Quality of Life Conference, University of Saskatchewan, Saskatoon Community and Academic Opportuni2es for Engaged Scholarship The Mo2va2on for Engagement Social responsibility Economic opportuniLes Community development Academic innovaLons PoliLcs Mandates CompeLLon with other insLtuLons Defining Engagement Engagement describes collaboraLons between [and among] higher educaLon insLtuLons and their larger communiLes (local, regional/state, naLonal, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. Carnegie FoundaLon, 2006 Sherril B Gelmon, DrPH Mark O. HaHield School of Government Portland State University •
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May 16, 2014 Gelmon, 2007 Core Elements of Engagement •  Create partnerships •  Seek mutually beneficial outcomes •  Build upon reciprocity and mutuality •  Create knowledge exchange relaLonships Sherril B. Gelmon, DrPH Portland State University and CCPH What to Call Engagement •  “Civic engagement” rooted in poliLcal science; o[en linked to ciLzenship •  “Civics” lacks meaning outside of U.S. •  With emphasis on reciprocal partnerships, moLvaLon to acknowledge the community •  “Community involvement” not strong enough descriptor •  “Community engagement” has been adopted in many jurisdicLons internaLonally Engaged Faculty •  Connect discipline and theory with applicaLon to real contexts and challenges •  Enhance meaning and social responsibility •  Advised in recruitment of priority •  Seek out supporLve peers and mentors •  Broaden individual concept of scholarship •  Are recognized and rewarded for this work •  Do what is right without compromise 1 Quality of Life Conference, University of Saskatchewan, Saskatoon Influence of the Discipline May 16, 2014 Engaged Ins2tu2ons •  Academic groupings of closest or most informed disciplinary colleagues •  Focus of promoLonal reviews •  Esteemed scholars selected as peer reviewers •  NaLonal/internaLonal socieLes where recogniLon and presLge will be granted •  Belief of shared cultures, responsibiliLes, goals but may behave in closed and secreLve ways •  Complexity of interdisciplinary work/reviews •  Mission, vision, values emphasize connecLons •  Leaders “walk the talk” and role model •  Policies and prioriLes reflect commitment •  Curricular revisions involve community •  Valuing of partnerships, connecLons, networks to advance teaching and learning as well as scholarly acLviLes Example: Portland State University Students and Engagement •  Mobo: “Let Knowledge Serve the City” •  Defined as an urban insLtuLon •  PresidenLal theme: “Provide civic leadership through partnership” •  Central locaLon, disLncLve signage Faculty Recogni2on and Rewards •  InsLtuLons support and recognize community-­‐engaged scholarship •  Community-­‐engaged faculty are recruited, recognized and retained •  RecogniLon of interdisciplinary and team-­‐
based scholarship •  Value placed on community impact of scholarly work •  Community involved in faculty reviews Kellogg Commission on Community-­‐Engaged Scholarship in the Health Professions, 2005 Sherril B. Gelmon, DrPH Portland State University and CCPH •  Learning beyond the classroom •  Valuing of Lme and energy for socially relevant work •  Explore values and poliLcs •  Engage in individual and group reflecLon •  OpportuniLes to learn with and from range of co-­‐teachers PSU: Evalua2ng Scholarship •  “Demonstrate significance of results” •  “Make a difference in communiLes” •  “Define/resolve relevant social problems and/or issues” •  “Improve exisLng pracLces or programs” •  “Make substanLve contribuLons to public policy” •  “Widely disseminate knowledge gained” Portland State University P&T Guidelines, 1996 2 Quality of Life Conference, University of Saskatchewan, Saskatoon May 16, 2014 Community Partners •  CreaLon, support and nurturing of partnerships across mulLple sectors •  Community voice prominent in acLviLes •  ExperLse and knowledge of leaders valued in insLtuLonal acLviLes •  AppreciaLon of roles, respect for constraints •  IdenLficaLon of relevant opportuniLes •  Mutuality, reciprocity, balance of power Learning About Each Other •  Faculty need to step out of normal academic work and acLvity to become involved in community issues •  Community leaders need to arLculate experLse needed to address key issues •  Reciprocal process of seeking answers and developing creaLve approaches to challenges •  Work is complex, convoluted, Lme-­‐consuming •  Bring together people and resources to move soluLons forward Benefits for Community Partners •  Access to courses, events, other educaLonal offerings •  ParLcipaLon in learning communiLes, colloquia, economic development •  Involvement as subject experts •  Library services – on-­‐campus and remote •  AthleLc faciliLes •  Parking (!) •  Align community partner agendas with insLtuLonal goals and objecLves For the Community: Off Campus Kids camps Indigenous land management insLtute Centre for conLnuing and distance educaLon Northern Saskatchewan communiLes (medicine) Northern science ambassadors CLASSIC (Community Legal Assistance Services for Saskatoon Inner City Inc.) •  SWITCH (Student Wellness IniLaLve Towards Community Health) •  Northern dental program •  SciFi (engineering) •
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www.usask.ca/engagement/community/off-­‐campus/index.php Sherril B. Gelmon, DrPH Portland State University and CCPH For the Community: On Campus •
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Kids camps Aboriginal business student ambassadors Student treatment clinic (denLstry) Light, sound and energy experiments Northern schools iniLaLve Community school program (kinesiology) www.usask.ca/engagement/community/on-­‐campus/index.php Making Community Impact through CES •  TradiLonal academic products of CES not usually intended for community audiences •  Concerns whether products are what communiLes really need •  Community audiences have limited access to tradiLonal academic products •  InnovaLve products of CES may have impact on community with which they were created •  Few mechanisms for broad disseminaLon of innovaLve products limit impact elsewhere •  Lack mechanisms to determine impact of products 3 Quality of Life Conference, University of Saskatchewan, Saskatoon May 16, 2014 CCPH Principles of Partnerships CCPH Elements for an Authen2c Partnerships •  Form for a specific purpose, take on new goals over Lme •  Agree upon values, goals, measurable outcomes •  RelaLonships of mutual trust, respect, genuineness and commitment •  Build upon strengths/assets, address needs, increase capacity •  Balance power and share resources •  Clear, open, accessible communicaLon CCPH Principles of Partnerships Challenges of Engagement •  Agree upon decision-­‐making and conflict resoluLon processes •  Ensure feedback to, among and from stakeholders •  Share credit for accomplishments •  Take Lme to develop and evolve •  Consider their environment •  Value mulLple kinds of knowledge and life experience InsLtuLonal culture and pracLce Disciplinary culture, norms, expectaLons “We’ve always done it this way …” Defining community-­‐engaged scholarship across mulLple disciplines and professions •  Complexity of revising hiring pracLces, as well as P&T guidelines •  ReorienLng senior faculty to new approach •  CreaLng new cultures with communiLes •
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Key Principles of Outreach and Engagement •  Engaged partnerships are mutually beneficial. •  Partners must work to build and maintain respect and trust. •  CollaboraLon is criLcal to effecLve partnerships. •  CommunicaLon must be clear and regular. •  Partnerships must be innovaLve in ways that recognize that each partnership is unique and dynamic. •  Engaged partnerships will, by definiLon, contribute to a culture of engagement at the U of S. (as ar&culated in the Engaging with External Partners report)
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Engaged Scholarship? Is there one or more community partner involved in planning and implementaLon? •  Does the acLvity address a specific community need? •  Have the university and the partner arLculated expected benefits? •  Is there evidence of benefits or outcomes for the university and the partner? •  Is knowledge or experLse being exchanged to meet the goals of the acLvity? •  Does the acLvity link directly to research or teaching/learning or both? Sherril B. Gelmon, DrPH Portland State University and CCPH www.usask.ca/engagement/strategic-­‐vision/index.php 4 Quality of Life Conference, University of Saskatchewan, Saskatoon The Engagement Journey: What Are the Opportuni2es? •
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Mission and vision Leadership Student involvement Disciplinary/themaLc clusters/iniLaLves InsLtuLonal strategies, P&T procedures Curricular change Faculty development Community partnerships May 16, 2014 Resources Community-­‐Campus Partnerships for Health: ccph.info CES toolkit: communityengagedscholarship.info CES4Health.info: www.CES4Health.info Faculty for the Engaged Campus, featured in JHEOE, March 2012 Canadian Engaged Scholarship CollaboraLve: engagedscholarship.ca/ Research University Community Engagement Network: www.compact.org/iniLaLves/trucen/trucen-­‐toolkit/ •  InternaLonal AssociaLon 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, Obawa •  CCPH Conference, Spring 2016, tbd •
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For Further Informa2on Sherril B. Gelmon, DrPH Professor of Public Health and Chair, Division of Public AdministraLon Mark O. HaHield School of Government College of Urban and Public Affairs Portland State University gelmons@pdx.edu Sherril B. Gelmon, DrPH Portland State University and CCPH 5