Scholarship of Engagement         IAM PDW Maynooth           September, 2012           Peter McKiernan Strathclyde and Mur...
Agenda•   Personal journey: two stories•   Your stories•   So what is SoE?•   Skill sets to success sets•   What projects?...
Scholarship of Engagement          Involves the       Engagement!          Community     Benefits       Enhances       the...
Differentiating SoE from other           Community Interventions                 Involves the   Benefits the   Involves th...
Definition• The Scholarship of Engagement “requires going  beyond the expert model that often gets in the  way of construc...
Assessing SoEWhat do we want to know?        How will we know it?Benefits of Partnership         Community Perspective    ...
Local not Global• “The unwitting outcome of a value system  that prioritizes a “cosmopolitan” model of  professionals who ...
Traditional Views on Scholarship Versus the Scholarship of EngagementTraditional Scholarship•    Breaks new ground in the ...
Epistemological ShiftTraditional Academic       Engaged Knowledge GenerationKnowledge GenerationUnidirectional Flow       ...
Benefits?Academics          External Partners      Discipline/Profession            Students              Institutions
Lorilee Sandmann                      (Georgia Univ)• The focus of my career in adult, continuing, and higher education ha...
Mary Beth Lima              (11 Playgrounds built)_• Make it count!• P&T is about counting; find out what your dept, colle...
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Professor Peter McKiernan PDW on Engaged Scholarship at the 2012 IAM Conference at NUI Maynooth

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Professor Peter McKiernan PDW on Engaged Scholarship at the 2012 IAM Conference at NUI Maynooth

  1. 1. Scholarship of Engagement IAM PDW Maynooth September, 2012 Peter McKiernan Strathclyde and Murdoch Universities
  2. 2. Agenda• Personal journey: two stories• Your stories• So what is SoE?• Skill sets to success sets• What projects?• What questions to ask?
  3. 3. Scholarship of Engagement Involves the Engagement! Community Benefits Enhances the Academic’s Community Scholarship
  4. 4. Differentiating SoE from other Community Interventions Involves the Benefits the Involves the Advances Community Community Academic’s Academic’s Expertise ScholarshipVolunteering Yes Yes No NoProfessional Yes Yes Yes NoServiceScholarship of Yes Yes Yes YesEngagementHoward, 2008
  5. 5. Definition• The Scholarship of Engagement “requires going beyond the expert model that often gets in the way of constructive university-community collaboration...calls on faculty to move beyond „outreach,‟...asks scholars to go beyond „service,‟ with its overtones of noblesse oblige. What it emphasizes is genuine collaboration: that the learning and teaching be multidirectional and the expertise shared. It represents a basic re- conceptualization of faculty involvement in community-based work.” O‟Meara & Rice, Faculty Priorities Reconsidered (2005).
  6. 6. Assessing SoEWhat do we want to know? How will we know it?Benefits of Partnership Community Perspective HE Perspective Service Sector PerspectiveParticipation & Collaboration Planning, Decision-Making Implementation, ManagementCommunication Within Partnerships Between PartnershipsSustainability Organisational Structures Resource AllocationScholarship of Engagement Discovery, Integration, Application, Teaching & Learning* (Boyer, 1990) Gelmon, 2003
  7. 7. Local not Global• “The unwitting outcome of a value system that prioritizes a “cosmopolitan” model of professionals who circulate in (inter)national labor markets has been a profession that is increasingly detached from communities in which they are situated.”(Rhoades, 2009)
  8. 8. Traditional Views on Scholarship Versus the Scholarship of EngagementTraditional Scholarship• Breaks new ground in the discipline• Answers significant questions in the discipline• Is reviewed and validated by qualified peers in the discipline• Is based on a solid theoretical basis• Applies appropriate investigative methods Is disseminated to appropriate audiences• Makes significant advances in knowledge and understanding of the disciplineScholarship of Engagement• Breaks new ground in the discipline and has a direct application to broader public issues• Answers significant questions in the discipline, which have relevance to public or community issues• Is reviewed and validated by qualified peers in the discipline and members of the community• Is based on solid theoretical and practical bases• Applies appropriate investigative methods and Is disseminated to appropriate audiences• Makes significant advances in knowledge and understanding of the discipline and public social issues• Applies the knowledge to address social issues in the local communityAndy Furco, Director of Service-learning Research, UC Berkeley
  9. 9. Epistemological ShiftTraditional Academic Engaged Knowledge GenerationKnowledge GenerationUnidirectional Flow An Ecosystem of KnowledgeOf KnowledgeApplication Engagement
  10. 10. Benefits?Academics External Partners Discipline/Profession Students Institutions
  11. 11. Lorilee Sandmann (Georgia Univ)• The focus of my career in adult, continuing, and higher education has been developing knowledge that can help solve public problems through the collaboration of communities and institutions of higher education. This area of inquiry, scholarship of engagement or “engaged scholarship,” is typically expressed in community-based service learning, research, and partnerships. As evidenced below, I am recognized as a national and international leader and scholarly practitioner in this field of study with impact in (a) conceptualizing the theory and practice of the scholarship of engagement, (b) identifying and strengthening major institutional change processes and systems that promote and institutionalize higher education community engagement, and (c) building capacity for engaged scholarship with future faculty, current faculty, and higher education administrators. My work is advancing the scholarship of engagement theory, knowledge about engagement through research, application and practice, as well as leadership and service so that the academy can become more responsive and relevant to the public good.
  12. 12. Mary Beth Lima (11 Playgrounds built)_• Make it count!• P&T is about counting; find out what your dept, college, university wants• Create “countable” products frame your work in the dept, college, and univ missions• Find ways to engage your colleagues• If you get to choose external evaluators, pick people that are familiar with and support community engagement• Be persistent• Dare to fail• Don’t take ‘no’ for an answer• If you never stepped on anyone’s toes, you never took a walk

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