Community Engaged ScholarshipCritical Junctures in Research, Practice and Policy
Guelph, Ontario, CanadaNovember 4, 2010
Lynn Blanchard, MPH, PhDUniversity of North Carolina at Chapel Hill
uu Background: Faculty for the Engaged Background: Faculty for the Engaged CampusCampus
uu CompetencyCompetency--based faculty developmentbased faculty development
uu Campus action planning for faculty Campus action planning for faculty developmentdevelopment
uu Experiences from the field: Faculty Engaged Experiences from the field: Faculty Engaged Scholars Program at UNCScholars Program at UNC
uu An initiative of CommunityAn initiative of Community--Campus Partnerships for Campus Partnerships for Health funded by the Fund for the Improvement of PostHealth funded by the Fund for the Improvement of Post--Secondary Education (FIPSE) of the US Department of Secondary Education (FIPSE) of the US Department of EducationEducation
uu In partnership with the University of Minnesota and the In partnership with the University of Minnesota and the University of North Carolina at Chapel HillUniversity of North Carolina at Chapel Hill
uu Six year effort around faculty rewards/incentives, and Six year effort around faculty rewards/incentives, and programs and resources to support professional programs and resources to support professional developmentdevelopment
uu Faculty with commitment and competencies for Faculty with commitment and competencies for CES are CES are central central to institutionalizing and to institutionalizing and sustaining communitysustaining community--academic partnershipsacademic partnerships
uu Persistent challenges:Persistent challenges:§§ Few professional development pathwaysFew professional development pathways
§§ Not easy to identify peer reviewersNot easy to identify peer reviewers
§§ No accepted method/vehicle for peer review, No accepted method/vehicle for peer review, publication and dissemination of nonpublication and dissemination of non--journal productsjournal products
§§ No clearly defined/accepted community partner rolesNo clearly defined/accepted community partner roles
§§ Institutional cultures slow to change/adaptInstitutional cultures slow to change/adapt
uu Innovative competencyInnovative competency--based models of CES based models of CES faculty developmentfaculty development
uu CES4Health.info CES4Health.info –– peer review, publication and peer review, publication and dissemination of products of CESdissemination of products of CES
§§ Redefining “peer” in peer review to include Redefining “peer” in peer review to include community partners community partners
uu Online database of faculty mentors and portfolio Online database of faculty mentors and portfolio reviewersreviewers
uu General CES competenciesGeneral CES competencies•• Example: Possess basic ability to evaluate scholarly Example: Possess basic ability to evaluate scholarly
products of CESproducts of CES
uu Competencies for successful CES practiceCompetencies for successful CES practice•• Developmental: novice, intermediate, advancedDevelopmental: novice, intermediate, advanced
uu Faculty development by level of expertiseFaculty development by level of expertise•• Learning content, guidance and support, incentives, Learning content, guidance and support, incentives,
portfolio developmentportfolio development
uu Faculty development by level and scopeFaculty development by level and scope•• Informal network, school, university and Informal network, school, university and
association/organizationally basedassociation/organizationally basedBlanchard, Hanssmann, Strauss, et al., Metropolitan Universities (2009)
uu Provide a forum for discussion of professional Provide a forum for discussion of professional development for those who seek communitydevelopment for those who seek community--engaged engaged careers in the academycareers in the academy
uu Develop models for faculty development that can be Develop models for faculty development that can be piloted and sharedpiloted and shared
uu Establish network of institutions interested in continued Establish network of institutions interested in continued discussion and advancement of faculty development in discussion and advancement of faculty development in CESCES
uu Leave with an action plan for each campusLeave with an action plan for each campus
uu 100 applications; 20 diverse institutions accepted100 applications; 20 diverse institutions accepted
uu Institutional SelfInstitutional Self--assessmentassessment•• Assess current capacity and identify opportunities Assess current capacity and identify opportunities
for future actionfor future action
§ Five dimensions
§ Definition and vision (5 elements)§ Faculty support and involvement (6 elements)
§ Community support and involvement (1 element)§ Institutional leadership and support (5 elements)§ Community-engaged scholarship (12 elements)
uu SWOTSWOT AnalysisAnalysis•• A framework for organizational planning and A framework for organizational planning and
informed decisioninformed decision--makingmaking
• Internal:
ñ Strengths
ñWeaknesses
• External:
ñ Opportunities
ñ Threats
uu Leadership supportLeadership support
uu Explicit recognition of CESExplicit recognition of CES
uu Key faculty commitmentKey faculty commitment
uu Partnerships of various kindsPartnerships of various kinds
uu Institutional coordinating structures Institutional coordinating structures
uu Faculty development capacityFaculty development capacity
uu Fiscal supportFiscal support
uu Lack of institutional supportLack of institutional support
uu Heavy teaching loads and time pressuresHeavy teaching loads and time pressures
uu Limited faculty knowledge or trainingLimited faculty knowledge or training
uu Lack of models and rewardsLack of models and rewards
uu Limited partnerships and collaborationsLimited partnerships and collaborations
uu No institutional infrastructureNo institutional infrastructure
uu Low motivation and moraleLow motivation and morale
uu Little communicationLittle communication
uu Community interest and receptivityCommunity interest and receptivity
uu Recruitment of faculty Recruitment of faculty
uu External funding opportunitiesExternal funding opportunities
uu National dialogue/trendsNational dialogue/trends
uu Institutional supportInstitutional support
uu Changes in P&T structuresChanges in P&T structures
uu Faculty development Faculty development
uu CompetitionCompetition
§§ With other institutionsWith other institutions
§§ For fundingFor funding
§§ Among priorities Among priorities ---- individual and institutionalindividual and institutional
uu Lack of clear definition of CESLack of clear definition of CES
uu Disconnect with communities’ interestsDisconnect with communities’ interests
uu Lack of CES capacityLack of CES capacity
uu Faculty work constraintsFaculty work constraints
uu Six sites funded to develop innovative, Six sites funded to develop innovative, competencycompetency--based, campusbased, campus--wide faculty wide faculty development programsdevelopment programs§§ North Carolina State, UNCNorth Carolina State, UNC--Chapel Hill, University of Minnesota, Chapel Hill, University of Minnesota,
Ohio University, University of Michigan, Northwestern UniversityOhio University, University of Michigan, Northwestern University
uu Wide variety of activities including workshops, Wide variety of activities including workshops, crosscross--campus coordination, minicampus coordination, mini--grants, grants, competitive “cohort” programs. competitive “cohort” programs. §§ Several assessed faculty to establish baseline competencies, Several assessed faculty to establish baseline competencies,
determine faculty development needs, and evaluate results.determine faculty development needs, and evaluate results.
uu Learning communitiesLearning communities
uu Competitive “fellowship” programsCompetitive “fellowship” programs
uu Grants programs focused on partnership Grants programs focused on partnership building and CBPRbuilding and CBPR
uu Training (some associated with grants Training (some associated with grants program)program)
uu Theory based (Diffusion of Innovation)Theory based (Diffusion of Innovation)
uu Mentoring (from faculty and community)Mentoring (from faculty and community)
Class II: 2009-2010
Class I: 2008-2009
uu GoalsGoals•• Recognize and reward faculty involved in engaged scholarshipRecognize and reward faculty involved in engaged scholarship
•• Create and sustain a community of engaged scholars from Create and sustain a community of engaged scholars from diverse perspectivesdiverse perspectives
•• Promote the scholarship of engagement at UNCPromote the scholarship of engagement at UNC--Chapel Hill Chapel Hill across disciplines across disciplines
uu Competitive selection processCompetitive selection process
uu TwoTwo--year programyear program§§ Year 1: Orientation and 4 dayYear 1: Orientation and 4 day--long sessionslong sessions
§§ Year 2: Learning community (6 Year 2: Learning community (6 –– 8 sessions)8 sessions)
uu Originally offered a $7500 stipendOriginally offered a $7500 stipend§§ Currently offering a $5000 stipend, shared costs with select Currently offering a $5000 stipend, shared costs with select
departments and unitsdepartments and units
uu 47 applicants from 27 different departments (10 47 applicants from 27 different departments (10 of 13 schools)of 13 schools)
uu ModificationsModifications•• BiBi--annual (vs. annual) selection processannual (vs. annual) selection process
•• Evaluation formatEvaluation format
•• More structure through readings and resources More structure through readings and resources matched to competencies and sessionsmatched to competencies and sessions
•• Enhanced individual support and informal Enhanced individual support and informal networkingnetworking
•• Scholarship productsScholarship products
uu Contributors to learningContributors to learning
§§ Instructors, community, colleaguesInstructors, community, colleagues
uu Accomplishments (nine items) in three areas.Accomplishments (nine items) in three areas.
§§ Individual: I have secured new funding.Individual: I have secured new funding.
§§ Network: I have enriched and deepened my community partnerships.Network: I have enriched and deepened my community partnerships.
§§ Institutional: I have catalyzed other faculty to become more engaged.Institutional: I have catalyzed other faculty to become more engaged.
uu 14 competencies: 614 competencies: 6--point scale (minimal to mastery)point scale (minimal to mastery)
§§ Novice: Familiarity with basic literature and history of CESNovice: Familiarity with basic literature and history of CES
§§ Intermediate: Ability to negotiate across communityIntermediate: Ability to negotiate across community--academic groupsacademic groups
§§ Advanced: Expertise in working with communities to translate CES into Advanced: Expertise in working with communities to translate CES into policypolicy
uu ReflectionReflection
§ What has changed as a result of your participation?
uu Initial selfInitial self--assessment on competencies (N=24)assessment on competencies (N=24)
uu Highest ratings (Proficient or Advanced)Highest ratings (Proficient or Advanced)•• Ability to work effectively in and with diverse communities (N=14)Ability to work effectively in and with diverse communities (N=14)
•• Ability to negotiate across communityAbility to negotiate across community--academic groups (N=11)academic groups (N=11)
•• Understanding various contributors to community issues (N=10)Understanding various contributors to community issues (N=10)
uu Lowest ratings (None/Minimal)Lowest ratings (None/Minimal)•• Understanding of policy implications (N=13)Understanding of policy implications (N=13)
•• Knowledge or RPT process & relationship with CES (N=13)Knowledge or RPT process & relationship with CES (N=13)
•• Ability to write grants with CES principles /approaches (N=12) Ability to write grants with CES principles /approaches (N=12)
•• Knowledge and successful application of definitions, benchmark Knowledge and successful application of definitions, benchmark and measures of quality (N=12)and measures of quality (N=12)
uu No proficient or advanced ratingsNo proficient or advanced ratings§§ Knowledge and successful application of benchmarks, scholarship Knowledge and successful application of benchmarks, scholarship
products, etc.products, etc.
§§ Knowledge of and skills in applying the principlesKnowledge of and skills in applying the principles
uu Improved mastery in the competenciesImproved mastery in the competencies
uu New collaborations and partnerships New collaborations and partnerships
uu Outcomes/program attributionsOutcomes/program attributions§§ Changes in departmental discussionsChanges in departmental discussions
§§ New interdisciplinary partnershipsNew interdisciplinary partnerships
§§ Funding (at least three grants, including one @ $6.5 million)Funding (at least three grants, including one @ $6.5 million)
“I now have ideas about expanding academic grants (and, in fact, have “I now have ideas about expanding academic grants (and, in fact, have submitted one) to include components that will ultimately improve my submitted one) to include components that will ultimately improve my academic research as well as ‘give back’ to the community ...”academic research as well as ‘give back’ to the community ...”
PreliminaryPreliminary Findings: Class IFindings: Class I
“I have learned how to structure my partnerships better, with “I have learned how to structure my partnerships better, with
written agreements about expectations, roles and outcomes.”written agreements about expectations, roles and outcomes.”
“This program has completely altered for the better the nature of “This program has completely altered for the better the nature of my Community Journalism class, where we are now kneemy Community Journalism class, where we are now knee--deep in deep in making connections happen between UNC and NCCU.”making connections happen between UNC and NCCU.”
“How to start! The whole thing has been a rush. I think getting the How to start! The whole thing has been a rush. I think getting the grant was the thing that catapulted us into decisiveness. No grant was the thing that catapulted us into decisiveness. No turning back now.”turning back now.”
“I am even more convinced that engaged scholarship must co“I am even more convinced that engaged scholarship must co--develop with the disciplines if that vast amount of knowledge develop with the disciplines if that vast amount of knowledge accumulated in the social sciences and humanities is to reduce accumulated in the social sciences and humanities is to reduce suffering, improve the well being of communities and effectively suffering, improve the well being of communities and effectively address the tremendous challenges we face.”address the tremendous challenges we face.”
Community-engaged scholars at work
uu Recognition is valued and appreciated.Recognition is valued and appreciated.
uu The consistency of an experienced community The consistency of an experienced community voice/presence is key.voice/presence is key.
uu A “curriculum” that is both structured and A “curriculum” that is both structured and flexible is more work, but worth it.flexible is more work, but worth it.
uu Never underestimate the power of a van ride.Never underestimate the power of a van ride.
uu Choose thoughtfully and Choose thoughtfully and get out of the wayget out of the way!!
Additional LearningAdditional Learning
u Community-Campus Partnerships for Health http://www.ccph.info
u Carolina Center for Public Service http://www.unc.edu/cps/
u Faculty Engaged Scholars program http://www.unc.edu/cps/faculty-engaged-scholars.php
u Lynn [email protected]
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