Content with Topics : Assessing and Documenting Engagement

Documenting and Evaluating Engaged Scholarship

A PowerPoint presentation with guidelines for documenting and evaluating engaged scholarship. Sandmann, L. (2007). Documenting and evaluating engaged scholarship. Full Text.

Our community in focus: The use of photovoice for youth-driven substance abuse assessment and health promotion

Photovoice, a CBPR methodology, is one way to effectively engage youth in the assessment of substance abuse and prevention initiatives. This paper describes “Our Community in Focus”, a community-based assessment of youth substance use and abuse that employed photovoice methodology with high school participants. Prompted with the question, “What contributes to adolescents’ decisions to use or not to use alcohol and other drugs?” participants captured compelling photos to reflect community strengths and concerns relating to substance abuse. The authors explore the findings of the research and offer conclusions about photovoice as an effective tool to engage youth in community-assessment projects….

Assessing the culture of engagement on a university campus

This article describes an assessment of the culture of engagement at Virginia Tech. A two-pronged approach to assessment was used: (1) focus groups were conducted with faculty, administrators, and graduate students to assess the pedagogy, implications, and practical issues related to engagement; (2) analysis of college strategic plans was also completed to assess language related to engagement and engaged scholarship. The assessment findings are presented, along with lessons learned to inform similar assessment efforts on other campuses. Franz, N., Childers, J., & Sanderlin, N. (2012). Assessing the culture of engagement on a university campus. Journal of Community Engagement and Scholarship,…

Scholarship in Public: Knowledge creation and Tenure Policy in the Engaged University

In this comprehensive report Imagining America’s Tenure Team discusses and recommends rationales, policies, and strategies for strengthening public engagement within a continua of: 1) scholarship with which academic public engagement has full and equal standing, 2) scholarly and creative artifact, 3) professional pathways for faculty, including the choice to be a civic professional, and 4) actions for institutional change Emphasis is on enabling engaged faculty to prepare for and successfully gain tenure and promotion. Curricular models are also provided. Ellison, J & Eatman, T. (2008). Scholarship in public: Knowledge creation and tenure policy in the engaged university, Imagining America, Syracuse…

Beyond the research/ service Dichotomy: Claiming all Research Products for Hiring, Evaluation, Tenure, and Promotion

This article discusses the current reluctance in the academy to value work that steps outside of the traditional report format for hiring, evaluation, tenure, and promotion. Devalued genres include writing for the general public (e.g. op-eds, blogs), embodied performances, reports for community organizations, and non-profit website material. The authors argue that universities’ processes for evaluating research should be revised, in order to enable faculty to respond to the increased demand for qualitative, interpretive, and engaged research. Ellingson, L. L. & Quinlan, M. M. (2012). Beyond the research/service dichotomy: Claiming all research products for hiring, evaluation, tenure, and promotion. Qualitative Communication…

Convening Constructive Conversations about Engaged Scholarship in Promotion and Tenure

This PowerPoint presentation will help faculty convene constructive conversations about engaged scholarship and promotion and tenure. The slides focus on the following topics: challenges/criticisms of engaged scholarship and promotion and tenure, the importance of dialogue, language associated with engaged scholarship in particular disciplines, degree of collaboration, type of activity, type of product, faculty motivations, and career stage. Each slide contains questions to help faculty cultivate and advocate their unique position as an engaged scholar. Doberneck, D.M., Glass, C.R., & Schweitzer, J.H. (2011). Convening constructive conversations about engaged scholarship in promotion and tenure. National Outreach Scholarship Conference 2011. Michigan State University,…

Community-engaged scholarship review, promotion & tenure package

This document delineates eight characteristics of quality and significant community-engaged scholarship: clear academic and community change goals, adequate preparation in content area and grounding in the community, appropriate academic and community methods, significant impact on disciplinary knowledge and the community, effective presentation and dissemination to academic and community audiences, reflective technique, contribution to the national engagement movement, and consistently ethical behavior. 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. Full Text. (especially pp. 5-10)

Community engagement framework for peer review guidance

This resource provides a table containing criteria suggested for reviewers who wish to assess community engagement research proposals effectively, and evaluate research applications involving community engagement. The framework is designed for both principal investigators (from academic institutions) and co-investigators (from academic institutions or communities) Community-Campus Partnerships for Health, Community engagement framework for peer review guidance. Full Text.

Learning about scholarship in action in concept and practice: A white paper.

In an address to the campus at the end of her inaugural year (April, 2005), Chancellor Nancy Cantor announced her vision of Syracuse University as a Creative Campus whose faculty and students would be deeply engaged with the world, interacting with local and global communities in productive relationships and activities that she named “scholarship in action.” Recognizing the difficulty of fitting such public or community-engaged scholarship into the traditional framework for defining and evaluating faculty work, she called on the Academic Affairs Committee of the Senate to study the issues related to implementing this vision. This is a study of…

Evaluation system

The Service-Learning Center has developed a comprehensive evaluation system to assess the impacts of service-learning on participants, institutions, and communities. It can be adapted to individual course and project goals to assess students’ academic, civic, ethical, personal, social, and career development through service-learning. Evaluation tools include a variety of surveys, focus group protocols, and student journal questions. Website