Abstracts - 20.2 The Community-Engaged
Scholarship Collaborative
The Community-Engaged Scholarship for Health Collaborative: A National Change Initiative Focused on Faculty Roles and Rewards
This issue of Metropolitan Universities includes papers emanating from the work of the Community-Engaged Scholarship for Health Collaborative, a three-year (2004-2007) initiative designed to build capacity for community-engaged scholarship (CES) in health professional schools. As the core principles and challenges of CES are similar across disciplines, readers will find the Collaborative’s processes, products and outcomes relevant to any institutional contexts. This paper presents the rationale and context for the Collaborative; describes its institutional change model, key components, and lessons learned; and introduce the Faculty for the Engaged Campus initiative that builds from the Collaborative’s work.
Evaluating the Accomplishments of the Community-Engaged Scholarship for Health Collaborative
The findings of the evaluation of the three-year Community-Engaged Scholarship for Health Collaborative are presented, describing changes in institutional capacity for community-engaged scholarship, and changes in promotion and tenure policies and processes. The change process in the participating institutions is assessed using the Kotter model of organizational change. Facilitators of and barriers to the change process to support community-engaged scholarship are described. There paper concludes with recommendations.
Models for Faculty Development: What Does It Take to be a Community-Engaged Scholar?
Community-engaged scholarship (CES) is gaining legitimacy in higher education. However, challenges of institutionalizing and sustaining it as a core value remain. Significant barriers exist for faculty choosing to incorporate CES into their teaching and research. Faculty development programs are a key mechanism for advancing faculty skills as well as increasing institutional support. This paper provides a framework and set of competencies for faculty pursuing CES, developed by the Faculty Development Workgroup of the Community-Engaged Scholarship for Health Collaborative. Examples of promising faculty development programs already underway and guidance for new programs are also offered.
The Community-Engaged Scholarship Review, Promotion, and Tenure Package: A Guide for Faculty and Committee Members
The Peer Review Workgroup of the Community-Engaged Scholarship for Health Collaborative developed a novel set of quality community-engaged scholarship characteristics and a resource package aimed at two primary audiences: faculty seeking promotion or tenure based on community-engaged scholarship; and review, promotion, and tenure committee members seeking to understand how to evaluate community-engaged scholars. We describe this package and its development, illustrate its use in a faculty development initiative, and offer recommendations for future application.
Why Faculty Promotion and Tenure Matters to Community Partners
Communities across our nation—whether geographic, ethnic, or tissue-based in their composition—are struggling to be healthy, to grow, and thrive. The production of knowledge and the sharing of knowledge by both the community and the higher education institution is the key to helping our communities improve. Retaining and valuing community-engaged faculty who can both represent the academy to the community and bring the community into the academy are essential to helping secure our vision of the common good. In this paper, three community partners, experienced with and engaged in partnerships between universities and communities with varying challenges of success and failure, examine the specific challenge of review, promotion, and tenure for community-engaged faculty.
Re-Framing Reappointment, Promotion, and Tenure Documents to Facilitate the Transformation of Service-Learning Pedagogy to Community-Engaged Scholarship
In the College of Allied health Sciences at the University of Cincinnati, John Kotter’s eight stage model of organizational change was utilized as a template by faculty while focusing efforts on facilitating community-engaged scholarship. The Kotter model proved to be a beneficial tool when developing a framework for transforming service-learning pedagogy to community-engaged scholarship. Additionally, use of the model allowed the group to focus attention on needed areas for future development.
Applying Kotter’s Model of Change to Sustaining Community-Engaged Scholarship within a School of Public Health and its Parent University
This paper reflects on strategies employed by a private, faith-based school of public health to integrate community-engaged scholarship into its institutional fabric. The school, a member of the Community-Engaged Scholarship for health Collaborative, followed Kotter’s eight steps to leading organizational changed at favoring intentional community engagement that resulted in a broader university-wide effect. The authors describe how this model was implemented, and the lessons learned include recognizing the role that students, faculty, and administrators play in promoting community-engaged scholarship.
Community-Engaged Scholarship in Higher Education and Expanding Experience
Higher education in this country has always been expected to serve the public good. Sometimes, the emphasis is on preparing educated citizens or practitioners in especially critical fields and how public service can deepen and enrich learning and prepare students to lead purposeful, responsible, and creative lives. Sometimes the focus is upon institutions themselves as major intellectual and cultural resources for a community. In this paper, based on the keynote presentation at the Community-Engaged Scholarship for Health Collaborative’s invitational symposium, the author explores four levels of engagement: the individual, the academic community and its concepts of scholarship, the institution and its relationships with its immediate community, and the role of higher education within a large network of interactions that define a region of innovation.
Pre-service Teachers’ Perceptions of Teaching After Concurrent Service-learning Training and Engagement
This article presents the findings from a study on the impact of concurrent service-learning pedagogical training and service-learning engagement on pre-service teachers’ perceptions of teaching and inclination toward using service-learning. Findings reveal that experiential activities in which pre-service teachers can engage in real classrooms in real capacities can open their eyes to realities of teaching, bolster their confidence, inform them about good/bad practices, and remind them that students are key to a conducive learning environment. Findings were not attributed explicitly to prospective teachers’ participation in service-learning, however.
