Public/Engaged Scholarship, Publishing, and Tenure

Report
PUBLIC/ENGAGED SCHOLARSHIP,
PUBLISHING, AND TENURE AND
PROMOTION
Definitions, Approaches, Processes, Resources,
Venues
Dr. Gregory Jay, Professor of English
University of Wisconsin—Milwaukee
Download this presentation
at:http://www.pantherfile.uwm.edu/gjay/www/ces2013pptx
What is CES?
Community engaged scholarship can be found in
teaching, research and/or service. It is
academically relevant work that simultaneously
addresses disciplinary concerns and fulfills
campus and community objectives. It involves
sharing authority with community partners in the
development of goals and approaches, as well as
the conduct of work and its dissemination. It
should involve critical review by discipline specific
peers, community partners and the public.
– Engaged Scholarship Advisory Committee to Connecticut
Definitions
• “Scholarship of Engagement”
• “Engaged Scholarship”
• “Public Scholarship”
• “Scholarship of Teaching and Learning”
The term "scholarship of engagement" is an emergent concept first used
by Ernest Boyer in a 1996 article by that title. The term redefines faculty
scholarly work from application of academic expertise to community
engaged scholarship that involves the faculty member in a reciprocal
partnership with the community, is interdisciplinary, and integrates faculty
roles of teaching, research, and service. While there is variation in current
terminology (public scholarship, scholarship of engagement, communityengaged scholarship), engaged scholarship is defined by the collaboration
between academics and individuals outside the academy - knowledge
professionals and the lay public (local, regional/state, national, global) - for
the mutually beneficial exchange of knowledge and resources in a context
of partnership and reciprocity. The scholarship of engagement includes
explicitly democratic dimensions of encouraging the participation of nonacademics in ways that enhance and broaden engagement and
deliberation about major social issues inside and outside the university. It
seeks to facilitate a more active and engaged democracy by bringing
affected publics into problem-solving work in ways that advance the public
good with and not merely for the public.
from the New England Resource Center for Higher Education
http://www.nerche.org/index.php?option=com_content&view=article&id=265&catid=28&Itemid=87
Public scholarship can be described as scholarly and creative
work in the public interest, scholarship planned and carried
out with community or public partners, and scholarship that
produces a "public good" such as exhibits, performances, and
broadly accessible research results. The Public Scholarship
Program provides funding, support, and visibility for projects
from a variety of disciplines that enable the university to better
serve its public purpose by contributing to public debate,
solving public problems, and strengthening communities.
Through public scholarship, faculty will be able to become
more actively engaged in society, while communities will
develop their capacity to address their own needs and
improve the quality of life for their residents.
The University of North Dakota Public Scholarship Program
http://und.edu/centers/community-engagement/programs/publicscholarship.cfm
Excerpts from:
The 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.
Syracuse University T&P Language
• 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.
Portland State University
University of Memphis
Engaged scholarship now subsumes the scholarship of
application. It adds to existing knowledge in the process of
applying intellectual expertise to collaborative problemsolving 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.)
University of North Carolina-Greensboro
• Incentive and rewards integrated across the categories of
research, teaching, and service
• Examples of appropriate engaged work in each category
given
Syracuse cont.
• One can contribute to these goals in many ways —
individually through each of teaching, service
and scholarship or in an integrated form—all highly valued
by Syracuse University. Such activity counts
as scholarship, however, only when it makes a
contribution to knowledge in specific field(s) or
relevant disciplines. Such scholarship is to be evaluated
with the same rigor and standards as all scholarship.
• http://www.syr.edu/academics/office_of_academic_admin/
faculty/manual/pdf/Section2FM.pdf
Tenure and Promotion
• Michigan State T&P Revisions and Their Results:
http://ncsue.msu.edu/files/OutreachEngagementPromotionTenure.pdf
• Julie Ellison and Timothy Eatman, Scholarship in Public: Knowledge
Creation and Tenure Policy in the Engaged University
http://imaginingamerica.org/publications/reports-essays/
• KerryAnn O’Meara, “Supporting Community Engagement in
Promotion and Tenure.” Prezi Presentation:
http://prezi.com/ii3mr5aum5rp/setting-the-table-supportingcommunity-engagement-in-promotion-and-tenure/
“As proponents of community engaged scholarship (CES), we must distinguish
service learning or community engagement from CES and avoid conflation at all
costs. Whether by accident or by design, the very act of conflation by advocates
of CES shoulders significant blame for resistance to its integration. Students
majoring in early childhood education, for example, who are taught to tutor kids
and reflect on its academic relevance is NOT community engaged scholarship
because tutoring is NOT scholarship and, therefore, cannot be reviewed as
scholarship. Performing a literacy intervention and assessing its significance
without community peer consultation and review of effectiveness is scholarship
but is NOT community engaged and is, therefore, not in adherence to commonly
articulated standards of community engaged scholarship. The challenge faced is
to reflect best practices in both scholarship and community engagement in
faculty guidelines for promotion and tenure, thereby enabling CES to be
evaluated for rigor and effectiveness by both discipline- and community-specific
peers. Just as the very boundaries of knowledge are constantly shifting, so too
are the boundaries of scholarship.”
from A Framework for Community Engaged Scholarship, by Connecticut
Campus Compact: http://blog.fairfield.edu/campuscompact/wpcontent/uploads/2011/09/ESAC-Framework-Community-EngagedScholarship_WEB.pdf
Journals
• Humanity and Society: Journal of Humanist Sociology:
http://www.ccsu.edu/page.cfm?p=10135
• Journal of Community Engagement and Scholarship: http://jces.ua.edu/
• Journal of Higher Education Outreach and Engagement:
http://openjournals.libs.uga.edu/index.php/jheoe/index
• Journal of Public Scholarship in Higher Education: http://jpshe.missouristate.edu/
• Michigan Journal of Community Service Learning:
http://ginsberg.umich.edu/mjcsl/
• New Directions for Teaching and Learning:
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1536-0768
• Pedagogy: Critical Approaches to Teaching Literature, Language, Composition,
and Culture: http://pedagogy.dukejournals.org/
• Public: A Journal of Imagining America: http://public.imaginingamerica.org/
General Resources
• Campus Compact: http://www.compact.org/
• Imagining America: Artists and Scholars in
Public Life (national consortium;
conferences, reports, journal, etc.):
http://imaginingamerica.org/
• TRUCEN (Campus Compact): The
Research University Civic Engagement
Network (reports, toolkits, models, etc.):
http://www.compact.org/initiatives/trucen/
• Community-Campus Partnerships for
Health
• http://www.ccph.info/
• A Crucible Moment: College Learning and
Democracy’s Future, by the National Task
Force on Civic Learning and Democratic
Engagement:
http://www.aacu.org/civic_learning/crucible/
documents/crucible_508F.pdf
• A Framework for Community Engaged
Scholarship, by Connecticut Campus
Compact:
http://blog.fairfield.edu/campuscompact/wp
-content/uploads/2011/09/ESACFramework-Community-EngagedScholarship_WEB.pdf
• New Times Demand New Scholarship:
Research Universities and Civic
Engagement: http://www.compact.org/wpcontent/uploads/initiatives/research_univer
sities/conference_report.pdf
Bibliography
• Download the bibliography and list of resources at:
• http://pantherfile.uwm.edu/gjay/www/biblio.pdf

similar documents