Community Engagement and Professional Advancement through Engaged Scholarship

1. Community Engagement and Professional Advancement throughEngaged Scholarship A Faculty Development Conference Sponsored by The Community Learning Network Temple University March 30, 2012 Giles Temple Engaged Scholarship

2. Presented by Dwight E. Giles Jr. Professor of Higher Education Administration University of Massachusetts Boston Giles Temple Engaged Scholarship

3. Agenda • Community Engagement • Scholarship Redefined • Scholarship of Engagement/Engaged Scholarship • Research • Strategies, Examples & Challenges • Resources Giles Temple Engaged Scholarship

4. Community Engagement Giles Temple Engaged Scholarship

5. Definition: Community Engagement Community Engagement describes the collaboration between higher education institutions and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. Carnegie Foundation for the Advancement of teaching, Elective Classification for Community Engagement, 2006 Giles Temple Engaged Scholarship

6. Partnerships and Reciprocity • 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 reconceptualization of…community-based work.” O’Meara and Rice, Faculty Priorities Reconsidered (2005). Giles Temple Engaged Scholarship

7. Reciprocity As a core principle – there is a flow of knowledge, information and benefits in both directions between the University and community partners. Reciprocity is what defines and distinguishes engagement: reciprocity = engagement Giles Temple Engaged Scholarship

8. Scholarship Redefined Giles Temple Engaged Scholarship

9. “Scholarship is a choice of how to live as well as a choice of a career.” C. Wright Mills, The Sociological Imagination, 1959. Giles Temple Engaged Scholarship

10. Scholarship Reconsidered • Discovery involves adding to the stock of human knowledge. • Integration involves making connections across disciplines that lead to new understandings. • Application involves turning knowledge into use by addressing real-world problem solving. • Teaching involves passing knowledge or understanding on to others. Ernest Boyer, Scholarship Reconsidered, 1990. Giles Temple Engaged Scholarship

11. The Scholarship of Application: Boyer • How can knowledge be responsibly applied to consequential problems? • How can it be helpful to individuals and institutions? • Can social problems themselves define an agenda for scholarly application? Giles Temple Engaged Scholarship

12. Scholarship of Engagement/Engaged Scholarship Giles Temple Engaged Scholarship

13. I would have American scholars, especially in the social sciences, declare their independence of do-nothing traditions. I would have them repeal the law of custom which bars marriage of thought with action. I would have them become more scholarly by enriching the wisdom which comes from knowing with the larger wisdom which comes from doing. I would have them advance from knowledge of facts to knowledge of forces, and from the knowledge of forces to control of forces in the interest of more complete social and personal life. (Small 1896, 564) Giles Temple Engaged Scholarship

14. The Scholarship of Engagement • American colleges and universities are “one of the greatest hopes for intellectual and civic progress in this country. I am convinced that for this hope to be fulfilled, the academy must become a more vigorous partner in the search for answers to our most pressing social, civic, economic, and moral problems, and must reaffirm its historic commitment to what I call the scholarship of engagement.” Ernest Boyer, The Scholarship of Engagement. 1996. Giles Temple Engaged Scholarship

15. From Application to Engagement • The Scholarship of Application “builds on established academic epistemology, assumes that knowledge is generated in the university or college and then applied to external contexts with knowledge flowing in one direction, out of the academy.” O’Meara and Rice, Faculty Priorities Reconsidered (2005). Giles Temple Engaged Scholarship

16. The Scholarship of Engagement The Scholarship of Engagement “opens the way for a very different approach to scholarly work in all three areas of faculty responsibility – teaching, research, and service.” • Pedagogy: “faculty members need to rethink their relationship to students, the larger community, and many of their assumptions about teaching.” • Research: “Community-based research calls for a realignment of the relationship of local and cosmopolitan knowledge.” • Service: The Scholarship of Engagement “transforms service into collaborative practice.” O’Meara and Rice, Faculty Priorities Reconsidered (2005). Giles Temple Engaged Scholarship

17. What is the Scholarship of Engagement? The Scholarship of Engagement is a term that captures scholarship in the areas of teaching, research, and/or service. • It engages faculty in academically relevant work that simultaneously meets campus mission and goals as well as community needs. • Engagement is a scholarly agenda that incorporates community issues and which can be within or integrative across teaching, research, and service. • In this definition, community is broadly defined to include audiences external to the campus that are part of a collaborative process that contributes to the public good. In applying these criteria, the National Review Board for the Scholarship of Engagement is mindful of the variation in institutional contexts, the breadth of faculty work, and individual promotion and tenure guidelines. The National Review Board for the Scholarship of Engagement Giles Temple Engaged Scholarship

18. Multiple Terms for Engagement • Public scholarship • Community Engaged Scholarship • Scholarship of Engagement (Boyer) • Faculty Engagement • Publically Engaged Scholarship • Faculty Civic Agency • Democratic Engagement GILES, JR., D.. Understanding an Emerging Field of Scholarship: Toward a Research Agenda for Engaged, Public Scholarship. Journalof Higher Education Outreach and Engagement, North America, 12, Jul. 2008. Available at: <http://openjournals.libs.uga.edu/index.php/jheoe/article/view/117/105>. Date accessed: 29 Mar. 2012. Giles Temple Engaged Scholarship

19. Engagement Engaged Pedagogy Professional Service (Collaborative Practice) Community-Based Research Engagement and Faculty Roles Giles Temple Engaged Scholarship

20. Principles of Engagement • Place-Related • Interactive – Respectful/Collaborative • Mutually Beneficial • Integrated • Dedication to Learning – emphasis on values of community, responsibility, stewardship, and mutual concern Giles Temple Engaged Scholarship

21. The Act of Scholarship • Goal setting for the scholarship. • Selecting the means and methods for carrying out the scholarship. • Applying those means and methods. • Reflection on the results of that application. • Dissemination of results. Giles Temple Engaged Scholarship

22. The Scholarship of Engagement Standards of Scholarship of Engagement Giles Temple Engaged Scholarship

23. Quality—Evaluation Criteria • Goals/questions • Context of theory, literature, best practices • Methods • Results • Communication/dissemination • Reflective critique National Review Board Scholarship of Engagement, 2000 Giles Temple Engaged Scholarship

24. Architecture of Engaged Scholarship:Same Questions, Different Answers • Purpose • Questions • Research Design • Data Analysis • Dissemination Giles Temple Engaged Scholarship

25. Traditional Scholarship 3 articles under review 6 national conference presentations Scholarship of Engagement Delivered feedback reports to 32 human service organizations Influenced county-wide policies on client confidentiality Data helped county procure additional funds for service intervention. Presented findings to over 100 county service providers and managers; over 500 human service delivery leaders and providers across the state; to state policy makers. Data used to build technical support for citizens across the state. Documenting Scholarship Giles Temple Engaged Scholarship

26. Guidelines for Documentation • Consider documentation as an ongoing process rather than a summary of outcomes. • Clarify the intellectual questions that guided your work. • Describe the context of your work (national trends, campus mission, departmental priorities). • Document individual contributions and distinguish from roles of other collaborators. Driscoll, A & Lynton, E. (Eds) (1999). Making Outreach Visible, AAHE Giles Temple Engaged Scholarship

27. OUTCOMES Giles Temple Engaged Scholarship

28. The Future “The experience of engagement will become the pathway to a fresh interpretation of the 21st century. This conception rests on the rethinking of the core of the academy, namely, the nature of scholarship itself.” Judith Ramaley, NSF, 2002 Giles Temple Engaged Scholarship

29. Research Giles Temple Engaged Scholarship

30. Optional Question Carnegies Classification 2006 Do the institutional policies for promotion and tenure reward the scholarship of community engagement?” Giles Temple Engaged Scholarship

31. Research Question To what extent have higher education institutions that are committed to community engagement reshaped institutional reward policies in ways that create explicit incentives for faculty to undertake community engaged scholarship ? Saltmarsh, J. Giles, D. E. Jr., O’Meara, K. Sandmann, L. R., Ward, E. & Buglione, S. (2009) “Community Engagement and Institutional Culture in Higher Education: An Investigation of Faculty Reward Policies at Engaged Campuses.” In B. Moely, Ed. Advances in Service Learning Research, Volume 9. Giles Temple Engaged Scholarship

32. Themes • Campuses are broadening categories of research in ways that provide legitimacy for community-engaged scholarship • Promotion and tenure material revealed a persistent struggle over language, definition, and discourse • While promotion and tenure policies emphasize community engagement as a faculty service role, community engagement also is associated in some cases with an integrated faculty role across teaching, research, and service • Promotion and tenure materials revealed little evidence that reciprocity is valued, assessed, or even authentically understood Giles Temple Engaged Scholarship

33. Leading Community-Engaged Change on American Campuses: Lessons from Chief Academic Officers Association for the Study of Higher Education Charlotte, North Carolina November 18th, 2011 Research Team Dr. Elaine Ward, Higher Education Policy Research Unit, Dublin Institute of Technology Kevin Piskadlo, Doctoral Candidate, University of Massachusetts, Boston Suzanne Buglione, ABD, University of Massachusetts, Boston and Principal CommunityBuild Professor Dwight Giles Jr., Senior Associate, NERCHE, UMass Boston Professor John Saltmarsh, Co-Director NERCHE, UMass Boston Giles Temple Engaged Scholarship

34. Methodology Final phase of a three phase study Phase I – Review of Campuses Awarded the Carnegie Community Engagement Classification in 2006 n = 76. Optional question on promotion and tenure. 57 agreed to participate. 33 answered the question Phase II – Using the Eckel, Hill and Green (1998) model of transformational change we identified 7 of these 33 campuses as the most deeply and pervasively engaged. (See Saltmarsh, J., Giles, D., Ward, E., Buglione, S. (2009). An analysis of faculty reward policies for engaged scholarship at Carnegie classified community engaged institutions. New Directions for Teaching and Learning for more on this study). Phase III – Qualitative Multiple Case Study – P&T Change Process • Semi-structured interviews with chief academic officers or those in a similar role at each of the 7 institutions. N=12 interviews. Giles Temple Engaged Scholarship

35. Findings Faculty Development and Dialogue – “the importance of dialogue between faculty, administration and institutional leadership was key”. To establish any shared vision or strategy there needs to be clear communication and transparency regarding the meaning, purpose, and future directions of engagement on a campus. There are formal and informal ways of clarifying a common understanding of engagement for the institution and across departments. • Informal methods include causal meetings and dialogue between leadership and faculty. • Formal methods include establishment of committees, academic council agenda items to discuss the shared meaning and understanding of community engagement, mentoring and training programs for junior scholars and training for senior faculty on the review process of engaged tenure portfolios. Giles Temple Engaged Scholarship

36. Findings Symbols, signals and incentives – The placement of community engagement within the institution is “symbolic and contributes to the acceptance and/or resistance” to community engagement. E.g. establishing a designated post resourced to engagement out of the provost’s office “the…center continues to report to the provost which is important in maintaining a disciplinary, multi-disciplinary campus wide focus”. Visible symbols and incentives of the importance of community engagement – e.g. Placement on the website, public speeches, rewards ceremonies Yet the TRUE incentive is to have explicit promotion and tenure criteria that are clear about their reward of community engaged scholarship. Giles Temple Engaged Scholarship

37. Findings Policy and Systems Review – “[Guidelines are] prettywell incorporated throughout the campus now in preparation, not only of promotion and tenure documents, but also in new faculty positions. • Review of the P&T guidelines within the disciplines and ultimately institution-wide • Establish specific positions and/or offices on campus • Embed P&T change in structural reform e.g. curriculum, program, school level reform • Hiring policy to include community-engagement criteria Giles Temple Engaged Scholarship

38. Implications, Contributions and Areas for Further Study • The significance of explicit P&T guidelines as a true incentive - not rhetoric • Brings together organizational change and community engagement literature • Theory Building for the Engagement Field For further study • The 3-Ds – Discipline, Department and Dean • Individual positional leader and his/her identity and motivation for engagement Giles Temple Engaged Scholarship

39. WHY faculty do Engaged Scholarship? What is particularly noteworthy is that—even after personal characteristics, departmental, and institutional characteristics were taken into consideration—there was still a unique positive effect of “Perceived Institutional Commitment to Community Engagement” on the degree to which faculty use their scholarship to address local community needs. For this outcome measure, then, perception of institutional support matters, even above and beyond the individual dispositions of faculty members, and even when disciplinary culture is accounted for. What Determines Faculty-Engaged Scholarship? Vogelgesang, Lori J; Denson, Nida; Jayakumar, Uma M. Review of Higher Education 33. 4 (Summer 2010): 437-472. Giles Temple Engaged Scholarship

40. Research: National Collaborative for the Study of University Engagement. (NCSUE) Michigan State University • http://ncsue.msu.edu/files/PT_Poster.pdf • DOBERNECK, D., GLASS, C., SCHWEITZER, J.. From Rhetoric to Reality: A Typology of Publically Engaged Scholarship. Journalof Higher Education Outreach and Engagement, North America, 14, Dec. 2010. Available at: <http://openjournals.libs.uga.edu/index.php/jheoe/article/view/414>. Date accessed: 30 Mar. 2012. Giles Temple Engaged Scholarship

41. Strategies Examples & Challenges Giles Temple Engaged Scholarship

42. Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University A Resource on Promotion and Tenure in the Arts, Humanities, and Design Julie Ellison and Timothy K. Eatman Imagining America: Artists and Scholars in Public Life Tenure Team Initiative on Public Scholarship 2008 http://imaginingamerica.org/wp-content/uploads/2011/05/TTI_FINAL.pdf Giles Temple Engaged Scholarship

43. Summary Recommendations • 1. Define public scholarly and creative work. • 2. Develop policy based on a continuum of scholarship. • 3. Recognize the excellence of work that connects domains of knowledge. • 4. Expand what counts. • 5. Document what counts. • 6. Present what counts: use portfolios. • 7. Expand who counts: Broaden the community of peer review. • 8. Support publicly engaged graduate students and junior faculty. • 9. Build in flexibility at the point of hire. • 10. Promote public scholars to full professor. • 11. Organize the department for policy change. • 12. Take this report home and use it to start something. Giles Temple Engaged Scholarship

44. Examples Michigan State DePaul University Definition of Publicly Engaged Scholarship “…a form of scholarship that cuts across teaching, research, and service. It involves generating, transmitting, applying, and preserving knowledge for the direct benefit of external audiences, in ways that are consistent with university and unit missions.” (Provost’s Committee on Outreach, 1993 Michigan State University) Does not include •Service to the profession •Service to the university •Volunteer efforts •Outside work for pay (consulting One of four kinds of scholarship. The application of knowledge in responsible ways to consequential problems of contemporary society, the larger community, so that one’s scholarly specialty informs and is informed by interactions with that community. Giles Temple Engaged Scholarship

45. P & T GuidelinesUniversity of Memphis Engaged scholarship now subsumes the scholarship of application. It adds to existing knowledge in the process of applying intellectual expertise to collaborative problem-solving with urban, regional, state, national and/or global communities and results in a written work shared with others in the discipline or field of study. Engaged scholarship conceptualizes "community groups" as all those outside of academe and requires shared authority at all stages of the research process from defining the research problem, choosing theoretical and methodological approaches, conducting the research, developing the final product(s), to participating in peer evaluation. Departments should refine the definition as appropriate for their disciplines and incorporate evaluation guidelines in departmental tenure and promotion criteria. (2011 Faculty handbook, chapter 4. p 42.) Giles Temple Engaged Scholarship

46. Portland State The following four expressions of scholarship (which are presented below in no particular order of importance) apply equally to Research, Teaching, and Community outreach.(see E.2-4).3 A significant factor in determining a faculty member’s advancement is the individual’s accomplishments in community outreach when such activities are part of a faculty member’s responsibilities. Scholars can draw on their professional expertise to engage in a wide array of community outreach. Such activities can include defining or resolving relevant local, national, or international problems or issues. Community outreach also includes planning literary or artistic festivals or celebrations. PSU highly values quality community outreach as part of faculty roles and responsibilities. (Promotion & tenure guidelines, p. 10. Giles Temple Engaged Scholarship

47. Giles Temple Engaged Scholarship “Syracuse University is committed to longstanding traditions of scholarship as well as evolving perspectives on scholarship. Syracuse University recognizes that the role of academia is not static, and that methodologies, topics of interest, and boundaries within and between disciplines change over time. The University will continue to support scholars in all of these traditions, including faculty who choose to participate in publicly engaged scholarship. Publicly engaged scholarship may involve partnerships of university knowledge and resources with those of the public and private sectors to enrich scholarship, research, creative activity, and public knowledge; enhance curriculum, teaching and learning; prepare educated, engaged citizens; strengthen democratic values and civic responsibility; address and help solve critical social problems; and contribute to the public good.”

48. UNIVERSITY-WIDE EVALUATION GUIDELINES FOR PROMOTIONS AND TENURE THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO Revised 2010 Giles Temple Engaged Scholarship

49. Teaching II.A.1.(e) Community Engaged Teaching • Developing and delivering community-based instruction, such as service-learning experiences, on-site courses, clinical experiences, professional internships, and collaborative programs • Developing and delivering off-campus teaching activities such as study-abroad courses and experiences, international instruction, and distance education courses • Developing and delivering instruction to communities and other constituencies Giles Temple Engaged Scholarship

50. Research and Creative Activity II.B.1.(c) Community Engaged Research and Creative Activities • Writing papers for refereed journals and conference proceedings • Creating exhibits in educational and cultural institutions • Disseminating community engaged research through public programs and events • Conducting and disseminating directed or contracted research • Conducting and reporting program evaluation research or public policy analyses for other institutions and agencies • Developing innovative solutions that address social, economic, or environmental challenges (e.g., inventions, patents, products, services, clinical procedures and practices) Giles Temple Engaged Scholarship