Nancy Brattain Rogers
Linda Maule
Greg Bierly


The development of collaborative partnerships
between education, business, social services, and
government that contribute to the academic
mission of the University and directly benefit the
community.
Community engagement includes activities in the
teaching, research, and service endeavors of
faculty, students, and staff.







Technical assistance and applied research to help increase
understanding of a local or regional problem or test
solutions for that problem.
Lectures, seminars, and other public forum that provide a
neutral place to explore community issues.
Extension of learning beyond the University walls and into
the community.
Enriching the cultural life of the community.
Service, including internships and service-learning, that
directly benefits the public.
Economic development initiatives, including technology
transfer and support for small businesses.
Involvement of community members in planning and
decision making activities of the University.
A specific conception of faculty work that
connects the intellectual assets of the
institution (i.e. faculty expertise) to
public issues such as community,
social, cultural, human and economic
development. Through engaged forms
of teaching and research, faculty apply
their academic expertise to public
purposes, as a way of contributing to
the fulfillment of the core mission of
the institution.
Holland, 2005



Purpose
Process
Product
Practice
Theory
Problems Addressed
Methods
Public Scholarship
Deliberative
Complex “public
problems” requiring
deliberation
Face to face, open
forums
Participatory
Research
Participatory
Democracy
Inclusion of specific
groups
Face to face
collaboration with
specific publics
Community
Partnership
Social Democracy
Social change,
structural
transformation
Collaboration with
intermediary groups
Public Information
Networks
Democracy broadly
understood
Problems of
networking,
communication
Databases of public
resources
Civic literacy
scholarship
Democracy broadly
understood
Enhancing public
discourse
Communication
with general public
Teaching
↓
Scholarly Teaching
↓
Scholarship of Teaching
Engagement
↓
Scholarly Engagement
↓
Scholarship of
Engagement

Traditional tenure and promotion
expectations
Lack of training for faculty

Limited resources and competing priorities

◦ How to develop and sustain relationships with the
community
◦ How to incorporate SOE into their own scholarly agenda
◦ How to evaluate the scholarly work of colleagues

Link strategically to each of the three
promotion and tenure categories
◦ Curriculum Innovation and Assessment of
Learning Outcomes
 Integration into a single course
 Integration throughout department’s curriculum
◦ Scholarly Articles/Presentations Utilizing
Disciplinary Standards
◦ Community Service Connected to Disciplinary
Knowledge

Teaching
◦ Integrate qualitative/quantitative assessment of
teaching effectiveness
◦ Integrate qualitative/quantitative assessment of
learning outcomes (e.g. The Measure of Service
Learning: Research Scales to Assess Student
Experiences (Bringle et. A.) )


Research
◦ Connect theory and research (generalizability,
reliability, validity)
◦ Submit work to refereed journals
◦ Identify quality of journal in which the article is
printed
◦ Describe work in the same language used to
describe disciplinary research
Service



Disciplinary research
Scholarship of teaching, engagement,
advising – discipline-based; published
in disciplinary journals
Scholarship of teaching, engagement,
advising – published in teaching, higher
ed journals






Clear goals
Adequate preparation
Appropriate methods
Significant results
Effective presentation
Reflective critique
◦ Glassick, C.E., Huber, M. T. & Maeroff, G. I. (1997).
Scholarship assessed.
Evaluation of the professoriate. San Francisco:
Jossey-Bass, Inc.