Documenting CBR for Promotion and Tenure
- Arts, Humanities and Design
- University-Wide Documents
- Health and Wellness Professions (these are broadly useful to many disciplines)
- Non-traditional Forms of Scholarship
- Community-Based Research
- Community-Engaged Teaching
- Faculty Development Models to Support Engaged Scholarship
Arts, Humanities and Design
Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University: A Resource on Promotion and Tenure in the Arts, Humanities, and Design
Written by: Julie Ellison and Timothy K. Eatman (2008)
Tenure, Promotion, and the Publicly Engaged Historian
This report is the product of the Working Group on Evaluating Public History Scholarship (WGEPHS) convened by the American Historical Association, Organization of American Historians, and National Council on Public History. It is designed to help faculty members, personnel committees, department heads, deans, and other administrators develop a plan for evaluating historians who do public and collaborative scholarship. Drawing on a survey of existing promotion and tenure guidelines and input from public history faculty members, the report offers suggestions for evaluating public history work as community engagement, scholarship, teaching, and service. It defines a number of best practices and describes possible approaches to the hiring, review, and promotion of publicly engaged historians in the academy.
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University-Wide Documents
Syracuse University
Motion to the University Senate from the Committee on Academic Affairs, March 25, 2009
This document is framed to honor traditional ways of doing scholarship while opening the door to new forms of scholarship (e.g., “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.”)
University of Memphis
2007 Faculty Handbook
Excerpt: “Engaged scholarship . . . adds to existing knowledge in the process of applying intellectual expertise to collaborative problem-solving 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” (Faculty Handbook, Ch. 4).
Indiana University-Purdue University Indianapolis
Dean of the Faculties’ Guidelines for Preparing and Reviewing Promotion and Tenure Dossiers, 2009-2010
Excerpt: Institutional Values . . . Civic Engagement
- As an urban research university, IUPUI has a committed relationship to the local, state, and global community.
- Civic engagement is consequently a significant part of our mission and our intellectual activity.
- Faculty work that contributes to our role as a civically-engaged institution, including participation in service-learning projects and mentored internships is highly valued and should be acknowledged and rewarded in the review process.
Health and Wellness Professions
Faculty for the Engaged Campus, Community-Campus Partnerships for Health (CCPH)
All CCPH reports are available at http://depts.washington.edu/ccph/faculty-engaged.html.
The Collaborative has developed tools for assessing institutional capacity for community engagement and community-engaged scholarship. Click on the title to open and view the tool in PDF Format:
1. Toolkit for community-engaged scholarship: Successfully navigating the faculty promotion and tenure process
The goal of this toolkit is to provide health professional faculty with a set of tools to carefully plan and document their community-engaged scholarship and produce strong portfolios for promotion and tenure.
- Introduction
- Scholarship Project
- References & Resources
- Unit 1: Planning for Promotion and Tenure
- Section 1.1: Developing and Sustaining Your Vision
- Section 1.2: Identifying and Working with Mentors & Communities of Practice
- Section 1.3: Showcasing Your Work and Soliciting Peer Review
- Unit 2: Creating a Strong Portfolio
- Section 2.1: Career Statement
- Section 2.2: Curriculum Vitae
- Section 2.3: Teaching Portfolio
- Section 2.4: Letters from External Reviewers
- Section 2.5: Letters from Community Partners
- Section 2.6: Table of Accomplishments
- Appendix A: Porfolio Examples
- Appendix B: References and Resources (Glossary of Relevant Terms)
- Appendix C: The Community-Engaged Scholarship Review, Promotion and Tenure Package
2. Community-Engaged Scholarship Review, Promotion and Tenure Package
The Community-Engaged Scholarship Review, Promotion & Tenure Package has been developed as a resource and guide for community-engaged scholars and university Review, Promotion and Tenure (RPT) committees. Scholars will find this package to be most helpful when preparing their dossier for RPT. RPT committees can review the package to gain a greater understanding of how the scholarly rigor and impact of community-engaged scholarship (CES) can be documented for RPT. The package can also inform revisions of established RPT criteria to incorporate CES. Lastly, it is hoped that the package will play a role in establishing a common language and understanding of the definition, scholarly rigor, and applied impact of CES between scholars and RPT committees.
The package consists of the following items:
• Definitions – page 3
• Characteristics of Quality CES – page 5
• Dossier of Ann Brooks, PhD, a fictitious community-engaged scholar – page 13
• Answer Key: How does Dr. Brooks’ work align with the Characteristics of Quality CES? –page 36
• Table 1: The enhancement of scientific rigor in research through community engagement – page 42
• Table 2: The enhancement of scientific rigor in teaching through community engagement – page 49
• “Mock” RPT committee exercise instructions – page 55
• PowerPoint slides from conference presentations – available at www.ccph.info
3. Building Capacity for Community Engagement: Institutional Self-Assessment. Designed to assess the capacity of a given higher educational institution (or unit therein) for community engagement and community-engaged scholarship, and to identify opportunities for action.
Background: This assessment builds upon existing and validated prior work. It is intended to serve as a baseline for follow-up assessments, enabling institutions to track their progress and focus their work, while simultaneously enabling them to develop a longitudinal profile of their developing capacity for community engagement and community-engaged scholarship over time.
The Self-Assessment: The self-assessment is constructed around six dimensions:
I: Definition and Vision of Community Engagement (8 elements)
II: Faculty Support for and Involvement in Community Engagement (6 elements)
III: Student Support for and Involvement in Community Engagement (3 elements)
IV: Community Support for and Involvement in Community Engagement (6 elements)
V: Institutional Leadership and Support for Community Engagement (9 elements)
VI: Community-Engaged Scholarship (12 elements)
4. “Developing Criteria for Review of Community-Engaged Scholars for Promotion or Tenure” provides edited or distilled information from the websites of several institutions and entities that have recognized and seek to reward community-engaged scholarship.
Institutions and Entities Reviewed:
University of Arkansas College of Public Health
University of Colorado Health Sciences Center
University of North Carolina-Chapel Hill School of Public Health
University of North Carolina-Chapel Hill Department of Family Medicine
University of Minnesota Department of Family Social Science
Portland State University
University of Washington School of Public Health and Community Medicine
National Review Board for the Scholarship of Engagement
5. Review, Promotion and Tenure Analysis Protocol. Designed to assess an institution’s RPT guidelines against the set of criteria established by the Commission on Community-Engaged Scholarship in the Health Professions.
Non-Traditional Forms of Scholarship
ces4health.info
One challenge for community-engaged scholars is the lack of mechanisms for peer review and dissemination of products of community-engaged scholarship that go beyond manuscripts published in journals. A team of community and academic advisors has developed such a mechanism, known as CES4Health.info. CES4health.info peer reviews and publishes such products as documentaries, training manuals, policy briefs, curricula, Powerpoint presentations and a variety of other products that result from health-related community-engaged research, teaching and service. Users of CES4Health.info are able to search the portal for products and resources using keyword searches and browsing within categories.
The inaugural phase of CES4Health.info was launched in winter 2009. This phase included formative evaluation of the submission and review processes. CES4Health.info was publicly launched on Nov. 3, 2009.
Metropolitan Universities Journal
Issue 20.2, August 2009, features 9 articles from the Community-Engaged Scholarship for Health Collaborative, an initiative of Community-Campus Partnerships for Health (CCPH) supported by a grant from the Fund for the Improvement of Postsecondary Education (FIPSE) in the US Department of Education. Two articles were made available in PDF format:
“The Community-Engaged Scholarship for Health Collaborative: A National Change Initiative Focused on Faculty Roles and Rewards” by Sarena D. Seifer, Kristine Wong, Sherril B. Gelmon, and Miriam Lederer
“Why Faculty Promotion and Tenure Matters to Community Partners” by Elmer Freeman, Susan Gust, and Deborah Aloshen
Single issues may be purchased on the journal website at http://muj.uc.iupui.edu/index.htm.
“Getting the Word Out” – PowerPoint given by Tim Bucknall for the Brown Bag Lunch Series Nov. 10, 2009
Community-Based Research
The National Institutes of Health (NIH) is hosting the first Engaging the Public in Research Week Oct. 26-30 in recognition of the significance of public involvement in biomedical and behavioral research. The special week also celebrates the 10-year anniversary of the NIH Director’s Council of Public Representatives (COPR), a federal advisory council composed of public members representing a variety of cultural, professional and patient-centered communities across the nation. COPR’s recommendations on community-engaged research were featured on the Sept. 23 call in Community-Campus Partnerships for Healths’ monthly educational conference call series on “Building Community Capacaity for Research.” The audiofile, Powerpoint and handouts from the call are posted on the CCPH website at http://depts.washington.edu/ccph/pastpresentations.html.
Excerpt:
Public Participation is based on the belief that those who are affected by a decision have a right to be involved in the decision-making process. Public participation is the process by which an organization consults with interested or affected individuals, organizations, and government entities before making a decision. Public participation is two-way communication and collaborative problem solving with the goal of achieving better and more acceptable decisions.
Community engagement is a dimension of Public Participation. In research, community engagement is a process of inclusive participation that supports mutual respect of values, strategies, and actions for authentic partnership of people affiliated with or self-identified by geographic proximity, special interest, or similar situations to address issues affecting the well-being of the community of focus.
Community engagement is a core element of any research effort involving communities. It requires academic members to become part of the community and community members to become part of the research team, thereby creating a unique working and learning environment before, during, and after the research.
Operating Principle for Community Engagement
Community engagement is a process that requires power sharing, maintenance of equity, and flexibility in pursuing goals, methods, and time frames to fit the priorities, needs, and capacities within the cultural context of communities. Community engagement in research is often operationalized in the form of partnerships, collaboratives, and coalitions that help mobilize resources and influence systems; change relationships among partners; and serve as catalysts for changing policies, programs, and practices.
Community Engagement Framework for Development of Education Training for Researchers
This report provides a table of values, strategies, and outcomes for investigators who want to engage communities in their research.
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Community-Engaged Teaching
Campus Compact Chief Academic Officers’ Colloquium on Engaged Teaching and Learning
Excerpt: In a framework of civic education, higher education would address the questions: To what extend does our institution create and sustain long-term partnerships with communities and civic bodies? To what extent can our civic partners point to long-term, positive experiences with our campus? Are these partnerships framed in ways which reflect the college or university’s commitments to and self-interests in community building and civic vitality, that integrate community experience into the learning of students and the professional service opportunities for staff, and that fully understand and appreciate the public dimensions of scholarly work? These are the questions at the heart of service-learning in the late 1990s. It is our hope that your work as educators will shape their answers in a way that deepens the practice of service-learning and makes our institutions of higher education more responsive to community renewal.
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Faculty Development Models to Support Engaged Scholarship
Faculty for the Engaged Campus – National Initiative
This national initiative of CCPH in partnership with the University of Minnesota and the University of North Carolina at Chapel Hill aims to strengthen 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. It is supported by a grant from the Fund for the Improvement of Postsecondary Education (FIPSE) in the US Department of Education.
Faculty for the Engaged Campus builds on the work of the Community-Engaged Scholarship for Health Collaborative, a FIPSE-funded group of health professional schools that have been working together to build capacity for community-engaged scholarship on their campuses and among their peers nationally.
Faculty Engaged Scholars Program at UNC-Chapel Hill
The Faculty Engaged Scholars Program is an initiative of the Carolina Center for Public Service to advance faculty involvement in the scholarship of engagement. Such scholarship, while fully grounded as disciplined inquiry according to the highest academic standards, also strengthens university-community relationships and contributes to the common good.
The goals of the program are to:
Engagement and Outreach Scholars Academy at Eastern Carolina University
The EOSA’s purpose is to cultivate engaged scholars who can be leaders in their professions while working with communities to improve quality of life and foster economic prosperity. Scholars were chosen by a selection committee of faculty from the colleges and schools based on the following criteria: a demonstrated active research agenda that contributes to the discipline and an impact on the community; a desire for new learning about scholarship of engagement; experience in community; a commitment to actively participating in the program including planning and implementing an engaged scholarship project in collaboration with a community partner; and the capacity to effectively communicate and disseminate the results of their research and engaged scholarship to external audiences. The ECU Engagement and Outreach Scholars Academy (EOSA) inducted 10 faculty members into its inaugural class on February 2, 2009.