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Community Engaged Scholarship
Critical Junctures in Research, Practice and Policy
Guelph, Ontario, Canada
November 4, 2010...
uu Background: Faculty for the EngagedBackground: Faculty for the Engaged
CampusCampus
uu CompetencyCompetency--based facu...
uu An initiative of CommunityAn initiative of Community--Campus Partnerships forCampus Partnerships for
Health funded by t...
uu Faculty with commitment and competencies forFaculty with commitment and competencies for
CES areCES are centralcentral ...
uu Innovative competencyInnovative competency--based models of CESbased models of CES
faculty developmentfaculty developme...
uu General CES competenciesGeneral CES competencies
•• Example: Possess basic ability to evaluate scholarlyExample: Posses...
uu Provide a forum for discussion of professionalProvide a forum for discussion of professional
development for those who ...
uu Institutional SelfInstitutional Self--assessmentassessment
•• Assess current capacity and identify opportunitiesAssess ...
uu SWOTSWOT AnalysisAnalysis
•• A framework for organizational planning andA framework for organizational planning and
inf...
uu Leadership supportLeadership support
uu Explicit recognition of CESExplicit recognition of CES
uu Key faculty commitmen...
uu Lack of institutional supportLack of institutional support
uu Heavy teaching loads and time pressuresHeavy teaching loa...
uu Community interest and receptivityCommunity interest and receptivity
uu Recruitment of facultyRecruitment of faculty
uu...
uu CompetitionCompetition
§§ With other institutionsWith other institutions
§§ For fundingFor funding
§§ Among prioritiesA...
uu Six sites funded to develop innovative,Six sites funded to develop innovative,
competencycompetency--based,campusbased,...
uu Learning communitiesLearning communities
uu Competitive “fellowship”programsCompetitive “fellowship”programs
uu Grants ...
Class II: 2009-2010
Class I: 2008-2009
uu GoalsGoals
•• Recognize and reward faculty involved in engaged scholarshipRecognize and reward faculty involved in enga...
uu 47 applicants from 27 different departments (1047 applicants from 27 different departments (10
of 13 schools)of 13 scho...
uu Contributors to learningContributors to learning
§§ Instructors, community, colleaguesInstructors, community, colleague...
uu Initial selfInitial self--assessment on competencies (N=24)assessment on competencies (N=24)
uu Highest ratings (Profic...
uu Improved mastery in the competenciesImproved mastery in the competencies
uu New collaborations and partnershipsNew coll...
“I have learned how to structure my partnerships better, with“I have learned how to structure my partnerships better, with...
Community-engaged scholars at work
uu Recognition is valued and appreciated.Recognition is valued and appreciated.
uu The consistency of an experienced commu...
u Community-Campus Partnerships for Health
http://www.ccph.info
u Carolina Center for Public Service
http://www.unc.edu/cp...
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Blanchard presentation

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Critical Junctures November 4 - 5, 2010

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  1. 1. Community Engaged Scholarship Critical Junctures in Research, Practice and Policy Guelph, Ontario, Canada November 4, 2010 Lynn Blanchard, MPH, PhD University of North Carolina at Chapel Hill
  2. 2. uu Background: Faculty for the EngagedBackground: Faculty for the Engaged CampusCampus uu CompetencyCompetency--based faculty developmentbased faculty development uu Campus action planning for facultyCampus action planning for faculty developmentdevelopment uu Experiences from the field: Faculty EngagedExperiences from the field: Faculty Engaged Scholars Program at UNCScholars Program at UNC
  3. 3. uu An initiative of CommunityAn initiative of Community--Campus Partnerships forCampus Partnerships for Health funded by the Fund for the Improvement of PostHealth funded by the Fund for the Improvement of Post-- Secondary Education (FIPSE) of the US Department ofSecondary Education (FIPSE) of the US Department of EducationEducation uu In partnership with the University of Minnesota and theIn partnership with the University of Minnesota and the University of North Carolina at Chapel HillUniversity of North Carolina at Chapel Hill uu Six year effort around faculty rewards/incentives, andSix year effort around faculty rewards/incentives, and programs and resources to support professionalprograms and resources to support professional developmentdevelopment
  4. 4. uu Faculty with commitment and competencies forFaculty with commitment and competencies for CES areCES are centralcentral to institutionalizing andto institutionalizing and sustaining communitysustaining community--academic partnershipsacademic partnerships uu Persistent challenges:Persistent challenges: §§ Few professional development pathwaysFew professional development pathways §§ Not easy to identify peer reviewersNot easy to identify peer reviewers §§ No accepted method/vehicle for peer review,No accepted method/vehicle for peer review, publication and dissemination of nonpublication and dissemination of non--journal productsjournal products §§ No clearly defined/accepted community partner rolesNo clearly defined/accepted community partner roles §§ Institutional cultures slow to change/adaptInstitutional cultures slow to change/adapt
  5. 5. uu Innovative competencyInnovative competency--based models of CESbased models of CES faculty developmentfaculty development uu CES4Health.infoCES4Health.info –– peer review,publication andpeer review,publication and dissemination of products of CESdissemination of products of CES §§ Redefining “peer” in peer review to includeRedefining “peer” in peer review to include community partnerscommunity partners uu Online database of faculty mentors and portfolioOnline database of faculty mentors and portfolio reviewersreviewers
  6. 6. uu General CES competenciesGeneral CES competencies •• Example: Possess basic ability to evaluate scholarlyExample: Possess basic ability to evaluate scholarly products of CESproducts of CES uu Competencies for successful CES practiceCompetencies for successful CES practice •• Developmental: novice, intermediate, advancedDevelopmental: novice, intermediate, advanced uu Faculty development by level of expertiseFaculty development by level of expertise •• Learning content, guidance and support, incentives,Learning content, guidance and support, incentives, portfolio developmentportfolio development uu Faculty development by level and scopeFaculty development by level and scope •• Informal network, school, university andInformal network, school, university and association/organizationally basedassociation/organizationally based Blanchard,Hanssmann,Strauss,et al.,Metropolitan Universities (2009)
  7. 7. uu Provide a forum for discussion of professionalProvide a forum for discussion of professional development for those who seek communitydevelopment for those who seek community--engagedengaged careers in the academycareers in the academy uu Develop models for faculty development that can beDevelop models for faculty development that can be piloted and sharedpiloted and shared uu Establish network of institutions interested in continuedEstablish network of institutions interested in continued discussion and advancement of faculty development indiscussion and advancement of faculty development in CESCES uu Leave with an action plan for each campusLeave with an action plan for each campus uu 100 applications; 20 diverse institutions accepted100 applications; 20 diverse institutions accepted
  8. 8. uu Institutional SelfInstitutional Self--assessmentassessment •• Assess current capacity and identify opportunitiesAssess current capacity and identify opportunities for future actionfor future action § Five dimensions § Definition and vision (5 elements) § Faculty support and involvement (6 elements) § Community support and involvement (1 element) § Institutional leadership and support (5 elements) § Community-engaged scholarship (12 elements)
  9. 9. uu SWOTSWOT AnalysisAnalysis •• A framework for organizational planning andA framework for organizational planning and informed decisioninformed decision--makingmaking • Internal: – Strengths – Weaknesses • External: – Opportunities – Threats
  10. 10. uu Leadership supportLeadership support uu Explicit recognition of CESExplicit recognition of CES uu Key faculty commitmentKey faculty commitment uu Partnerships of various kindsPartnerships of various kinds uu Institutional coordinating structuresInstitutional coordinating structures uu Faculty development capacityFaculty development capacity uu Fiscal supportFiscal support
  11. 11. uu Lack of institutional supportLack of institutional support uu Heavy teaching loads and time pressuresHeavy teaching loads and time pressures uu Limited faculty knowledge or trainingLimited faculty knowledge or training uu Lack of models and rewardsLack of models and rewards uu Limited partnerships and collaborationsLimited partnerships and collaborations uu No institutional infrastructureNo institutional infrastructure uu Low motivation and moraleLow motivation and morale uu Little communicationLittle communication
  12. 12. uu Community interest and receptivityCommunity interest and receptivity uu Recruitment of facultyRecruitment of faculty uu External funding opportunitiesExternal funding opportunities uu National dialogue/trendsNational dialogue/trends uu Institutional supportInstitutional support uu Changes in P&T structuresChanges in P&T structures uu Faculty developmentFaculty development
  13. 13. uu CompetitionCompetition §§ With other institutionsWith other institutions §§ For fundingFor funding §§ Among prioritiesAmong priorities ---- individual and institutionalindividual and institutional uu Lack of clear definition of CESLack of clear definition of CES uu Disconnect with communities’ interestsDisconnect with communities’ interests uu Lack of CES capacityLack of CES capacity uu Faculty work constraintsFaculty work constraints
  14. 14. uu Six sites funded to develop innovative,Six sites funded to develop innovative, competencycompetency--based,campusbased,campus--wide facultywide faculty development programsdevelopment programs §§ North Carolina State, UNCNorth Carolina State, UNC--Chapel Hill, University of Minnesota,Chapel Hill, University of Minnesota, Ohio University, University of Michigan, Northwestern UniversityOhio University, University of Michigan, Northwestern University uu Wide variety of activities including workshops,Wide variety of activities including workshops, crosscross--campus coordination, minicampus coordination, mini--grants,grants, competitive “cohort” programs.competitive “cohort” programs. §§ Several assessed faculty to establish baseline competencies,Several assessed faculty to establish baseline competencies, determine faculty development needs, and evaluate results.determine faculty development needs, and evaluate results.
  15. 15. uu Learning communitiesLearning communities uu Competitive “fellowship”programsCompetitive “fellowship”programs uu Grants programs focused on partnershipGrants programs focused on partnership building and CBPRbuilding and CBPR uu Training (some associated with grantsTraining (some associated with grants program)program) uu Theory based (Diffusion of Innovation)Theory based (Diffusion of Innovation) uu Mentoring (from faculty and community)Mentoring (from faculty and community)
  16. 16. Class II: 2009-2010 Class I: 2008-2009
  17. 17. uu GoalsGoals •• Recognize and reward faculty involved in engaged scholarshipRecognize and reward faculty involved in engaged scholarship •• Create and sustain a community of engaged scholars fromCreate and sustain a community of engaged scholars from diverse perspectivesdiverse perspectives •• Promote the scholarship of engagement at UNCPromote the scholarship of engagement at UNC--Chapel HillChapel Hill across disciplinesacross disciplines uu Competitive selection processCompetitive selection process uu TwoTwo--year programyear program §§ Year 1: Orientation and 4 dayYear 1: Orientation and 4 day--long sessionslong sessions §§ Year 2: Learning community (6Year 2: Learning community (6 –– 8 sessions)8 sessions) uu Originally offered a $7500 stipendOriginally offered a $7500 stipend §§ Currently offering a $5000 stipend, shared costs with selectCurrently offering a $5000 stipend, shared costs with select departments and unitsdepartments and units
  18. 18. uu 47 applicants from 27 different departments (1047 applicants from 27 different departments (10 of 13 schools)of 13 schools) uu ModificationsModifications •• BiBi--annual (vs. annual) selection processannual (vs. annual) selection process •• Evaluation formatEvaluation format •• More structure through readings and resourcesMore structure through readings and resources matched to competencies and sessionsmatched to competencies and sessions •• Enhanced individual support and informalEnhanced individual support and informal networkingnetworking •• Scholarship productsScholarship products
  19. 19. uu Contributors to learningContributors to learning §§ Instructors, community, colleaguesInstructors, community, colleagues uu Accomplishments (nine items) in three areas.Accomplishments (nine items) in three areas. §§ Individual: I have secured new funding.Individual: I have secured new funding. §§ Network: I have enriched and deepened my community partnerships.Network: I have enriched and deepened my community partnerships. §§ Institutional:I have catalyzed other faculty to become more engaged.Institutional:I have catalyzed other faculty to become more engaged. uu 14 competencies: 614 competencies: 6--point scale (minimal to mastery)point scale (minimal to mastery) §§ Novice: Familiarity with basic literature and history of CESNovice: Familiarity with basic literature and history of CES §§ Intermediate: Ability to negotiate across communityIntermediate: Ability to negotiate across community--academic groupsacademic groups §§ Advanced: Expertise in working with communities to translate CES intoAdvanced: Expertise in working with communities to translate CES into policypolicy uu ReflectionReflection § What has changed as a result of your participation?
  20. 20. uu Initial selfInitial self--assessment on competencies (N=24)assessment on competencies (N=24) uu Highest ratings (Proficient or Advanced)Highest ratings (Proficient or Advanced) •• Ability to work effectively in and with diverse communities (N=14)Ability to work effectively in and with diverse communities (N=14) •• Ability to negotiate across communityAbility to negotiate across community--academic groups (N=11)academic groups (N=11) •• Understanding various contributors to community issues (N=10)Understanding various contributors to community issues (N=10) uu Lowest ratings (None/Minimal)Lowest ratings (None/Minimal) •• Understanding of policy implications (N=13)Understanding of policy implications (N=13) •• Knowledge or RPT process & relationship with CES (N=13)Knowledge or RPT process & relationship with CES (N=13) •• Ability to write grants with CES principles /approaches (N=12)Ability to write grants with CES principles /approaches (N=12) •• Knowledge and successful application of definitions, benchmarkKnowledge and successful application of definitions, benchmark and measures of quality (N=12)and measures of quality (N=12) uu No proficient or advanced ratingsNo proficient or advanced ratings §§ Knowledge and successful application of benchmarks, scholarshipKnowledge and successful application of benchmarks, scholarship products, etc.products, etc. §§ Knowledge of and skills in applying the principlesKnowledge of and skills in applying the principles
  21. 21. uu Improved mastery in the competenciesImproved mastery in the competencies uu New collaborations and partnershipsNew collaborations and partnerships uu Outcomes/program attributionsOutcomes/program attributions §§ Changes in departmental discussionsChanges in departmental discussions §§ New interdisciplinary partnershipsNew interdisciplinary partnerships §§ Funding (at least three grants, including one @ $6.5 million)Funding (at least three grants, including one @ $6.5 million) “I now have ideas about expanding academic grants (and, in fact, have“I now have ideas about expanding academic grants (and, in fact, have submitted one) to include components that will ultimately improve mysubmitted one) to include components that will ultimately improve my academic research as well as ‘give back’ to the community ...”academic research as well as ‘give back’ to the community ...” PreliminaryPreliminary Findings: Class IFindings: Class I
  22. 22. “I have learned how to structure my partnerships better, with“I have learned how to structure my partnerships better, with written agreements about expectations, roles and outcomes.”written agreements about expectations, roles and outcomes.” “This program has completely altered for the better the nature of“This program has completely altered for the better the nature of my Community Journalism class, where we are now kneemy Community Journalism class, where we are now knee--deep indeep in making connections happen between UNC and NCCU.”making connections happen between UNC and NCCU.” “How to start! The whole thing has been a rush. I think getting theHow to start! The whole thing has been a rush. I think getting the grant was the thing that catapulted us into decisiveness. Nogrant was the thing that catapulted us into decisiveness. No turning back now.”turning back now.” “I am even more convinced that engaged scholarship must co“I am even more convinced that engaged scholarship must co-- develop with the disciplines if that vast amount of knowledgedevelop with the disciplines if that vast amount of knowledge accumulated in the social sciences and humanities is to reduceaccumulated in the social sciences and humanities is to reduce suffering, improve the well being of communities and effectivelysuffering, improve the well being of communities and effectively address the tremendous challenges we face.”address the tremendous challenges we face.”
  23. 23. Community-engaged scholars at work
  24. 24. uu Recognition is valued and appreciated.Recognition is valued and appreciated. uu The consistency of an experienced communityThe consistency of an experienced community voice/presence is key.voice/presence is key. uu A “curriculum”that is both structured andA “curriculum”that is both structured and flexible is more work, but worth it.flexible is more work, but worth it. uu Never underestimate the power of a van ride.Never underestimate the power of a van ride. uu Choose thoughtfully andChoose thoughtfully and get out of the wayget out of the way!! Additional LearningAdditional Learning
  25. 25. u Community-Campus Partnerships for Health http://www.ccph.info u Carolina Center for Public Service http://www.unc.edu/cps/ u Faculty Engaged Scholars program http://www.unc.edu/cps/faculty-engaged-scholars.php u Lynn Blanchard blanchard@unc.edu
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