Beyond the research/ service Dichotomy: Claiming all Research Products for Hiring, Evaluation, Tenure, and Promotion
This article discusses the current reluctance in the academy to value work that steps outside of the traditional report format for hiring, evaluation, tenure, and promotion. Devalued genres include writing for the general public (e.g. op-eds, blogs), embodied performances, reports for community organizations, and non-profit website material. The authors argue that universities’ processes for evaluating research should be revised, in order to enable faculty to respond to the increased demand for qualitative, interpretive, and engaged research. Ellingson, L. L. & Quinlan, M. M. (2012). Beyond the research/service dichotomy: Claiming all research products for hiring, evaluation, tenure, and promotion. Qualitative Communication…
Bridging the Gap Between Knowledge and Health: The Epidemiologist as Accountable Health Advocate
This paper discusses how, despite the growing need for academic epidemiology to rediscover and adapt its historical skill set to emphasize knowledge translation, its existing incentive structures continue to emphasize knowledge generation. To address this issue, the authors propose a useful heuristic—the epidemiologist as Accountable Health Advocate (AHA), who enables society to judge the value of research, develops new methods to translate existing knowledge into improved health, and actively engages with policymakers and society. The authors also suggest useful changes to incentive structures, including novel funding streams (and review), alternative publication practices, and parallel frameworks for professional advancement and promotion….
Disciplinary Differences in Engaged Scholarship: What Research Tells Us
This conference presentation shares a research study that investigated the disciplinary differences in engaged scholarship. The study analyzed RPT documents from 173 faculty members in three universities to determine disciplinary variations in faculty reports of their publicly engaged scholarship with regards to the types of activities, the intensity of activity, and the degree of engagement. The presenters discuss the study’s findings, and make recommendations for changes to institutions, departments, and faculty and graduate student professional development based on the findings. One recommendation made is to modify reappointment, promotion, and tenure policies.Doberneck, D. M., & Schweitzer, J. H. (2012). Disciplinary differences…
Convening Constructive Conversations about Engaged Scholarship in Promotion and Tenure
This PowerPoint presentation will help faculty convene constructive conversations about engaged scholarship and promotion and tenure. The slides focus on the following topics: challenges/criticisms of engaged scholarship and promotion and tenure, the importance of dialogue, language associated with engaged scholarship in particular disciplines, degree of collaboration, type of activity, type of product, faculty motivations, and career stage. Each slide contains questions to help faculty cultivate and advocate their unique position as an engaged scholar. Doberneck, D.M., Glass, C.R., & Schweitzer, J.H. (2011). Convening constructive conversations about engaged scholarship in promotion and tenure. National Outreach Scholarship Conference 2011. Michigan State University,…
The engaged scholar magazine
The Engaged Scholar Magazine focuses on collaborative partnerships between Michigan State University and its external constituents—partnerships forged for mutual benefit and learning, with an emphasis on research. The magazine is published annually, in the fall of each year, in both hard copy and web versions. Annual issues are themed, e.g. sustainability, cultural entrepreneurship, families. Current and archived magazine editions are available online as are editions of the Engaged Scholar E-Newsletter, a quarterly online supplement to The Engaged Scholar Magazine. Michigan State University et al (2006-2009). The engaged scholar magazine. Magazine.
An integrated model for advancing the scholarship of engagement: Creating academic homes for the engaged scholar
A 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…
Achieving the promise of authentic community-higher education partnerships: A community partner summit
Partnerships between communities and higher educational institutions as a strategy for social change are gaining recognition and momentum. Despite being formed with the best of intentions, however, authentic partnerships are very difficult to achieve. While academic partners have extensively documented their experiences and lessons learned, the voices of community partners are largely missing. If true partnerships are to be achieved, community partners must harness their own experiences, lessons learned, and collective wisdom into a national, organized effort. With guidance from a planning committee of community leaders, Community-Campus Partnerships for Health convened a Community Partner Summit in 2006. A diverse group…
Community engagement and boundary- spanning roles at research universities
From the Carnegie Foundation classification system for university commitment to community engagement, to the establishment of professional networks focusing on engagement, progress has been made in recognizing the value of engaged scholarship. However, there has been an uneven adoption of engaged scholarship work by research universities in comparison to non-research institutions. This study uses boundary-spanning theory to determine ways that research universities build bridges with community partners, and therefore increase institutional capacity for engagement. The research questions guiding this study include: (a) How are boundary-spanning roles understood and defined across research institutions in the context of university-community engagement?(b) Who are…
A network assessment of community-based participatory research: Linking communities and universities to reduce cancer disparities
Although the development of CBPR has been accompanied by growth in empirical studies on the operations and impacts of CBPR programs, there are few studies that evaluate the effectiveness of CBPR programs. Weaving an Islander Network for Cancer Awareness Research and Training (WINCART) initiative is based in Southern California. The goal of WINCART is to decrease cancer disparities among Pacific Islander communities by connecting community-based organizations (CBOs) and academic institutions that work in cancer education, research, and training. Can community-based outreach activities increase links between CBOs and academic researchers? This paper describes a 2-year study that employed social network analysis…
Community-based research in higher education
This book presents a model of community-based research (CBR) that engages community members with students and faculty in the course of their academic work. Noting that CBR is collaborative and change-oriented and finds its research questions in the needs of communities, it presents a dynamic research model that combines classroom learning with social action in ways that can ultimately empower community groups to address their own agendas and shape their own futures. Strand, K., Marullo, S., Cutforth, N.,Stoecker, R., Donohue, P. (2003). Community-based research in higher education. San Francisco: Jossey Bass.
Managing critical tensions: How to strengthen the scholarship component of outreach
Central to scholarship in outreach is the management of several critical tensions that emerge during planning, implementing, and evaluating endeavors. How can one produce outcomes valued by the academy and community? Analysis uses Michigan State University’s Points of Distinction framework including significance, attention to context, scholarship, and impact. Sandmann, L., Foster-Fishman, P., Lloyd, J., Rauhe, W., & Rosaen, C. (2000). Managing critical tensions: How to strengthen the scholarship component of outreach. Change, 32(1), 44-52.
A Framework for entry: PAR values and engagement strategies in community research
The goal of this paper is to demonstrate the significance of entry in community-based research projects and to present a framework for entry that is influenced by principles of participatory action research (PAR): empowerment, supportive relationships, social justice, ongoing reciprocal education, and respect for diversity. This study examines the four entry stages of a mental health CBPR project in Ontario Canada, and analyzes the ways these principles were successfully applied and also how they were difficult to implement. Considering the entry process as critical in setting the tone for the project/partnership, the paper concludes by emphasizing the importance of combining…
Community-based participatory research for health
This resource on the theory and application of community-based participatory research focuses on health, but the application is universal. The book contains information on a wide variety of topics including planning and conducting research, working with communities, promoting social change, and core research methods. An appendix of tools, guides, checklists, sample protocols, and much more is included Minkler, M. & Wallerstein, N. (Eds.). (2008). Community-based participatory research for health. San Francisco: Jossey-Bass.
Towards a framework for community engagement in global health research
Community engaged research is most challenging for global public health scientific ventures, particularly those involving new and controversial strategies and those in which risks and/or rewards for communities may be poorly understood. In this context, according to these authors, “…too few researchers authentically grapple with questions about what the precise nature of a given research community is, what constitutes fair and meaningful authorization by a community, whether dissenting voices should be afforded a fair opportunity for expression, or whether some control of important aspects of a research project can truly be ceded to the community without compromising the quality or…
Methods in community-based participatory research for health
A comprehensive publication on how to do CBPR, including partnership formation, community assessment, defining a research question, documenting and evaluating partnerships, and disseminating and applying the results. Israel, B., Eng, E., Schulz, A., & Parker, E. (2012). Methods in community-based participatory research for health, 2nd edition. . San Francisco: Jossey-Bass.
The community impact statement: A prenuptial agreement for community-campus partnerships
Like a prenuptial agreement when there are resources to share, these authors advocate that those seeking to establish community-campus partnerships develop an agreement before the work the partnership begins. The strength and success of the partnership is dependent on the process by which the relationship and its assets are clearly defined. Guidelines are presented for such a community impact statement. Gust, S. & Jordan, C. (2006) The community impact statement: A prenuptial agreement for community-campus partnerships. Journal of Higher Education Outreach and Engagement, 11(2), 155-169.
The community impact statement: A tool for creating healthy partnerships
This set of guiding questions is intended to help community and university partners discuss critical issues as they develop and sustain partnerships for community-based participatory research. In order to create partnerships that share knowledge and reap mutual benefits, partners are invited to consider questions in four areas: Preparing the Ground; Making the Connections/Building the Relationships; Doing the Work; and The Harvest: Evaluation/Dissemination/Policy Implications/Completion. The process grew out of the lessons learned by community members, University of Minnesota faculty, and representatives of other public and private organizations involved in the Phillips Neighborhood Healthy Housing Collaborative. Gust, S. & Jordan, C. (2006)….
Handbook of engaged scholarship, Volume 1: Institutional change; Volume 2: Community-campus partnerships
In these two volumes contributors capture the rich diversity of institutions and partnerships that characterize the contemporary landscape and future of engaged scholarship. Volume 1 addresses such issues as the application of engaged scholarship across types of colleges and universities and the current state of the movement. Volume 2 contains essays on such topics as current typologies, measuring effectiveness and accreditation, community–campus partnership development, national organizational models, and the future landscape. Fitzgerald, H., Burack, C. & Seifer, S. (2011). Handbook of engaged scholarship, Volume 1: Institutional change; Volume 2: Community-campus partnerships. Lansing, MI: Michigan State University Press.
A model of engaged learning: Frames of reference and scholarly underpinnings
This article seeks to make explicit the essential features of an engagement model based on the separate engagement experiences of four colleagues–a sociologist, rural developer, teacher educator, and community psychologist. Shares and discusses what engagement means to them, then shares interpretations of the conceptual, philosophical, and normative underpinnings of their work. Fear, F., Bawden, R. Rosaen, C., and Foster-Fishman, P. (2002). A model of engaged learning: Frames of reference and scholarly underpinnings. Journal of Higher Education Outreach and Engagement, 7(3), 55-68.
Challenges of civic engagement research
A brief practical essay addressing six critical areas for faculty consideration in undertaking community engaged research: institutional context; establishing legitimacy; community credibility; funding; methodological difficulties; collaboration. Cooper, T.L. (2009). Challenges of civic engagement research. Original Toolkit essay. Full Text.
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