Community-Engaged Scholarship
Presentation, University of
Saskatchewan
May 14, 2014
Session Overview
Community-Engaged Scholarship: Social
Responsibility, Personal Values, and
Institutional Recognition
Sherril Gelmon, DrPH
Professor of Public Health, Portland State University
CCPH Senior Consultant
  Social responsibility and personal values – the context of the academy   Community-­‐engaged scholarship   Ins<tu<onal and disciplinary responses   Resources The Context of Higher Education
  Where does social responsibility enter into par<cipa<ng in higher educa<on? •
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Social Responsibility and
Personal Values
  How do we integrate personal values into our daily work? Our Challenges
  Working in/with higher educa<on can be difficult   In view of mul<ple internal and external pressures, hard to focus on the posi<ve aspects of our work Finding Joy in Our Work
  Crea<ng ins<tu<ons that are capable and empowered to 
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  We experience stress, employee turnover, strained rela<onships, frustra<on and anger   Struggle to capture pride and joy in our work Sherril B. Gelmon, DrPH
Portland Sate University and CCPH
Faculty roles? Student requirements? Staff expecta<ons? Community opportuni<es? 
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fulfill their missions – the best educa<on, scholarship and service with communi<es Faculty/staff/students who are engaged in their work Faculty/staff who have opportuni<es for personal and professional growth and development Faculty colleagues, staff and administrators trust each other People go out of their way to implement best prac<ces Ins<tu<ons create reputa<ons as leaders and as the best places to work 1
Community-Engaged Scholarship
Presentation, University of
Saskatchewan
May 14, 2014
Connecting Social/Values Issues
  Leverage economic power of the university to produce targeted community benefits •  Anchor ins<tu<ons •  Urban or regional universi<es •  “Communi-­‐versi<es”   Professional expecta<ons and roles •  Rewards and recogni<on •  Professional development Definitions
Community-Engaged
SCholarship
Community Engagement
  Community engagement is the applica<on of ins<tu<onal resources to address and solve challenges facing communi<es through collabora<on with these communi<es   Scholarship is teaching, discovery, integra<on, applica<on and engagement that has clear goals, adequate prepara<on, appropriate methods, significant results, effec<ve presenta<on, and reflec<ve cri<que that is rigorous and peer-­‐
reviewed   Community-­‐engaged scholarship is scholarship that involves the scholar in a mutually beneficial partnership with the community. Linking Scholarship and Communities, Commission Report, 2005
(download from Community-Campus Partnerships for Health www.ccph.info)
Linking Scholarship and Communities, Kellogg Commission Report, 2005
Connecting to
Communities
Defining
Community
CCPH board of directors, 2005
There is no “one” defini<on of community   Geography   Age, gender, ethnicity, sexual orienta<on   Disability, illness or health condi<on   Common interest or cause   Shared values or norms In general a “community” represents:   Common interest of cause   Shared values or norms Sherril B. Gelmon, DrPH
Portland Sate University and CCPH
Defining “community” in community-­‐engaged work is more about the process of asking ques<ons than about a strict defini<on of who “is” community or “represents” community:   Are those most affected by the issue at the table?   Are those who have a stake in the topic being addressed at the table? Is it a round table?   Are those with the resources (e.g., knowledge, connec<ons, funding) needed to address the issue at the table?   Do these individuals play decision-­‐making roles? 2
Community-Engaged Scholarship
Presentation, University of
Saskatchewan
May 14, 2014
Community-Engaged
Teaching and Learning
Scholarship Defined
The ac<vity requires a high level of exper7se. The ac<vity breaks new ground or is innova7ve. The ac<vity has significance or impact. The ac<vity can be replicated and elaborated. The work and its results can be documented and disseminated. •  The work and its results can be peer reviewed. •
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Adapted from Recognizing Faculty Work, by Robert Diamond and Bronwyn Adam (1993) Academic experiences that involve the teacher and the students in a mutually beneficial partnership with the community in order to fulfill academic requirements and meet community needs   Service or community-­‐based learning   Coopera<ve educa<on   Capstones or other integra<ve experiences   Field placements (with reflec<on)   Community-­‐based research A Developmental Model for Engagement!
(Gelmon & Agre-Kippenhan, 2002)
!
Skill level
Explorer
Novice
Experience
None
Initial
Logistics
Unfathomable All-consuming
Manager
Mentor
Some
Extensive
Managed smoothly
Handled gracefully
From Service to Scholarship
  Key point #1: Engagement is not necessarily scholarship. Partnership
Non-existent
Development
Provided
Gathered and
weeded
Offered
  Key point #2: Faculty
Learning
Exposure
Observing and
small experiments
Information
exchange
Reflective
Reflection
Non-existent
Disconnected add- Recognizable and
on
integral
Seamless and
integrated
Pedagogy
Faculty banks
Faculty leads
Faculty lets go
Students construct
Course
Integration
None
Minimal
Partial
Seamless
Faculty
Spark interest
Development
Basic skills and
logistics
Advanced practice
and learning
Peer exchange
Scholarship
Initial small
community-based
experiments
Evident; juxtaposed
with traditional
discipline
Dominant theme;
contributes to building
knowledge base
Service is not necessarily scholarship.   Must use a scholarly approach (grounded in work that came before)   Must document and create product that can be disseminated and subjected to cri<que Traditional,
disciplinebased
Challenges for Faculty
  Collabora<ve/interdisciplinary nature 
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of CES Time involved in partnership development Tradi<ons of senior scholars and ins<tu<ons Organiza<onal cultures slow to adapt Opportuni<es for community partners Sherril B. Gelmon, DrPH
Portland Sate University and CCPH
Challenges for Faculty
  Expecta<ons and hierarchies of funders   Tradi<ons of journals   Diverse nature of products of CES   Compe<ng dissemina<on for academic recogni<on vs. community relevance   Diverse measures of quality, produc<vity and impact   Lack of expert peer reviewers of CES 3
Community-Engaged Scholarship
Presentation, University of
Saskatchewan
May 14, 2014
Characteristics of
Quality CES
  Clear goals -­‐ academic/community change   Adequate prepara<on -­‐ content area and grounding in community   Methodological rigor -­‐ relevance and strength of methods   Significance -­‐ impact in field and community   Effec<ve presenta<on -­‐ dissemina<on to academic and community audiences   Reflec<ve cri<que -­‐ lessons learned   Ethical behavior -­‐ socially responsible conduct Institutional and Disciplinary
Responses to Support CES
Jordan, Wong, Jungnickel et al. Metropolitan Universi@es Journal, 20.2, August 2009 Engagement of Faculty
  Develop competencies in engagement •  Engaged teaching and learning •  Engaged scholarship •  Partnership development and co-­‐management   Ins<tu<onal rewards and recogni<on •  Models of faculty rewards   Disciplinary opportuni<es •  Convincing colleagues of the value of engaged work   New modes of dissemina<on •  Nontradi<onal peer review and publica<on Competencies for Successful
CES Practice
Novice   Understand concepts of community engagement and CES   Familiarity with basic literature and history of CES   Understand various contributors to community issues   Develop skills and commitment for fostering community and social change Novice to Intermediate   Work effec<vely in and with diverse communi<es   Nego<ate across community-­‐academic groups   Write grants expressing CES principles and approaches   Write ar<cles based on CES processes and outcomes for peer-­‐
reviewed publica<ons Blanchard, Hanssmann, et al. Metropolitan Universi@es Journal, 20.2, August 2009 Sherril B. Gelmon, DrPH
Portland Sate University and CCPH
Competencies for Engagement
Competencies for Successful CES
Practice
Intermediate to Advanced   Transfer skills to community and other faculty   Understand and apply defini<on of CES, CES benchmarks, scholarly products, outcomes, and measures of quality Advanced   Understand policy implica<ons of CES and ability to work with communi<es in transla<ng CES into policy   Balance tasks in academia posing special challenges to CES in order to thrive in an academic environment   Effec<vely describe scholarly components of the work in a porfolio for review, promo<on and/or tenure   Knowledge of RPT process and its rela<onship with CES   Ability to serve on RPT commigee   Ability to mentor others to build a CES-­‐based porfolio Blanchard, Hanssmann, Strauss, et al. Metropolitan Universi@es Journal, 20.2, August 2009 4
Community-Engaged Scholarship
Presentation, University of
Saskatchewan
May 14, 2014
Roles, Rewards and Review
Systems
  Tradi<ons of the system – view of impact •  Concern with journal impact scores and not real community impact •  Academic journals are not the only dissemina<on venue Institutional Rewards and
Recognition
  What “counts” as scholarship •  Different disciplines have different views •  Acceptance/valuing of varied modes Roles, Rewards and Review
Systems
  Misconcep<ons of CES by review commigees regarding: Roles, Rewards and Review
Systems
  Misconcep<ons of/mistakes with CES by faculty member: •  Rigor of scholarly work •  Percep<on that engagement = scholarship •  Time invested in developing rela<onships •  Not producing scholarship from engaged work •  CES vs. service-­‐learning vs “just service” •  Not integra<ng engagement into teaching •  Connec<ons between disciplines and •  Not integra<ng engagement into scholarship engaged work Why Do Universities Engage
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Social responsibility Economic opportuni<es Community development Academic innova<ons Poli<cs Mandates Compe<<on with other ins<tu<ons Gelmon, 2007 Engagement at U of S
Community Outreach and Engagement   Educa<on and discovery through partnerships   Rich history of engagement and outreach   Tradi<on of working closely with communi<es   Support for experien<al learning, community-­‐
based research and academic outreach   Celebrates mutually beneficial partnerships   Faculty, student and external partners collaborate Sherril B. Gelmon, DrPH
Portland Sate University and CCPH
www.usask.ca/engagement/ 5
Community-Engaged Scholarship
Presentation, University of
Saskatchewan
May 14, 2014
Engagement at U of S
Advancement and Community Engagement   Posi<oning the university   Build on strategic direc<ons   Alumni rela<ons, development, communica<ons   Advancement services, finance and trusts   First na<ons and Me<s engagement   Community outreach and engagement Disciplinary Opportunities
www.usask.ca/vpadvancement/ Creating Evidence
  Evidence may exist but will not help build a case if 
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you do not document it Documenta<on frames and presents your case and presents your evidence Do not depend on interpreta<on Frame narra<ve, cv, legers, other evidence to create a convincing and compelling story If you don’t present it, no one else might What does your discipline expect? Exemplary Portfolios
Work is grounded in unit/ins<tu<onal mission Narra<ve is framed around local P&T criteria Porfolio tells an integrated and compelling story Candidate clearly makes a case for their own story Work reflects quali<es of CES and has been tested and disseminated in mul<ple venues   Illustrate connec<ons across various ac<vi<es   Show well-­‐developed sustained collabora<ons 
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CCPH CES Toolkit: hgp://communityengagedscholarship.info Creating Exemplary Portfolios
  Integrate scholarship of discovery, teaching, 
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engagement Demonstrate systema<c reflec<on and review Present mul<ple forms of evidence Reference external benchmarks Show relevance by strong legers of support from inside and outside of the discipline Assemble a porfolio that is well-­‐packaged, cross-­‐referenced, easy to navigate CCPH CES Toolkit: hgp://communityengagedscholarship.info Compelling Evidence of CES
Community contributes to/benefits from project Progress towards social equity/changes in policy Improved service delivery processes or outcomes Increased funding to con<nue/expand/replicate project Increased funding for community partners Increased capacity of individuals and community organiza<ons to advocate for themselves   Ability of trainees to assume posi<ons of leadership and community engagement   Work adds consequen<ally to discipline(s), CES and community 
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CCPH CES Toolkit: hgp://communityengagedscholarship.info Sherril B. Gelmon, DrPH
Portland Sate University and CCPH
6
Community-Engaged Scholarship
Presentation, University of
Saskatchewan
May 14, 2014
Products of CES
New Modes of Dissemination
•  Conven<onal: Journal manuscripts •  Diverse and innova<ve: •  Results of CES: Policy briefs, videos, photo voice exhibits •  Tools that can assist others in implemen<ng or adap<ng the project in their communi<es: Assessment instruments, instruc<onal manuals, partnership agreements   Iden<fica<on of relevant dissemina<on venues Challenges of Peer Review of
CES Products
  Tradi<onal peer-­‐review process may not find 
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value in CES products Format of peer-­‐reviewed journals not conducive to innova<ve CES products Lack of peer-­‐reviewed dissemina<on mechanisms that value and can broaden community impact Importance of informed external peer review in faculty roles and rewards Community peer reviewers may not be valued A Solution: CES4Health.info
  Mechanism for peer review and online publica<on of products of community-­‐engaged scholarship in forms other than journal manuscripts   Intended to both increase impact of these products in communi<es and increase likelihood they will count in faculty promo<on and tenure reviews CES4Health.info
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A component of Community-Campus Partnerships for Health’s
Faculty for the Engaged Campus Initiative, supported in part by the
Fund for the Improvement of Postsecondary Education of the US Department of Education
Sherril B. Gelmon, DrPH
Portland Sate University and CCPH
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Online resource launched in November 2009 Editorial/peer review processes mirror most journals “Peers” in CES come from community and academy Authors note products as peer-­‐reviewed publica<ons in CV Reviewers note professional service in CV Number of downloads and uses being tracked as measures of impact Congratulatory and educa<onal legers sent to administrators/commigees 7
Community-Engaged Scholarship
Presentation, University of
Saskatchewan
May 14, 2014
Examples of Products
Published to Date
Minimum Submission Criteria
  The CE in CES4Health: Community-­‐engaged   The S in CES4Health: The project that resulted in the product was approached in a scholarly way, and builds upon or is grounded in previous prac<ce or evidence   The Health in CES4Health: Defined very broadly   Community Based Par<cipatory Research with Indigenous People (educa<onal video)   Partners in Research: Curricula to Prepare Community and Faculty for CBPR Partnerships   Engaging the Underserved: Personal Accounts of Communi<es on Mental Health Needs for Preven<on and Early Interven<on Strategies (report)   Toolkit to Establish and Sustain Year-­‐Long Walking in Rural Communi<es   Overtown Cookbook (evidence-­‐based and taste-­‐tested culturally diverse healthy recipes)   Mapping Memories (digital stories of refugee youth and curriculum resources for engaging youth) CES4Health.info
Review Criteria
Appropriateness for CES4Health.info Clear goals Adequate prepara<on Methodological rigor Significance Effec<ve presenta<on Reflec<ve cri<que Ethical behavior 
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Perspectives of Authors
•  Decision to submit •
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•  To get product published •  Curious to see what review process would reveal •  To have product disseminated High sa<sfac<on with elements of review process Find value in content of narra<ve peer review Products now noted as peer reviewed on CV Nontradi<onal products of CES are published and in the public domain Resources
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Community-­‐Campus Partnerships for Health: hgp://ccph.info CES toolkit: hgp://communityengagedscholarship.info CES4Health.info: www.CES4Health.info Online Database of Faculty Mentors & Porfolio Reviewers: hgp://facultydatabase.info Faculty for the Engaged Campus, featured in JHEOE, March 2012 Canadian Engaged Scholarship Collabora<ve: hgp://engagedscholarship.ca/ Research University Community Engagement Network: hgp://
www.compact.org/ini<a<ves/trucen/trucen-­‐toolkit/ Interna<onal Associa<on for Research on Service-­‐Learning and Community Engagement: www.researchslce.org IARSLCE Research Conference, September 29-­‐October 1, 2014, New Orleans CU Expo, April 2015, Ogawa CCPH Conference, Spring 2016, tbd For Further Information
Sherril B. Gelmon, DrPH Professor of Public Health and Chair, Division of Public Administra<on Mark O. Hafield School of Government College of Urban and Public Affairs Portland State University gelmons@pdx.edu Sherril B. Gelmon, DrPH
Portland Sate University and CCPH
8