Professor Peter McKiernan PDW on Engaged Scholarship at the 2012 IAM Conference at NUI Maynooth
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Transcript of Professor Peter McKiernan PDW on Engaged Scholarship at the 2012 IAM Conference at NUI Maynooth
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Scholarship of Engagement
IAM PDW Maynooth September, 2012
Peter McKiernan Strathclyde and Murdoch Universities
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Agenda
• Personal journey: two stories • Your stories • So what is SoE? • Skill sets to success sets • What projects? • What questions to ask?
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Scholarship of Engagement
Involves the Community
Enhances Academic’s Scholarship
Benefits the
Community
Engagement!
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Differentiating SoE from other Community Interventions
Involves the Community
Benefits the Community
Involves the Academic’s Expertise
Advances Academic’s Scholarship
Volunteering Yes Yes No No
Professional Service
Yes Yes Yes No
Scholarship of Engagement
Yes Yes Yes Yes
Howard, 2008
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Definition
• The Scholarship of Engagement “requires going beyond the expert model that often gets in the way of constructive university-community collaboration...calls on faculty to move beyond „outreach,‟...asks scholars to go beyond „service,‟ with its overtones of noblesse oblige. What it emphasizes is genuine collaboration: that the learning and teaching be multidirectional and the expertise shared. It represents a basic re-conceptualization of faculty involvement in community-based work.”
O‟Meara & Rice, Faculty Priorities Reconsidered (2005).
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Assessing SoE What do we want to know? How will we know it?
Benefits of Partnership Community Perspective HE Perspective Service Sector Perspective
Participation & Collaboration Planning, Decision-Making Implementation, Management
Communication Within Partnerships Between Partnerships
Sustainability Organisational Structures Resource Allocation
Scholarship of Engagement Discovery, Integration, Application, Teaching & Learning* (Boyer, 1990)
Gelmon, 2003
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Local not Global
• “The unwitting outcome of a value system that prioritizes a “cosmopolitan” model of professionals who circulate in (inter)national labor markets has been a profession that is increasingly detached from communities in which they are situated.”
(Rhoades, 2009)
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Traditional Views on Scholarship Versus the Scholarship of Engagement
Traditional Scholarship
• Breaks new ground in the discipline • Answers significant questions in the discipline • Is reviewed and validated by qualified peers in the discipline • Is based on a solid theoretical basis • Applies appropriate investigative methods Is disseminated to appropriate audiences • Makes significant advances in knowledge and understanding of the discipline
Scholarship of Engagement
• Breaks new ground in the discipline and has a direct application to broader public issues • Answers significant questions in the discipline, which have relevance to public or community
issues • Is reviewed and validated by qualified peers in the discipline and members of the community • Is based on solid theoretical and practical bases • Applies appropriate investigative methods and Is disseminated to appropriate audiences • Makes significant advances in knowledge and understanding of the discipline and public
social issues • Applies the knowledge to address social issues in the local community Andy Furco, Director of Service-learning Research, UC Berkeley
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Epistemological Shift Traditional Academic Knowledge Generation
Engaged Knowledge Generation
Unidirectional Flow Of Knowledge
An Ecosystem of Knowledge
Application Engagement
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Benefits?
Academics External Partners Discipline/Profession
Students Institutions
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Lorilee Sandmann (Georgia Univ)
• The focus of my career in adult, continuing, and higher education has been developing knowledge that can help solve public problems through the collaboration of communities and institutions of higher education. This area of inquiry, scholarship of engagement or “engaged scholarship,” is typically expressed in community-based service learning, research, and partnerships. As evidenced below, I am recognized as a national and international leader and scholarly practitioner in this field of study with impact in (a) conceptualizing the theory and practice of the scholarship of engagement, (b) identifying and strengthening major institutional change processes and systems that promote and institutionalize higher education community engagement, and (c) building capacity for engaged scholarship with future faculty, current faculty, and higher education administrators. My work is advancing the scholarship of engagement theory, knowledge about engagement through research, application and practice, as well as leadership and service so that the academy can become more responsive and relevant to the public good.
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Mary Beth Lima (11 Playgrounds built)_
• Make it count! • P&T is about counting; find out what your dept, college, university
wants • Create “countable” products
frame your work in the dept, college, and univ missions • Find ways to engage your colleagues • If you get to choose external evaluators, pick people that are
familiar with and support community engagement • Be persistent • Dare to fail • Don’t take ‘no’ for an answer • If you never stepped on anyone’s toes, you never took a walk