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Tips for Constructing a Promotion and Tenure Dossier that Documents Engaged Scholarship Endeavors
As more faculty practice engaged scholarship and as more institutions value this work, scholars are eager to improve engaged scholarship dossiers for promotion and tenure. This paper focuses on how to strengthen the engaged scholarship dossier. The author overviews the engaged scholarship dossier context, explains the significance of documenting engaged scholarship, presents four steps for documenting engaged scholar¬ship in the dossier, and provides a list of best practices for faculty to build their engaged scholarship dossiers. Franz, N.K. (2011). Tips for constructing a promotion and tenure dossier that documents engaged scholarship endeavors. Journal of Higher Education Outreach and Engagement, 15(3),…
Navigating the Boundaries of the Scholarship of Engagement at a Regional Comprehensive University
In this study faculty members at Western Carolina University examine their university’s experience with integrating the Boyer scholarship model (with an emphasis on the scholarship of engagement) into the institution’s departmental and institutional culture. Their study analyzed promotion and tenure documents from across departments. The authors conclude that the adoption of the Boyer model was a semi-radical process, with unique definitional, conceptual, and logistical challenges that resulted in a diverse array of practices and approaches across the university’s departments and colleges. Nevertheless the process also gave rise to a campus actively engaged in productive and stimulating conversations to discover what…
Strategies for Creating an Engaged Campus: Faculty Development, an Advanced Service Service Learning Toolkit
Creating faculty reward and evaluation systems that take faculty community based work into account is a critical step in moving a campus toward engagement. Here you will find a wealth of material, including handbooks, policies, and criteria, from colleges and universities that have grappled with this issue, some of which are research institutions. Campus Compact, Strategies for creating an engaged campus: Faculty development, an advanced service-learning toolkit. Full Text.
Terms of engagement: Community engagement structures and policies on UNC Campuses
Although community engagement is increasingly recognized as a core value of universities, much is unknown about how universities institutionalize community engagement into the identity and culture of a campus. The author uses the Carnegie Foundation engagement designation to examine how engagement structures and policies vary within ten University of North Carolina campuses. Variations in engagements strategies are identified and discussed. Krisel, C. (2010). Terms of engagement: Community engagement structures and policies on UNC Campuses. (Masters thesis). Chapel Hill, NC: University of North Carolina. Full Text.
Facilitating action research: a study of coaches, their experiences, and their reflections on leading teachers in the process of practitioner inquiry
This exploratory study examines the experience of action research coaches who coach teachers on inquiry. Focus group interviews were conducted with novice and experienced coaches, and four challenges arose that spanned across both groups, despite the level of experience: time, coaching wondering development, coaching data analysis, and administration. Implications and future research directions based on this study are discussed. Krell, D. E. (2012). Facilitating action research: a study of coaches, their experiences, and their reflections on leading teachers in the process of practitioner inquiry. Professional Development in Education, 38(5), 827-844. Full Text.
Student perceptions of community-based research partners and the politics of knowledge
This study assessed the perceptions of community partners held by undergraduate students in a seminar focused on community-based research. Evidence is presented indicating that appropriately structured undergraduate courses can (and should) encourage students to recognize community partners as valuable sources of knowledge. Kane, E. W. (2012). Student perceptions of community-based research partners and the politics of knowledge. Michigan Journal of Community Service Learning, 19(1), 5-16. Full Text.
Competency-based faculty development in community-engaged scholarship
The Faculty for the Engaged Campus initiative (FEC) of Community-Campus Partnerships for Health (CCPH) developed a one-year competency-based faculty development pilot program designed to achieve two objectives: increase competencies in community engagement and community engaged scholarship and encourage participants to serve as ambassadors of engaged scholarship. This article describes the components of the pilot-program, and analyzes its impact and effectiveness by examining participant surveys and interviews. Findings, critical program features, and lessons learned are explored. Jordan, C. Doherty, W.J., Jones-Webb, R., Cook, N., Dubrow, G., & Mendenhall, T.J. (2012). Competency-based faculty development in community-engaged scholarship. Journal of Higher Education Outreach…
Investigating faculty learning in the context of community-engaged scholarship
This study investigates faculty learning resulting from a faculty development program implemented at North Carolina State University to build capacity for community-engaged scholarship. Implications of this study include the value-added by examining faculty learning through reflection products as well as self-report scales, the need to build faculty capacity for learning through reflection, and the proposal of new strategies for documenting faculty learning from faculty development programs. Jameson, J. K., Clayton, P. H., Jaeger, A. J., & Bringle, R. G. (2012). Investigating faculty learning in the context of community-engaged scholarship. Michigan Journal of Community Service Learning, 18(2), 40-55. Full Text.
Advising graduate students doing community-engaged dissertation research: The advisor-advisee relationship
This qualitative study examines the relationship between doctoral students doing community-engaged dissertation research and faculty advisors, providing literary background and a descriptive outline of the study’s participants, methods, data collection/analysis, and limitations. The findings reveal five characteristics of such relationships: (1) background and experience matter; (2) faculty advisors and advisees are co-learners; (3) the advisor-advisee relationship can approach a synergistic state; (4) faculty advisors often serve as interpreters and interveners; and (5) community-engaged dissertation studies often lack “struc¬tural” support. The authors conclude with two practical steps for faculty to serve as effective mentors: (1) be sensitive to, and learn from,…
Institutionalization of community-engaged scholarship at institutions that are both land-grant and research universities
This article reports on North Carolina State University’s community-engaged scholarship faculty development program established in 2009–2010. Literature that grounded the development of the program is first presented, followed by sections on program design, implementation, and products produced by the participants. The authors reflect on how institutional identity as both a land-grant and research university leads to four main tensions: funding support, reappoint¬ment, promotion, and tenure policies, and faculty commitment. In conclusion, the article asserts that this dual-identity creates a contradiction that challenges the institutionalization of engaged scholarship. Jaeger, A.J., Jameson, J.K., & Clayton, P. (2012). Institutionalization of community-engaged scholarship at…
Reflections on community-engaged scholarship faculty development and institutional identity at Ohio University
Ohio University was funded by the Faculty for the Engaged Campus initiative to design and implement a faculty development program comprised of three major components to increase faculty competency in engaged scholarship: (1) a Faculty Fellowship in Engaged Scholarship, (2) the Community-Based Participatory Research Learning Community, and (3) the co-editing of a book, Participatory Partnerships for Social Action and Research. This paper explores the implementation of the faculty development program and concludes with a discussion on two lessons learned. Hamel-Lambert, J.M., Millesen, J.L., Harter, L.M. & Slovak, K. (2012). Reflections on community-engaged scholarship faculty development and institutional identity at Ohio…
Engaging Academia in Community Research: Overcoming Obstacles and Providing Incentives
In 2007, in order to learn more about the disconnect between university goals to be engaged in their home community and a university culture and structure that devalue or lack support for that engagement CUES initiated a scan, summarized in this report, highlighting an upward trend: An increasing number of universities (particularly land grant and urban universities) are emphasizing the importance of engaged-community research and starting to address the mismatch between university goals for engaged-community research and the university culture and structure that typically do not value and nurture such research. The core information for this report was gathered through…
Enhancing student research through a virtual participatory action research project: Student benefits and administrative challenges
This article argues that graduate students in a distance learning environment can gain meaningful research experience through a virtual participatory action research project. A case study of a virtual participatory research project with graduate students is presented and evaluated. The administrative issues that arose from adhering to the democratic participatory action research process under virtual constraints are discussed, and recommendations for addressing these issues are provided. Gordon, S. M., & Edwards, J. L. (2012). Enhancing student research through a virtual participatory action research project: Student benefits and administrative challenges. Action Research, 10(2), 205-220. Full Text.
Collaborative Futures: Critical Reflections on Publicly Active Graduate Education
This book places graduate education at the center of ongoing efforts to legitimize publicly engaged scholarship within the academic profession. The inspiration, resources, and usable frameworks for engaged scholarship included in the book can be a resource for graduate students, as well as the faculty and administrators who mentor them. The book powerfully indicates both the need and the means to change institutional cultures and forge a publicly active path for graduate education. Gilvin, A., Roberts, G. M., & Martin, C. (Eds.). (2012). Collaborative Futures: Critical Reflections on Publicly Active Graduate Education. Syracuse, New York: Syracuse University Press. Full Text.
Telling Contested Stories: Conflicts of Accountability in Engaged Scholarship
In this essay, the author, a scholar of American religious life who has extensively studied ex-gay ministries, reflects on her response to being asked to publicly comment on a highly controversial NPR story about sexual reorientation counseling. The author describes how her identity as an engaged scholar compelled her to publish an article about the NPR story, despite the complexity of her feelings about the topic and inner conflict about where her accountability lies as a researcher who asked about, and heard, highly intimate, moving, vulnerable stories about a practice that she finds personally problematic and politically dangerous. The author…
Building capacity for community-engaged scholarship: Evaluation of the faculty development component of the Faculty for the Engaged Campus Initiative
This paper reports the results of the faculty development program of the Faculty for Engaged Campus Initiative of Community-Campus Partnerships for Health (CCPH). The authors provide background on the objectives of the Initiative and outline various components of their Community-Engaged Scholarship Faculty Development charrette: selection process, self-assessment tools, curriculum, and strategies for faculty development, and development of team action plans. The evaluation findings are then examined, suggesting that “external funding, ongoing support beyond a one-time charrette, and a set of standard curricular tools can help institutions implement community-engaged scholarship faculty development programs on their campuses” (Gelmon et al, 2012, p….
Moving from place to place: Exploring the complexities of being an academic and activist in/for Appalachia
In this paper, the author reflects on her experience of being an academic and activist simultaneously, and offers recommendations to those experiencing that same dichotomy. She highlights her struggles as an academic, activist, and native working in Eastern Kentucky, and the ways in which she attempts to blur the line between those roles. Throughout the paper, the author emphasizes the power of place(s) in shaping her understanding of Appalachia and her duties as an academic/activist. Fickey, A. (2012). Moving from place to place: Exploring the complexities of being an academic and activist in/for Appalachia. PRISM: A Journal of Regional Engagement,…
Evaluation of the Prevention Programs That Work curriculum to teach use of public health evidence to community practitioners
This study evaluated the Prevention Programs that Work training curriculum, which teaches practitioners from community-based organizations to locate, choose, adopt or adapt, and evaluate an evidence-based program. Participants in the training completed a pretest and posttest; Analysis revealed significant improvements in self-ratings across all training competencies from baseline to posttest. These results show that a comprehensive curriculum can build competencies in the use of evidence-based strategies among community practitioners. Escoffery, C., Carvalho, M., & Kegler, M. C. (2012). Evaluation of the Prevention Programs That Work curriculum to teach use of public health evidence to community practitioners. Health Promotion Practice, 13(5),…
Community-based participatory research skills and training needs in a sample of academic researchers from a clinical and translational science center in the northeast
This study investigated the CBPR training needs of researchers interested in CBPR to inform efforts to build infrastructure for conducting community-engaged research. A survey was administered to 127 academic health researchers affiliated with Harvard. Findings revealed that many respondents did not have the comprehensive package of CBPR skills, reporting a need for training in a variety of CBPR skill sets. Further, the number of respondents who wanted a mentor in CBPR exceeded the number of respondents who were willing to act as a mentor, which suggests an important area for development. DiGirolamo, A., Geller, A. C., Tendulkar, S. A., Patil,…
Why Faculty Promotion and Tenure Matters to Community Partners
Three community partners, experienced with and engaged in partnerships between universities and communities with varying challenges of success and failure, examine the specific challenge of review, promotion, and tenure for community-engaged faculty and its impact on the community. They explain how retaining and valuing community-engaged faculty who can both represent the academy to the community and bring the community into the academy are essential to helping secure the common good. Freeman E, Gust S, Aloshen D. (2009). Why faculty promotion and tenure matters to community partners. Metropolitan Universities Journal, 20(2), 87-103. Full Text.