- Jordan, C., Gelmon, S., Ryan, K., & Seifer, S.D. (2012). CES4Health.info: A web-based mechanism for disseminating peer-reviewed products of community-engaged scholarship. Journal of Higher Education Outreach and Engagement, 16(1), 47-61. http://openjournals.libs.uga.edu/index.php/jheoe/article/view/749
- This paper examines the development of CES4Health.info as an online mechanism for peer review and dissemination of community-engaged scholarship products. More specifically, the authors explain the submission process, peer review process, and how users can be assisted in promotion and tenure activities. An online survey of CES4Health.info to assess the website is also discussed, revealing that CES4Health.info may be helpful for recognizing community-engaged scholarship in promotion and tenure pro¬cesses and for providing communities with resources to address community health concerns.
- Miller, W.A., & Billings, M. (2012). A university library creates a digital repository for documenting and disseminating community engagement. Journal of Higher Education Outreach and Engagement, 16(2), 109-121. http://openjournals.libs.uga.edu/index.php/jheoe/article/view/791
- Digital repositories are new tools for documenting and disseminating accu¬mulated scholarly work on the internet. This article provides background on the development of digital repositories, and highlights an example from the University of Massachusetts Amherst, in which a section on community engagement was developed within the university’s digital repository. The authors demonstrate how this form of documentation creates a comprehensive record of partnerships, outcomes, and products that advance institutional objectives while facilitating the development of faculty portfolios. The article concludes with a section on the implications of using an innovative application of library science to document community engagement activities.
- Doberneck, D.M., Glass, C.R., & Schweitzer. (2012). Beyond activity, place, and partner: How publicly engaged scholarship varies by intensity of activity and degree of engagement. Journal of Community Engagement and Scholarship, 4(2). http://jces.ua.edu/beyond-activity-place-and-partner-how-publicly-engaged-scholarship-varies-by-intensity-of-activity-and-degree-of-engagement/
- Common descriptors of engaged scholarship—what faculty do, where they do it, and with whom they partner—do not characterize how faculty members collaborate with community partners in engagement activities. This study questioned whether two process-oriented constructs, level of activity and degree of engagement, are useful ways to describe how faculty members go about their collaborations with the public. An interpretive content analysis of 173 promotion and tenure forms demonstrated differences in intensity of activity and degree of engagement by gender, race, age, teaching assignment, joint departmental appointment, appointment length, Extension appointment, and discipline. The authors present the findings and conclude with a discussion on new directions for research and practice.
- Glass, C.R., Doberneck, D.M., & Schweitzer, J.H. (2011). Unpacking faculty engagement: The types of activities faculty members report as publicly engaged scholarship during promotion and tenure. Journal of Higher Education Outreach and Engagement, 15(1), 7-29. http://openjournals.libs.uga.edu/index.php/jheoe/article/view/504
- What types of activities are faculty members involved in as publicly engaged scholar¬s and how does their involvement vary by demographic, type of faculty appointment, or college grouping? This study aims to answer these questions through an analysis of 173 promotion and tenure documents from Michigan State University. Findings revealed statistically significant differences for the following variables: age, number of years at the institution, faculty rank, Extension appointment, joint appointment, and college grouping. The authors make recommendations for future research and discuss implications for institutional leadership, faculty development programming, and the structuring of academic appointments.
- Piercy, F., Stoudt, D., Asselin, S., & Tilley-Lubbs, K. (2011). White paper: Engaged scholarship in promotion and merit reviews. College of Liberal Arts and Human Sciences, Virginia Tech, 1-15. http://www.clahs.vt.edu/Outreach/pdf/White_Paper_Engaged_Scholarship.pdf
- This Virginia Tech White Paper reviews the definitions, purposes, and indicators of community engagement and engaged scholarship and provides examples of how faculty can document their work for promotion, tenure, and merit reviews.
- Jordan, C. Ed. (2010). CES4Health.info! Faculty for the Engaged Campus project, Community-Campus Partnerships for Health. http://www.ces4health.info/
- CES4Health.info is a free, online mechanism for peer-reviewing, publishing and disseminating products of health-related community-engaged scholarship that are in forms other than journal articles. On this website are high quality tools and resources that can be directly downloaded or obtained from the author, typically free-of-charge. All products posted on CES4Health.info have been reviewed and recommended by expert academic and community reviewers.
- Jordan, C. M. et al. (2009). CES4Health.info: Development of a mechanism for the peer review and dissemination of innovative products of community-engaged scholarship. International Journal of Prevention Practice and Research. 1(1), 21- 28.
- Community-engaged research, teaching, and service can result in the development of innovative products intended for application by diverse stakeholders that include practitioners, policymakers, nonprofit organizations, community members, and academics. Such products may take the form of manuals, policy briefs, curricula, slide presentations, video presentations and websites, for examples. Until recently there was no accepted mechanism in place to peer review these products, and their dissemination was often limited to the community with which the engaged work was conducted. As a result, these products may not “count” in the promotion and tenure process, and opportunities for community impact may be lost. This paper describes the development and pilot testing of CES4Health.info, a mechanism for the rigorous peer review and online dissemination of products of community-engaged scholarship that are in forms other than journal articles.
- Jordan, C. (2009). Practical tools for overcoming the challenges of advancing your career as an engaged scholar, Original Toolkit Essay. Practical tools.pdf.
- The community-engaged scholar often experiences challenges to career advancement (Commission on Community-Engaged Scholarship in the Health Professions, 2005). Fortunately, a variety of resources and tools are emerging to assist in overcoming these hurdles. This article reviews the challenges, in terms of developing skills, securing recognition for community-engaged scholarly work, and particularly in successfully navigating the promotion and tenure (P and T) system. This review is followed by presentation of several resources for addressing these challenges.
- Moore, T. L. & Ward, K. (2008). Documenting engagement: Faculty perspectives on self-representation for promotion and tenure. Journal of Higher Education Outreach and Engagement,12(4), 5-24.
- Documentation of community-engaged scholarship is critical to aligning faculty work with most institutions’ promotion and tenure guidelines and meeting institutional goals. At a research university where the dossier for promotion and tenure needs to show clear evidence of contribution in an area of research, presenting and documenting work in the community in a way that reflects teaching, research, and service may represent a challenge. This article presents findings from an analysis of documents and artifacts representing how faculty present their work to their institutional and disciplinary colleagues. Four approaches to documentation are identified: as part of traditional faculty roles for teaching, research and service; as something that synthesizes all three of these roles; as a new and important “public work;” as a guide for colleagues and administrators who review and assess the dossier. Implications of these findings for faculty, administrators and scholars researching engagement are explored.
- Sandmann, L. (2008). Engaged scholarship in context: Approaches and issues. http://www.uky.edu/UE/KEC2008/Presentations/Sandmann_Keynote.pdf
- In this presentation and “Documenting and Evaluating Engaged Scholarship” (below), Sandmann offers practical guidelines for assessing community-engaged scholarship, “making the case,” and preparing portfolios.
- Seifer, S. (2007). Making the best case for community-engaged scholarship in promotion and tenure review, Community-Campus Partnerships for Health,http://www.ncsu.edu/extension/news/documents/Seifer-Ap-E-CBPR.pdf
- The Peer Review Work Group of the Community-Engaged Scholarship for Health Collaborative (Jordan, 2007) articulated eight characteristics of high quality engaged scholarship. Excerpts from these guidelines, particularly as they pertain to research, are highlighted in this brief essay. They may be useful both to community-engaged faculty to guide the documentation needed for their review, promotion, and tenure portfolio, and to RPT committees as a tool for assessing cases that emphasize community-engaged scholarship.
- Sandmann, L. (2007). Documenting and evaluating engaged scholarship. http://www.unh.edu/outreach-scholars/pdf/workshop3_documenting_presentation.pdf. A PowerPoint presentation with guidelines for documenting and evaluating engaged scholarship.
- Jordan C, Ed. (2007). Community-engaged scholarship review, promotion & tenure package. Peer Review Workgroup, Community-Engaged Scholarship for Health Collaborative, Community-Campus Partnerships for Health. http://depts.washington.edu/ccph/toolkit.html
- This resource and guide describes eight characteristics of quality community-engaged scholarship, and includes a sample dossier that shows how a community-engaged scholar may present his or her work to review, promotion, and tenure (RPT) committees. A group exercise simulating an RPT committee process can be used as an educational tool with RPT committees.
- Calleson D, Kauper-Brown J, & Seifer S. (2005). Community-engaged scholarship toolkit, Community-Campus Partnerships for Health, http://depts.washington.edu/ccph/toolkit.html
- CCPH has developed an online toolkit to provide health professions faculty with a set of tools to carefully plan and document their community-engaged scholarship and produce strong portfolios for promotion and tenure. The toolkit includes sections advising faculty in preparing for promotion and/or tenure review, specific details for creating a strong portfolio, examples of successful portfolio components from community-engaged faculty and references and resources.
- Gelmon, S. & Agre-Kippenhan, S. (2002). Keeping the scholarship of engagement in the review process. http://web2.bio.utk.edu/outreach/pdfs/Promotion,Tenure,%20Engaged%20Scholar.pdf
- This article summarizes advice and suggestions on how to prepare for and navigate the tenure and promotion process as an engaged scholar. While many of the suggestions are specific to those seeking advancement in the context of the scholarship of engagement, most are relevant to all who seek tenure and promotion.
- National Center for the Study of University Engagement, Assessment of impact of embedding of outreach and engagement in the 2001 revision of the reappointment, promotion, and tenure review form, Michigan State University, http://ncsue.msu.edu/publications/reappointment.aspx
- In 2001, MSU’s Office of University Outreach and Engagement (UOE) undertook a major revision of the Reappointment, Promotion, and Tenure Review Form to embed outreach and engagement as well as extension, urban, and international work into the form. Along with UOE, a faculty team, academic governance, and the Office of the Provost, a form was produced that better reflects MSU’s definition of outreach and engagement as scholarly activity that cuts across teaching, research, and service. The form suggests types of evidence candidates can report on, and chairs and deans review, within the teaching and research sections, as well as a revised community-based service section. The form also provides opportunity for candidates to describe integration of their work.
- Michigan State University Committee on Evaluating Quality Outreach. (1996, 2000).Developing a faculty outreach portfolio, Tool E, in Points of distinction: A guidebook for planning & evaluating quality outreach, p. 38, Michigan State University,http://outreach.msu.edu/documents/pod.pdf
- Suggestions for developing an outreach portfolio for peer review committees to evaluate the quality of an individual’s outreach efforts, especially for promotion and tenure. http://impactmeasure.org/files/Backgrounder_Info_on_Impact_Study.pdf
- This brief paper provides background for an impact study of community-university research alliances and partnerships that address social/health issues. Researchers from five community-university partnerships joined together to develop a reliable and valid survey measure of the community impacts of research partnerships between universities and community agencies that address social or health issues. The focus was to be on mid-term impacts—the influence of partnerships on individuals, partner agencies, and target communities or systems. The aim of this project is to benefit members of research partnerships who wish to evaluate their effectiveness and adjust their activities to meet community needs. The instrument also allows community stakeholders and advisory boards to capture the success of their collaborative research initiatives.
- Driscoll, A., & Lynton, E.A. (1999). Washington, DC: American Association for Higher Education.
- This book responds to the need of faculty members to document the scholarship of service and professional service activities by providing insights, guidelines, and examples for faculty as they prepare to review and reward such work. Sixteen examples of documentations are given in a style and format appropriate for submission to peer review on the faculty member’s campus. This book is best used with “Making the Case for Professional Service.“
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Demonstrating Quality and Impacts of Engaged Scholarship
Thanks to Campus Compact for all that you have done over the years to nurture the campus service and service-learning movement. When we started at St. A's 15 years ago there was a feeling among some campuses that we were seeing higher education's latest 'flash in the pan.' Instead it was the beginning of a revolution of ideas and relationships, and you guys have been fueling us all the way.
-Daniel Forbes, Director, Meelia Center for Community Service, Saint Anselm College