons learned and provides two articles developed from panel presentations at the conference. Wenger, L., Linda, H., & Seifer, S.D. (2012). Community-engaged scholarship: Critical junctures in research, practice, and policy. Journal of Higher Education Outreach and Engagement, 16(1), 171-181….
Fostering inclusivity through teaching and learning action research
This resource synthesizes the existing literature on designing and implementing courses on alternative research paradigms to analyze the design and implementation of an undergraduate community based research course conducted in a local homeless shelter. The course incorporated students, staff members from the shelter, and individuals from the homeless community. The authors explore the difficulties and successes of this course model, and suggest practices for individuals involved in teaching courses in participatory action research. Walsh, C.A., Rutherford, G.E., & Sears, A.E. (2010). Fostering inclusivity through teaching and learning action research. Action Research, 8(2), 191-209. Full Text.
An integrated model for advancing the scholarship of engagement: Creating academic homes for the engaged scholar
An integrated model is offered for the preparation of future faculty that addresses the transformation of institutions of higher education into supportive environments for the next generation of engaged scholars. Drawing on the knowledge bases of the scholarship of engagement, institutional change, preparing future faculty, the role of disciplinary associations, and promising practice for institutional engagement, the model provides a framework for approaches that would prepare individuals (primarily doctoral students and early career faculty) as learners of engagement while instigating and catalyzing institutions as learning organizations (Sandmann, Saltmarsh & O’Meara, 47). This model has implications for determining how the scholarship…
A needs assessment informs development of a participatory research faculty development workshop
University-based researchers need new sets of skills to collaborate meaningfully with non-academic research partners and to obtain funding that requires community and end-user partnerships. This paper describes the design, implementation and findings of a needs assessment survey used to inform a participatory research faculty development workshop at McGill University in Montreal, Quebec, Canada. The design process of the faculty development workshop and the impact of the workshop on faculty capacity are discussed. Salsberg, J., Seller, R., Shea, L., & Macaulay, A.C. (2012). A needs assessment informs development of a participatory research faculty development workshop. Journal of Higher Education Outreach and…
Developing the next generation of community-based researchers: tips for undergraduate students
This study provides undergraduate students with information about how to get the most out of their community-based research experiences. Key topics addressed include finding community research opportunities, identifying what you should know and ask before engaging with a research team, how to obtain a breadth of research skills and experiences, researcher etiquette and demeanor in the community, budgeting, time management, and developing long-term, meaningful relationships with communities. Ryser, L., Markey, S., & Halseth, G. (2013). Developing the next generation of community-based researchers: tips for undergraduate students. Journal of Geography in Higher Education, 37(1), 11-27. Full Text.
Lessons learned from a community-academic initiative: The development of a core competency-based training for community-academic initiative community health workers
This paper describes and evaluates a training program to prepare community health workers (CHWs) involved in community-academic initiatives. The training program, which was piloted by the New York University Prevention Research Center, demonstrates that a core competency-based framework coupled with community-academic initiative research skills sessions is effective in several respects; The training (1) provides skills that CHWs intend to use, (2) builds CHWs’ confidence, and (3) provides CHWs with a more contextualized view of client needs and CHW roles. Ruiz, Y., Matos, S., Kapadia, S., Islam, N., Cusack, A, Kwong, S., & Trinh-Shevrin, C. (2012). Lessons learned from a community-academic…
Promotion and Tenure for Community Engaged Research: An Examination of Promotion and Tenure Support for Community Engaged Research at three Universities Collaborationg through a Clinical and Translational Science Award
This study measured faculty perception of how three institutions funded by a Clinical and Translational Science Award (CTSA) support community-engaged research in the promotion and tenure process. The study found that faculty view support for community-engaged research with some reserve, with only 36% agreeing that community-engaged research is valued in promotion and tenure process. The authors conclude that more faculty members will conduct community-engaged research when it is rewarded by their institution’s promotion and tenure committees. Marrero, D. G., Hardwick, E. J., Staten, L. K., Savaiano, D. A., Odell, J. D., Comer, K. F., & Saha, C. (2013). Promotion…
Multicultural service-learning and community-based research as a model approach to promote social justice
Social justice and multicultural awareness are inextricably linked (Rosner-Salazar, 64). This article calls for the use of multicultural service-learning and community-based research in curricula to train students as future “service-providers” in diverse, disenfranchised communities. To support this argument, the author highlights the importance of community-academic partnerships, describing how they promote cultural competency and create opportunities for students to apply methods and theory. The author provides examples of courses that empowered students and community members and concludes with recommendations for scholars, evaluators, educators, and activists on how to engage in communities and promote social justice. Rosner-Salazar, T.A. (2003). Multicultural service-learning and…
Productive tensions—engaging geography students in participatory action research with communities
This study discusses an undergraduate module on participatory geographies that involved students in co-producing research with community partners. The authors—a student, two community partners, and a professor—describe the tensions in achieving the module’s diverse aims, and suggest that these tensions are productive for teaching, learning, research, and the needs of community organizations. Pain, R., Finn, M., Bouveng, R., & Ngobe, G. (2013). Productive tensions—engaging geography students in participatory action research with communities. Journal of Geography in Higher Education, 37(1), 28-43. Full Text.
Studying the professional lives and work of faculty
Community engagement is one of the major innovations that has occurred in higher education over the last 20 years. At the center of this innovation are faculty members because of their intimate ties to the academic mission. This article examines the progress that has been made in understanding this critical area of faculty work. It builds on past research to consider how the conceptualization of faculty community engagement influences the kinds of questions we ask about it and the kinds of recruitment, support, and professional growth we provide. Implications of the study and for the practice of faculty community engagement…
Early Career Academic Researchers and COmmunity Based Participatory Research: Wrestling Match or Dancing Partners?
Early career faculty members at academic medical centers face unique obstacles when engaging in CBPR. This paper discusses challenges and opportunities for solutions pertaining to mentorship, time demands, unfamiliarity of colleagues with CBPR approaches, ethical review regulations, and publication and promotion. Lowry, L. W., & Ford-Paz, R. (2013). Early career academic researchers and community-based participatory research: Wrestling match or dancing partners? Clinical and Translational Research, 1-3. Full Text.
Dedication to community engagement: A higher education conundrum?
This qualitative study reports on the impact of institutional funding for community engagement on faculty and staff’s professional role and practice of community engaged work. The results demonstrate ways that institutional funds impact faculty and staff’s perceptions of community partner capacity, effects on student learning, their own professional roles, and the value of their community engaged work. While many results were positive, such as relevance of academic work in communities and the creation of university-community partnerships, a conundrum was also revealed—a tension between the University’s public articulation of the significance of community engagement and faculty concerns that the traditional research…
Institutionalizing faculty engagement through research, teaching, and service at research universities
This paper presents a study in which 20 faculty members at 15 research institutions in the United States were interviewed to investigate their motivations and accomplishments in pursuing engaged scholarship. The authors report on the support received and the barriers encountered by the faculty in their engaged scholarship endeavors; this data is then linked to a discussion on how structures and leadership need to change for institutional policies and practices to effectively integrate engagement activities. Moore, T.L., & Ward, K. (2010) Institutionalizing faculty engagement through research, teaching, and service at research universities. Michigan Journal of Community Service Learning, Fall 2010,…
Broadening the Definition of Scholarship: A Strategy to Recognize and Reward Clinician teachers
This chapter describes a school of medicine’s attempt to reform policies and procedures for promotion and tenure in ways that recognize and reward teaching and clinical practice. By restructuring faculty appointments on a single track and redefining scholarship to include teaching, integration and application (Boyer, 1990), the school sought to reform a practice that consigned faculty who emphasize teaching and clinical practice to second-class status. The authors provide profiles of clinician-teacher promotion candidates, both successful and not, which include alternative forms of scholarship in teaching, integration and application. While this case study was not focused on recognition and rewards for…
C. Wright Mill’s friendly critique of service learning and an innovative response: Cross-institutional collaborations for community-based research
C. Wright Mills would be a “friendly critic” of service learning, acknowledging benefits while being critical of ways that particular practices can perpetuate institutional power inequalities. The authors discuss Mills’ stance and use CBPR projects undertaken together by students from an elite university and a smaller minority-serving university as a case study to determine practices for effective collaboration between diverse institutions. Marullo, S., Moayedi, R., & Cooke, D. (2009). C. Wright Mill’s friendly critique of service learning and an innovative response: Cross-institutional collaborations for community-based research. Teaching Sociology, 37(1), 61-75. Full Text.
Transdisciplinarity and training the next generation of researchers: Problem-centered approaches to research and problem-based learning
This article suggests that transdisciplinary approaches to social research, which are problem centered, are necessary for addressing contemporary social problems. Thus, it suggests that it is important to teach students how to think and design research in transdisciplinary ways. The article details how transdisciplinary approaches to research can be coupled with problem-based learning (PBL) in order to teach students responsive problem-solving strategies and qualitative research skills. Leavy, P. (2012). Transdisciplinarity and training the next generation of researchers: Problem-centered approaches to research and problem-based learning. International Review of Qualitative Research, 5(2), 205-223. Full Text.
Pursuing engaged scholarship in an age of austerity: A postcard from Memphis
Growing numbers of university presidents and senior administrators have come to understand the value of having a robust public scholarship agenda. Yet, ever-shrinking resources can make engaged scholarship seem like a risky proposition for young faculty members. This paper explores what it takes to get faculty to leave the high road of traditional positivist research and wade in the muddy waters of engagement, and what is at stake then they do. Lambert-Pennington, K. (2012). Pursuing engaged scholarship in an age of austerity: A postcard from Memphis. Metropolitan Universities, 23(1), 111-125. Full Text.
Outreach and Engagement in Promotion and Tenure
In 2001, Michigan State University’s Office of University Outreach and Engagement significantly revised the university’s reappointment, promotion, and tenure review form to embed opportunities to report outreach and engagement throughout the form. The revisions reflected MSU’s definition of outreach and engagement as a form of scholarship that cuts across institutional missions of teaching, research, and service; emphasized the use of multiple forms of evidence to document quality; and encouraged reporting of integrated scholarship. Six years later, researchers examined how and to what extent outreach and engagement activities were reported on the revised form. The study focused on over 200 forms…