Scholarship of Engagement: Making the Case for Promotion

Purdue University Office of EngagementDiscovery Learning Research CenterFaculty Workshop, October 30, 2009

“Fair not Fear”

Timothy K. Eatman, Ph.D.Syracuse University - Imagining America

“The function of American Scholars is to act as engaged ‘Public Intellectuals,’ not as solipsistic scholastics engaged in intramural battles for power, prestige, and cash within an Ivory Tower.”

Benson, L., Harkavy, I. R., & Puckett, J. L. (2007). Dewey's dream : universities and democracies in an age of education reform : civil society, public schools, and democratic citizenship. Philadelphia: Temple University Press.

Scholarship in Public: Changing the Culture of Faculty Rewards in the

Cultural Disciplines

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http://imagningamerica.org

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TTI: Conceptu

al Framewor

k

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TTI Survey:

‣ Web based survey

‣ Eighteen items

‣ Approx 20 min

‣ Target to consortium members and other self identified publicly engaged scholars.

‣ 120 unique cases, 94 useable

TTI Survey:

TTI Survey:

TTI Survey: Change Culture

TTI Survey: Change Culture‣ “I would like to see a change in institutional culture that

creates a more accepted vision for what counts as real, valid research.”

‣ “As follows from above, I share your sense that the needed changes will be hard to implement institution-by-institution, or from the ground up. A broader effort, such as TTI, seems the best way to deal with some of the deeper sources of resistance, and to work towards a broader cultural change institutions can find ways to engage and respond to.”

‣ “I'd like to support the efforts to have universities value the arts and humanities as much as other disciplines and create the optimal supportive environment for faculty in those areas to thrive and be validated and rewarded for their work.”

‣ “Fairness and less Fear.”

TTI Survey: Change Policies‣ “I am invested in the expansion and legitimization of

public scholarship and creative work in general and am therefore committed to advancing changes in promotion and tenure policies at public and private universities in the U.S.”

‣ “Policies that recognize the multiple roles of faculty members in research, teaching, and public service, and that take into account that students, departments, and institutions are best served when faculty actively engage in public scholarship.”

‣ “I would like to help establish fair and equitable tenure guidelines for my department and the university.

TTI Survey: Change Policies“Year after year I counsel women of color faculty members

about the experience of P&T in their lives. Whether they were promoted or not, these women consistently acknowledged the process as being the most disempowering one of their lives. My goal in participating in this initiative is to mitigate the clinical depressive episodes for women of color faculty, as these appear to last longer than those experienced by white women.”

“Would like to hear about strategies to prevent burn out and manage, balance, communicate to others issues around workload for doing engaged work. I wonder what other administrative structures and support systems can serve as models so that faculty are not isolated and overburdened by doing such work.”

TTI Interviews: Structured

interviews lasting approximately 45 mins.

Nineteen participants

Sixteen questions

438 pages of data

Audio taped and transcribed

Hard Won Progress

Three Components of Promotion and Tenure

1. Documentation provided by the candidate

2. Materials collected by the committee

3. Process by which the committee reviews materials and deliberates

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Basic Features of Scholarly and Professional Work

1. Requires a high level of discipline relative to expertise

2. Breaks new ground, is innovative

3. Can be replicated, elaborated

4. Work and its results can be documented

5. Work and its results can be peer reviewed

6. Activity has significance or impact

“Fair not Fear”

Diamond, R. & Adam, B. (1993). Recognizing Faculty Work: Reward Systems for the year 2000. San Francisco, CA: Jossey Bass

Key Elements of the Portfolio

1. Career Statement

2. Curriculum Vitae

3. Teaching Portfolio

4. Letters by External Reviewers

5. Chair and/or Dean’s letter

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Standards for Assessment of Community-Based Scholarship

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Standards for Assessment of Community-Based Scholarship

Standards for Assessment of Community-Based Scholarship

Appropriate Methods

Do you describe how the partners been actively involved in each component of the program (e.g., assessment, planning, implementation, evaluation)?

2. What methods did you use to assess the needs and strengths of the community and how were these based on the most recent work in the field?

3. Has the partnership's work followed a planned process that has been tested in multiple environments and proven to be effective?

4. Have partnerships been developed according the most recent evidence on building partnerships?

Standards for Assessment of Community-Based Scholarship

Approach

Do you describe how the methods used are appropriately matched to the identified needs and strengths with attention to local circumstances

and continuous feedback from the community?

2. Does the approach focus on sustainability?

3. What lessons did you learn about the program development and implementation?

4. Does the program reflect the culture of the community?

5. Does the work involve innovative and original approaches?

Standards for Assessment of Community-Based Scholarship

Standards for Assessment of Community-Based Scholarship

Standards for Assessment of Community-Based Scholarship

Ongoing Reflective Critique

What evaluation has occurred?

2. How have you thought and reflected about the activity?

3. Would the community work with you again? Why?

4. Would you work with the community again? Why?

5. What lessons have you learned from your community-based work?

6. How have these lessons informed your future career plans?

“Fair”

Scholarship of Engagement: Making the Case for Promotion

Purdue University Office of EngagementDiscovery Learning Research CenterFaculty Workshop, October 30, 2009

“Fair not Fear”

Timothy K. Eatman, Ph.D.Syracuse University - Imagining America