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Expanding Your
Toolkit for Change
Showcase and Sharing of Strategies
Saturday, March 22
3:00 pm to 4:30 pm
Cultural Change & Language
•Efforts to (re)define a common language
for CE/CES (scholarship of engagement/
integration or other terms)
•Efforts to link the institutional mission and
strategic plan with the work of CE/CEL
•Alignment of structures (i.e., centers) and
policies around this work
Rewards, awards, and
publishing opportunities
•Utilize packet and wiki with articles and links
•Look at institutions that have made changes
•Use other resources:
CCPH (https://ccph.memberclicks.net)
Campus Compact (www.compact.org)
http://www.scholarshipofengagement.org/
Others?
Awards
•Formalized awards including for faculty,
students, and community partners
•Public Celebrations
•National awards:
- Ernest Lynton Award (NERCHE)
- Thomas Erlich Award (Campus Compact)
- Patricia Cross Award (AAC&U)
- Disciplinary Awards
•Examples?
Publishing Opportunities
•Numerous journals, including peer
reviewed, that focus on community
engagement, service-learning, disciplinary
work, etc.
•Extensive list on Wiki
•Bonner: Engage and “Civic Sense”
•NERCHE & Providence College: new
publication including student voices
Rewards
Recognizing Obstacles
• “The obstacle to engaged-community research most frequently
mentioned is the typical reward system, which puts the highest value
on individual in-depth theory-based research that expands
knowledge in a specific field” (Scott, 2007, p. 9).
• “Instead of being promoted for all the hard work, planning,
implementation, evaluation, and re-planning, my academic partners
have been ignored, except by their community partners” (Freeman,
et. al., 2009, p. 89).
• What recognition there is for community engagement falls in the
service/voluntarism arena, not scholarship. Good language, where
it exists, doesn’t necessarily change established practices. (Marshall,
2010)
• Others?
Rewards
CCPH researchers suggested two proposed models can help promotion and
tenure committees determine whether a given faculty activity is
“scholarship.”
• Glassick et al.proposed a model that evaluates faculty work as scholarship
based on the degree to which a faculty member establishes clear goals, is
adequately prepared, uses appropriate methods, has significant results,
creates an effective presentation of the work, and reflects critical activity.
• Diamond and Adam suggest a model for scholarship that “requires a high
level of discipline-related expertise, breaks new ground or is innovative, can
be replicated, documented, peer-reviewed and has a significant impact.”
• Community-engaged scholarship can apply to teaching (e.g., service–
learning), research (e.g., community-based participatory research),
community-responsive care or services (e.g., public health practice), and
service (e.g., community service, outreach, advocacy).
Calleson, Jordan, and Seifer (2005). Community-Engaged Scholarship: Is Faculty Work in Communities a True Academic
Enterprise?
Rewards
Barker (2004) presented a taxonomy of five practices of engaged scholarship
These five practices reflect the core ideas that engaged scholarship must:
a) Relate to a public problem.
b) Be reciprocal and collaborative with the “public”.
c) Address problems that are broadly public in nature.
d) Extend the boundaries of discipline-specific knowledge.
e) Require the faculty to demonstrate a leadership role.
f) Focus in increasing public knowledge.
g) Involve discovery, integration, and application of knowledge.
Rewards Examples
Look at collective studies. For instance, Imagining America
Tenure Team recommended the following:
• Define public scholarly and creative work
• Develop policy based on a continuum of scholarship
• Recognize the excellence of work that connects domains of
knowledge
• Expand, document, and present what counts: use portfolios
• Expand who counts: broaden peer review
• Support publicly engaged graduate students and junior faculty
• Build in flexibility at the point of hire
• Promote public scholars to full professor
• Organize the department for policy change
Rewards Examples
Conduct a study/review like Nazareth College, which then recommended:
• Continue to embrace Boyer’s (1996) broader concept of scholarship of
engagement and value efforts of faculty to contribute to the public good.
• Differentiate, service to the community, service learning, and the scholarship
of engagement.
• Expand the traditional artifacts (e.g. publications in peer reviewed discipline
journals) to include those associated with the advancement of public
knowledge and service (e.g. public database creation, public forums). These
artifacts can be directed at new knowledge with attention to current public
challenges/problems/questions.
• Evaluate the scholarship of engagement with the same rigor, objective
thought, and significance as traditional scholarship.
• Adapt the National Review Board Criteria for the assessment and evaluation
of the scholarship of engagement.
• Discuss the merits of having the Scholarship of Engagement be
institutionalized practice.
Metger, J., Szekeres, S., and Watkins, W. “The Scholarship of Engagement” (2010) as well as Eastern Region Campus Compact Case Study
Rewards Examples
Seek out language and examples from other institutions. Example:
a. Peer Review
b. Public Dissemination
c. Sociological Analysis
The Department recognizes three essential components to all scholarship:
External Review: The Department recognizes that in some cases a faculty
member’s scholarship is more appropriately evaluated by an expert in the field
who may not be a Ph.D. sociologist. In such cases the Department requires that
all nominated external reviewers meet the following criterion:
• 1.Hold a Ph.D. or other terminal degree (i.e. J.D., PsyD., EdD., D.A., MD., etc.)
in a field that qualifies them to review the faculty members body of
scholarship or 2.Have sufficient professional experience in a field that
qualifies them to review the faculty member’s body of scholarship.
Rewards
Examine processes that other institutions used. For instance Patricia Elliot from
the University of Guelph (2013) recommends:
1. Seek institutional inroads and identify champions. Engage existing groups (T&P
Committee, Union Committees, Community Engagement Centers)
2. Identify the best level to engage (institution-wide vs. start in one corner)
3. Seek representation from community-engaged scholars/researchers, T&P
committee members, faculty administrators, faculty union, community
4. Build on what you have (such as campus mapping, inventories, terminology)
5. Learn what others are doing
6. Examine existing T&P policies
7. Reach out to stakeholders
8. Prepare paths for peer/community critique and review for CES
9. Operationalize your plan
10.Tell others (including at other institutions)
Elliot, P. (2013). “Recognizing & Rewarding Community-Engaged Scholarship”. Presentation at the 2013 CU Expo.

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Toolkit for Change: Tenure & Promotion

  • 1. Expanding Your Toolkit for Change Showcase and Sharing of Strategies Saturday, March 22 3:00 pm to 4:30 pm
  • 2. Cultural Change & Language •Efforts to (re)define a common language for CE/CES (scholarship of engagement/ integration or other terms) •Efforts to link the institutional mission and strategic plan with the work of CE/CEL •Alignment of structures (i.e., centers) and policies around this work
  • 3. Rewards, awards, and publishing opportunities •Utilize packet and wiki with articles and links •Look at institutions that have made changes •Use other resources: CCPH (https://ccph.memberclicks.net) Campus Compact (www.compact.org) http://www.scholarshipofengagement.org/ Others?
  • 4. Awards •Formalized awards including for faculty, students, and community partners •Public Celebrations •National awards: - Ernest Lynton Award (NERCHE) - Thomas Erlich Award (Campus Compact) - Patricia Cross Award (AAC&U) - Disciplinary Awards •Examples?
  • 5. Publishing Opportunities •Numerous journals, including peer reviewed, that focus on community engagement, service-learning, disciplinary work, etc. •Extensive list on Wiki •Bonner: Engage and “Civic Sense” •NERCHE & Providence College: new publication including student voices
  • 6. Rewards Recognizing Obstacles • “The obstacle to engaged-community research most frequently mentioned is the typical reward system, which puts the highest value on individual in-depth theory-based research that expands knowledge in a specific field” (Scott, 2007, p. 9). • “Instead of being promoted for all the hard work, planning, implementation, evaluation, and re-planning, my academic partners have been ignored, except by their community partners” (Freeman, et. al., 2009, p. 89). • What recognition there is for community engagement falls in the service/voluntarism arena, not scholarship. Good language, where it exists, doesn’t necessarily change established practices. (Marshall, 2010) • Others?
  • 7. Rewards CCPH researchers suggested two proposed models can help promotion and tenure committees determine whether a given faculty activity is “scholarship.” • Glassick et al.proposed a model that evaluates faculty work as scholarship based on the degree to which a faculty member establishes clear goals, is adequately prepared, uses appropriate methods, has significant results, creates an effective presentation of the work, and reflects critical activity. • Diamond and Adam suggest a model for scholarship that “requires a high level of discipline-related expertise, breaks new ground or is innovative, can be replicated, documented, peer-reviewed and has a significant impact.” • Community-engaged scholarship can apply to teaching (e.g., service– learning), research (e.g., community-based participatory research), community-responsive care or services (e.g., public health practice), and service (e.g., community service, outreach, advocacy). Calleson, Jordan, and Seifer (2005). Community-Engaged Scholarship: Is Faculty Work in Communities a True Academic Enterprise?
  • 8. Rewards Barker (2004) presented a taxonomy of five practices of engaged scholarship These five practices reflect the core ideas that engaged scholarship must: a) Relate to a public problem. b) Be reciprocal and collaborative with the “public”. c) Address problems that are broadly public in nature. d) Extend the boundaries of discipline-specific knowledge. e) Require the faculty to demonstrate a leadership role. f) Focus in increasing public knowledge. g) Involve discovery, integration, and application of knowledge.
  • 9. Rewards Examples Look at collective studies. For instance, Imagining America Tenure Team recommended the following: • Define public scholarly and creative work • Develop policy based on a continuum of scholarship • Recognize the excellence of work that connects domains of knowledge • Expand, document, and present what counts: use portfolios • Expand who counts: broaden peer review • Support publicly engaged graduate students and junior faculty • Build in flexibility at the point of hire • Promote public scholars to full professor • Organize the department for policy change
  • 10. Rewards Examples Conduct a study/review like Nazareth College, which then recommended: • Continue to embrace Boyer’s (1996) broader concept of scholarship of engagement and value efforts of faculty to contribute to the public good. • Differentiate, service to the community, service learning, and the scholarship of engagement. • Expand the traditional artifacts (e.g. publications in peer reviewed discipline journals) to include those associated with the advancement of public knowledge and service (e.g. public database creation, public forums). These artifacts can be directed at new knowledge with attention to current public challenges/problems/questions. • Evaluate the scholarship of engagement with the same rigor, objective thought, and significance as traditional scholarship. • Adapt the National Review Board Criteria for the assessment and evaluation of the scholarship of engagement. • Discuss the merits of having the Scholarship of Engagement be institutionalized practice. Metger, J., Szekeres, S., and Watkins, W. “The Scholarship of Engagement” (2010) as well as Eastern Region Campus Compact Case Study
  • 11. Rewards Examples Seek out language and examples from other institutions. Example: a. Peer Review b. Public Dissemination c. Sociological Analysis The Department recognizes three essential components to all scholarship: External Review: The Department recognizes that in some cases a faculty member’s scholarship is more appropriately evaluated by an expert in the field who may not be a Ph.D. sociologist. In such cases the Department requires that all nominated external reviewers meet the following criterion: • 1.Hold a Ph.D. or other terminal degree (i.e. J.D., PsyD., EdD., D.A., MD., etc.) in a field that qualifies them to review the faculty members body of scholarship or 2.Have sufficient professional experience in a field that qualifies them to review the faculty member’s body of scholarship.
  • 12. Rewards Examine processes that other institutions used. For instance Patricia Elliot from the University of Guelph (2013) recommends: 1. Seek institutional inroads and identify champions. Engage existing groups (T&P Committee, Union Committees, Community Engagement Centers) 2. Identify the best level to engage (institution-wide vs. start in one corner) 3. Seek representation from community-engaged scholars/researchers, T&P committee members, faculty administrators, faculty union, community 4. Build on what you have (such as campus mapping, inventories, terminology) 5. Learn what others are doing 6. Examine existing T&P policies 7. Reach out to stakeholders 8. Prepare paths for peer/community critique and review for CES 9. Operationalize your plan 10.Tell others (including at other institutions) Elliot, P. (2013). “Recognizing & Rewarding Community-Engaged Scholarship”. Presentation at the 2013 CU Expo.