National and International Resources for Promotion and/or Carrying out Community Engaged Research in a Research University Context

August 2, 2012
  • Action Learning and Action Research Association http://www.alara.net.au/public/home
    • Action Learning and Action Research Association (ALARA) is an Australian network of scholars and practitioners who use action research and action learning to promote “collaboration building, program and product delivery, and whole systems transformation.” This website can be joined to be part of discussion groups and gain access to ALARA resources and newsletters.
  • American Sociology Association (ASA). Public sociology: Project of the American Sociological Association Task Force on institutionalizing public sociologies http://pubsoc.wisc.edu/
    • The Task Force was appointed by ASA Council and commenced its work in August 2004. In addition to being responsible for designing a Public Sociology web site, the Task Force collects and analyzes information from the field on public sociology projects and public sociology promotion and tenure. The Task Force has developed and is asking the ASA Council to approve model guidelines that could potentially be adopted by interested departments as they work to promote and reward public sociology activities among their faculty. See Guidelines for Use by Academic Departments in Personnel Reviews Submitted by the Task Force on the Institutionalization of Public Sociology, for possible adoption by the ASA Council (available at: http://pubsoc.wisc.edu/pandt.html).
  • The Association of Public and Land-grant Universities (APLU): University Engagement
  • The APLU’s website on university engagement provides their definition of university engagement, referring to the reports of the Kellogg Commission. It contains links to discussion papers and responses from institutional leaders, as well as search tool to find additional resources relating APLU and university engagement. http://www.aplu.org/page.aspx?pid=224
  • Association of Schools of Public Health (2006). Examples of academic public health practice-based promotion and tenure guidelines at accredited schools of public health, available at:http://depts.washington.edu/ccph/pdf_files/PT%20Compiled10_06.pdf
    • ASPH has compiled information from 17 schools of public health that recognize and reward academic public health practice.
  • California State University, Engaged scholarship and retention, tenure and promotion website http://www.calstate.edu/cce/resource_center/tools/scholarship_tenure_promotion.shtml
    • Provides links to three websites that provide tools for individual faculty, review committees, and institutions to reexamine the policies and procedures for recognizing service learning and other forms of community scholarship.
    • Canadian Institutes of Health Research, A Guide to Researcher and Knowledge-User Collaboration in Health Research. http://www.cihr-irsc.gc.ca/e/39128.html#1
      • This is an interactive, online guide based on the principles of participatory research designed to introduce researchers and “knowledge users” to the strategies of developing effective “Integrated Knowledge Translation” (IKT) research partnerships.  Modules focus on developing and sustaining partnerships and carrying out collaborative research.  They include many web-based references, which can be used with separately obtainable casebooks.
    • Campus Compact, Service-learning in promotion and tenure resources. /resources/service-learning_resources/promotion_and_tenure/
      • General list of resources related to supporting service-learning teaching and community-engaged scholarship in tenure and promotion processes.
    • Calleson D, Kauper-Brown J, Seifer S. (2005) Community-engaged scholarship toolkit, Community-Campus Partnerships for Health (CCPH). 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.
    • Center for Experiential Learning at Loyola University, Chicago http://www.luc.edu/experiential/engaged_scholars.shtml
      • The Center for Experiential Learning at Loyola University, Chicago gives support to faculty members who practice the scholarship of engagement. Titled “Experiential Learning”, the center’s website on the scholarship of engagement includes information on its foundations, how it differs from scholarship of discovery, additional resources for faculty on engaged scholarship, and resources on promotion, tenure, and community engaged research. From this link, colleagues can also search under “Programs” to find information regarding opportunities in community engaged scholarship.
    • Clearinghouse and National Review Board for The Scholarship of Engagement
    • The Clearinghouse for the Scholarship of Engagement provides consultation, training, and technical assistance to campuses interested in developing or strengthening scholarship of engagement and also offers external peer review and evaluation of faculty work. This website contains evaluation criteria, readings, other resources, and a list of the review board members. http://schoe.coe.uga.edu/index.html
  • Community Based Research in Canadahttp://communityresearchcanada.ca/
    • Community Based Research in Canada (CBRC) is a network of individuals and organizations practicing community-based research to “meet the needs of people and communities” (“About Us” section, CBRC website). CBRC has launched numerous projects, developed a declaration, and aims to be an open network that supports work in community-based research internationally. This website contains information about CBRC, as well as a News section providing news items and new resources. Updates on the work of similar networks, such as the Global Alliance on Community-Engaged Research (GACER), are provided.
  • Community-Campus Partnerships for Health, Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill-Building Curriculum http://depts.washington.edu/ccph/cbpr/index.php
    • This online curriculum is intended as a tool for community-institutional partnerships that are using or planning to use a CBPR approach to improving health.  It can be used by partnerships that are just forming as well as mature partnerships.  It contains seven multi-section units providing step-by-step advice on establishing, maintaining and sustaining partnerships.
  • Community-Campus Partnerships for Health (CCPH), Initiative on faculty for an engaged campus http://depts.washington.edu/ccph/faculty-engaged.html
    • Supported by a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), this CCPH initiative in partnership with the University of Minnesota and the University of North Carolina at Chapel Hill aims to legitimize and support community-engaged career paths in the academy by developing innovative competency-based models of faculty development, facilitating peer review and dissemination of products of community-engaged scholarship, and supporting community-engaged faculty through the promotion and tenure process. The initiative builds on the work of the Community-Engaged Scholarship for Health Collaborative, a FIPSE-funded group of health professional schools that has been working to build capacity for community-engaged scholarship on their campuses and among peers nationally.
  • Community University Engagement
    • This website explores topics of university engagement, featuring “practice stories of democracy in action”, journals, suggested readings, and links to relevant organizations and initiatives. http://www.communityuniversityengagement.org/
  • ctsa2community.org
    • This website, funded by the NIH, has four goals: (1) develop, implement, and disseminate a process for discovery of relevant resources for building community engaged research (CEnR) programs, (2) identify and disseminate information and resources that will help existing and future CTSAs to facilitate participatory research with their community partners, (3) develop a platform for showcasing strategies for building CEnR capacity, and (4) strengthen the community of practice around CEnR by providing a place to share ideas, experiences, and best practices. This websites contains valuable resources for practitioners in topics ranging from “evaluation tools and strategies” to “promotion and tenure” and “community data and measurement”.  http://ctsa2community.org/home
  • Engaged Scholarship Consortium:
    • The Engagement Scholarship Consortium is a non-profit organization of higher education member institutions with the goal to “work collaboratively to build strong university-community partnerships anchored in the rigor of scholarship, and designed to help build community capacity”. This website contains relevant news, resources, and information on workshops and conferences. http://www.outreachscholarship.org/Home.aspx
  • Engagement Australia http://engagementaustralia.org.au/
    • This non-profit organization is dedicated to leading, developing and promoting an integrated approach to university-community engagement in Australia. The organization’s scope includes engaged research, engaged learning and teaching, and engaged community service. To date, 25 Australian universities are members of Engagement Australia. The organization’s programs and resources include an annual conference, professional development opportunities, and online publications.
  • Higher Education Network for Community Engagement (HENCE),http://www.henceonline.org/
    • HENCE is a national network of organizations organized in response to the growing need to deepen, consolidate, and advance the literature, research, practice, policy, and advocacy for community engagement as a core element of higher education’s role in society.
  • Imagining America: Artists and Scholars in Public Life, Tenure team initiative on public scholarship: Valuing public scholarship in the cultural disciplines.http://www.imaginingamerica.org/TTI/TTI.html
    • Imagining America (IA) is a national consortium of colleges and universities committed to strengthening the public role and democratic purposes of the arts, humanities, and design. IA’s Tenure Team Initiative (TTI) seeks to develop a broad understanding of the university’s public mission and its impact on changing scholarly and creative practices in the cultural disciplines. The Tenure Team seeks to create a usable resource for deans and chairs that will help them to assess and reward public scholarship and creative work by faculty in the arts and humanities. The TTI effort arises from recent developments within the cultural disciplines themselves. These changes, it argues, are led by significant numbers of faculty who believe that public scholarship and creative work tap the most inventive potential of the arts and humanities. The TTI online Knowledge Base includes materials on core reading, civic engagement in higher education, faculty; models and case studies, research, teaching and service, tenure policies.
  • Institute for Community Engaged Scholarship, University of Guelph http://www.theresearchshop.ca/defining-our-terms#What%20is%20CE?
    • The Institute for Community Engaged Scholarship (ICES) fosters collaborative and mutually beneficial community-university research partnerships at the University of Guelph.  ICES builds capacity for community-engaged scholarship by strengthening faculty and student engagement with local, national and international communities of interest, addressing faculty reward development, and training faculty and students in knowledge mobilization.  The website contains a “Research Shop,” a resource portal to facilitate collaborative research by faculty, students and local community members.
    • International Association for Research on Service-Learning and Community Engagement (IARSLCE)http://www.researchslce.org
      • IARSLCE is an international nonprofit membership organization devoted to promoting research and discussion about service-learning and community engagement. It organizes and sponsors the annual International Research Conference on Service-Learning and Community Engagement.
    • Living Knowledge: The International Science Shop Network
    • The international Living Knowledge Network (LK) aims at giving citizens access to scientific research and is a support network for people interested in building partnerships for public access to research. Science shops conduct scientific research in a wide range of disciplines to address needs of local civil society. Science shops respond to civil society’s needs for expertise and knowledge, distinguishing them from other knowledge transfer mechanisms. The Science Shop section of the Living Knowledge website contains FAQs, documentation information, reading suggestions, archives and a toolbox service. http://www.livingknowledge.org/livingknowledge/
  • Michigan State University, The National Center for the Study of University Engagementhttp://ncsue.msu.edu/about.aspx
    • The National Center for the Study of University Engagement (NCSUE) seeks a greater understanding of how university engagement enhances faculty scholarship and community progress. How do scholars engage most effectively with their communities, and how, in turn, does such engagement enhance their scholarship? The Center convenes scholars and community fellows to explore ways of creating institutional support for building truly collaborative arrangements. NCSUE supports research studies and dissemination through publications, a speaker series, conferences, presentations, and workshops.
  • National Review Board for the Scholarship of Engagement. As of the toolkit’s release, this website is under construction and will be transitioning to the International Association for Research on Service-Learning and Community Engagement website at http://www.researchslce.org,summer 2009.
    • The National Review Board provides external peer review and evaluation of faculty members’ scholarship of engagement. It provides consultation, training, and technical assistance to campuses that are seeking to develop or strengthen systems in support of the scholarship of engagement. It also conducts forums, programs, and regional conferences on topics related to the scholarship of engagement and provides a faculty mentoring program with opportunities for less experienced faculty to learn from the outreach experiences of more seasoned outreach scholars. The board of the International Association for Research on Service-Learning and Community Engagement (IARSLCE) voted recently to assume responsibility for the Review Board, with the caveat that it might consider modifying the activities to put more emphasis on developmental reviews for faculty rather than just official reviews at the time of tenure and/or promotion. The Board agreed to expand the panel of reviewers, and to coordinate their work with that of others (such as CCPH, Imagining America and the public sociology initiative) to avoid duplication. A small working group has been appointed to develop ideas and recommendations.
  • National Service-Learning Clearinghouse, http://www.servicelearning.org/
    • The Clearinghouse offers an online library of numerous and diverse, relevant citations and resources. Suggested research terms are “tenure” and “faculty recognition.”
  • Outreach Scholars Academy (2007), Welcome to the outreach scholars academy, University of New Hampshire,http://www.unh.edu/outreach-scholars/
    • This website provides information and tools useful for establishing an engaged scholarship academy for faculty including curriculum, workshop design, principles of practice, etc.
  • The Talloires Network http://www.tufts.edu/talloiresnetwork/?pid=23&c=51
    • The Talloires Network is an international association of institutions committed to strengthening the civic roles and social responsibilities of higher education that was convened by Tufts University President Lawrence Bacow in 2005.  Its first conference gave rise to the Talloires Declaration on the Civic Roles and Social Responsibilities of Higher Education.  All signatories of the Declaration have committed their institutions to educating for social responsibility and civic engagement, and to strengthening the application of university resources to the needs of local and global communities. The Declaration “establishes the Talloires Network, with an open electronic space for the exchange of ideas and understandings and for fostering collective action.” The Network seeks to implement the recommendations of the Declaration and build a global movement of engaged universities.  The website includes numerous published sources on various aspects of engaged scholarship.
  • UCLA Center for Community Partnerships http://la.ucla.edu/ce/index.shtml
    • The UCLA Center for Community Partnerships website on civic engagement is a database of articles/books chapters/conference presentations/relevant websites divided into the following sections: Featured Articles, Featured Books, Engaged Scholarship, Scholarship Focused on Engagement, Student Learning, Institutionalizing Civic Engagement, Community-University Partnerships, Comparative Civic Engagement, and Relevant Websites and Blogs.
  • UNC Thorp Faculty Engaged Scholars http://ccps.unc.edu/faculty-engaged-scholars/
    • The Thorp Faculty Engaged Scholars (FES) program brings together selected faculty from across campus to engage in a two-year experiential, competency-based curriculum designed to advance their engaged scholarship. Scholars participate in sessions in community settings to learn from Carolina faculty and their community partners. While developing individual projects, each class of scholars forms a learning community along with the faculty and community course directors to support one another’s projects and community partners. The growing network of Thorp Faculty Engaged Scholars reports outcomes including new interdisciplinary collaborations, successful grant applications and both traditional and non-traditional products of their scholarship.
  • The Wellesley Institute http://www.wellesleyinstitute.com/
    • Based in Toronto, Canada The Wellesley Institute is a non-profit research and policy institute that develops research and community-based policy solutions to the problems of urban health and health disparities (“What We Do, Wellesley Institute website). The Institute focuses on issues in five policy fields: affordable housing; healthcare reform; immigrant health; social innovation; and economic analysis. The website contains many resources on projects in these fields, such as an updated section on news and analysis of community health issues in Toronto, research reports, 18 downloadable “flip sheets” (2-3 page documents on community equity issues), and a media room. Within the “Resources” section ( http://www.wellesleyinstitute.com/publications/), there is a Health Equity Toolkit, three volumes of working papers on CBPR-Peer Research and Action, and many additional entries on topics such as social determinants of health, policy impact workshops, and participatory program evaluation.
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