Community Engagement and Professional
Advancement through
Engaged Scholarship
A Faculty Development Conference
Sponsored by
The Community Learning Network
Temple University
March 30, 2012
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Giles Temple Engaged Scholarship
Presented by
Dwight E. Giles Jr.
Professor of Higher Education Administration
University of Massachusetts Boston
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Agenda
 Community Engagement
 Scholarship Redefined
 Scholarship of Engagement/Engaged Scholarship
 Research
 Strategies, Examples & Challenges
 Resources
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Community Engagement
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Definition: Community Engagement
Community Engagement describes the
collaboration between higher education
institutions and their larger communities
(local, regional/state, national, global) for
the mutually beneficial exchange of
knowledge and resources in a context of
partnership and reciprocity.
Carnegie Foundation for the Advancement of
teaching, Elective Classification for Community
Engagement, 2006
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Partnerships and Reciprocity
 Engagement “requires going beyond the expert
model that often gets in the way of constructive
university-community collaboration…calls on
faculty to move beyond ‘outreach,’…asks
scholars to go beyond ‘service,’ with its
overtones of noblesse oblige. What it
emphasizes is genuine collaboration: that the
learning and teaching be multidirectional and
the expertise shared. It represents a basic
reconceptualization of…community-based
work.”
O’Meara and Rice, Faculty Priorities Reconsidered (2005).
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Reciprocity
As a core principle – there is a flow of knowledge,
information and benefits in both directions between the
University and community partners.
Reciprocity is what defines and distinguishes
engagement: reciprocity = engagement
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Scholarship Redefined
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“Scholarship is a choice of how to
live as well as a choice of a career.”
C. Wright Mills, The Sociological Imagination, 1959.
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Scholarship Reconsidered
 Discovery involves adding to the stock of human knowledge.
 Integration involves making connections across disciplines
that lead to new understandings.
 Application involves turning knowledge into use by
addressing real-world problem solving.
 Teaching involves passing knowledge or understanding on to
others.
Ernest Boyer, Scholarship Reconsidered, 1990.
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The Scholarship of Application: Boyer
 How can knowledge be responsibly applied to
consequential problems?
 How can it be helpful to individuals and institutions?
 Can social problems themselves define an agenda for
scholarly application?
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Scholarship of Engagement/Engaged
Scholarship
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 I would have American scholars, especially in the
social sciences, declare their independence of
do-nothing traditions. I would have them repeal
the law of custom which bars marriage of thought
with action. I would have them become more
scholarly by enriching the wisdom which comes
from knowing with the larger wisdom which
comes from doing. I would have them advance
from knowledge of facts to knowledge of forces,
and from the knowledge of forces to control of
forces in the interest of more complete social and
personal life. (Small 1896, 564)
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The Scholarship of Engagement
 American colleges and universities are “one of the
greatest hopes for intellectual and civic progress in
this country. I am convinced that for this hope to
be fulfilled, the academy must become a more
vigorous partner in the search for answers to our
most pressing social, civic, economic, and moral
problems, and must reaffirm its historic
commitment to what I call the scholarship of
engagement.”
Ernest Boyer, The Scholarship of Engagement. 1996.
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From Application to Engagement
 The Scholarship of Application “builds on established
academic epistemology, assumes that knowledge is
generated in the university or college and then applied
to external contexts with knowledge flowing in one
direction, out of the academy.”
O’Meara and Rice, Faculty Priorities Reconsidered (2005).
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The Scholarship of Engagement
The Scholarship of Engagement “opens the way for a very different approach to
scholarly work in all three areas of faculty responsibility – teaching, research, and
service.”
 Pedagogy: “faculty members need to rethink their relationship to students,
the larger community, and many of their assumptions about teaching.”
 Research: “Community-based research calls for a realignment of the
relationship of local and cosmopolitan knowledge.”
 Service: The Scholarship of Engagement “transforms service into
collaborative practice.”
O’Meara and Rice, Faculty Priorities Reconsidered (2005).
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What is the Scholarship of
Engagement?
The Scholarship of Engagement is a term that captures scholarship in the areas of
teaching, research, and/or service.

It engages faculty in academically relevant work that simultaneously meets campus mission
and goals as well as community needs.

Engagement is a scholarly agenda that incorporates community issues and which can be within
or integrative across teaching, research, and service.

In this definition, community is broadly defined to include audiences external to the campus
that are part of a collaborative process that contributes to the public good.
In applying these criteria, the National Review Board for the Scholarship of Engagement is
mindful of the variation in institutional contexts, the breadth of faculty work, and individual
promotion and tenure guidelines.
The National Review Board for the Scholarship of Engagement
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Multiple Terms for Engagement
 Public scholarship
 Community Engaged Scholarship
 Scholarship of Engagement (Boyer)
 Faculty Engagement
 Publically Engaged Scholarship
 Faculty Civic Agency
 Democratic Engagement
GILES, JR., D.. Understanding an Emerging Field of Scholarship: Toward a Research Agenda for
Engaged, Public Scholarship. Journal of Higher Education Outreach and Engagement, North America,
12, Jul. 2008. Available at: <http://openjournals.libs.uga.edu/index.php/jheoe/article/view/117/105>. Date
accessed: 29 Mar. 2012.
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Engagement and Faculty Roles
Engagement
Engaged Pedagogy
Professional Service
(Collaborative
Practice)
Giles Temple Engaged Scholarship
Community-Based
Research
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Principles of Engagement
 Place-Related
 Interactive – Respectful/Collaborative
 Mutually Beneficial
 Integrated
 Dedication to Learning – emphasis on values of
community, responsibility, stewardship, and mutual
concern
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The Act of Scholarship
 Goal setting for the scholarship.
 Selecting the means and methods for carrying out the
scholarship.
 Applying those means and methods.
 Reflection on the results of that application.
 Dissemination of results.
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The Scholarship of Engagement
Standards of Scholarship of
Engagement
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Quality—Evaluation
Criteria
 Goals/questions
 Context of theory, literature, best practices
 Methods
 Results
 Communication/dissemination
 Reflective critique
National Review Board
Scholarship of Engagement, 2000
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Architecture of Engaged
Scholarship:
Same Questions, Different Answers
 Purpose
 Questions
 Research Design
 Data Analysis
 Dissemination
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Documenting Scholarship
Traditional Scholarship
3 articles under review
Scholarship of Engagement


6 national conference
presentations



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Delivered feedback reports to 32 human
service organizations
Influenced county-wide policies on client
confidentiality
Data helped county procure additional funds
for service intervention.
Presented findings to over 100 county service
providers and managers; over 500 human
service delivery leaders and providers across
the state; to state policy makers.
Data used to build technical support for
citizens across the state.
Guidelines for Documentation
 Consider documentation as an ongoing process rather
than a summary of outcomes.
 Clarify the intellectual questions that guided your
work.
 Describe the context of your work (national trends,
campus mission, departmental priorities).
 Document individual contributions and distinguish
from roles of other collaborators.
Driscoll, A & Lynton, E. (Eds) (1999). Making Outreach Visible, AAHE
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Benefits to the External
Partner
Meeting
immediate needs
Enhancing long-term
capacity
Creating new resources
Sustainability of effort
Benefits to Discipline
or Profession
Benefits to the Faculty
Member
capability to
provide professional service
Enrichment of teaching
New research ideas
Addition
Enhanced
OUTCOMES
Benefits to Student
Enhanced
learning
opportunities
Career connections
Personal development
Community involvement
to knowledge
base
Improved methodology
Effective dissemination
New questions
Benefits to Institution &
Unit
Contributing
to mission
Strengthening external ties
Image in community
New partnerships
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The Future
“The experience of engagement will become the pathway
to a fresh interpretation of the 21st century. This
conception rests on the rethinking of the core of the
academy, namely, the nature of scholarship itself.”
Judith Ramaley, NSF, 2002
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Research
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Optional Question Carnegies
Classification 2006
Do the institutional policies for
promotion and tenure reward the
scholarship of community
engagement?”
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Research Question
To what extent have higher education institutions
that are committed to community engagement
reshaped institutional reward policies in ways that
create explicit incentives for faculty to undertake
community engaged scholarship ?
Saltmarsh, J. Giles, D. E. Jr., O’Meara, K. Sandmann, L. R., Ward, E. &
Buglione, S. (2009) “Community Engagement and Institutional
Culture in Higher Education: An Investigation of Faculty Reward
Policies at Engaged Campuses.” In B. Moely, Ed. Advances in Service
Learning Research, Volume 9.
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Themes
Campuses are broadening categories of research in ways
that provide legitimacy for community-engaged scholarship
2. Promotion and tenure material revealed a persistent struggle
over language, definition, and discourse
3. While promotion and tenure policies emphasize community
engagement as a faculty service role, community
engagement also is associated in some cases with an
integrated faculty role across teaching, research, and service
4. Promotion and tenure materials revealed little evidence that
reciprocity is valued, assessed, or even authentically
understood
1.
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Leading Community-Engaged Change on American
Campuses: Lessons from Chief Academic Officers
Association for the Study of Higher Education
Charlotte, North Carolina
November 18th, 2011
Research Team
Dr. Elaine Ward, Higher Education Policy Research Unit, Dublin Institute of Technology
Kevin Piskadlo, Doctoral Candidate, University of Massachusetts, Boston
Suzanne Buglione, ABD, University of Massachusetts, Boston and Principal CommunityBuild
Professor Dwight Giles Jr., Senior Associate, NERCHE, UMass Boston
Professor John Saltmarsh, Co-Director NERCHE, UMass Boston
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Methodology
Final phase of a three phase study
Phase I – Review of Campuses Awarded the Carnegie Community
Engagement Classification in 2006 n = 76. Optional question on
promotion and tenure. 57 agreed to participate. 33 answered the
question
Phase II – Using the Eckel, Hill and Green (1998) model of
transformational change we identified 7 of these 33 campuses as
the most deeply and pervasively engaged. (See Saltmarsh, J., Giles, D., Ward,
E., Buglione, S. (2009). An analysis of faculty reward policies for engaged scholarship at Carnegie
classified community engaged institutions. New Directions for Teaching and Learning for more on this
study).
Phase III – Qualitative Multiple Case Study – P&T Change Process
 Semi-structured interviews with chief academic officers or those in a
similar role at each of the 7 institutions. N=12 interviews.
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Findings
Faculty Development and Dialogue – “the importance of
dialogue between faculty, administration and institutional
leadership was key”.
To establish any shared vision or strategy there needs to be clear communication and
transparency regarding the meaning, purpose, and future directions of engagement
on a campus. There are formal and informal ways of clarifying a common
understanding of engagement for the institution and across departments.
 Informal methods include causal meetings and dialogue
between leadership and faculty.
 Formal methods include establishment of committees,
academic council agenda items to discuss the shared meaning
and understanding of community engagement, mentoring and
training programs for junior scholars and training for senior
faculty on the review process of engaged tenure portfolios.
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Findings
Symbols, signals and incentives – The placement of community
engagement within the institution is “symbolic and contributes
to the acceptance and/or resistance” to community engagement.
E.g. establishing a designated post resourced to engagement out
of the provost’s office “the…center continues to report to the
provost which is important in maintaining a disciplinary, multidisciplinary campus wide focus”.
Visible symbols and incentives of the importance of community
engagement – e.g. Placement on the website, public speeches,
rewards ceremonies
Yet the TRUE incentive is to have explicit promotion and tenure
criteria that are clear about their reward of community engaged
scholarship.
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Findings
Policy and Systems Review – “[Guidelines are] pretty
well incorporated throughout the campus now in
preparation, not only of promotion and tenure
documents, but also in new faculty positions.
 Review of the P&T guidelines within the disciplines and
ultimately institution-wide
 Establish specific positions and/or offices on campus
 Embed P&T change in structural reform e.g. curriculum,
program, school level reform
 Hiring policy to include community-engagement criteria
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Implications, Contributions and Areas for Further
Study
 The significance of explicit P&T guidelines as a true incentive -
not rhetoric
 Brings together organizational change and community
engagement literature
 Theory Building for the Engagement Field
For further study
 The 3-Ds – Discipline, Department and Dean
 Individual positional leader and his/her identity and motivation
for engagement
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WHY faculty do Engaged Scholarship?
What is particularly noteworthy is that—even after
personal characteristics, departmental, and institutional
characteristics were taken into consideration—there was
still a unique positive effect of “Perceived Institutional
Commitment to Community Engagement” on the degree
to which faculty use their scholarship to address local
community needs. For this outcome measure, then,
perception of institutional support matters, even above
and beyond the individual dispositions of faculty
members, and even when disciplinary culture is accounted
for.
What Determines Faculty-Engaged Scholarship? Vogelgesang, Lori J; Denson, Nida;
Jayakumar, Uma M. Review of Higher Education 33. 4 (Summer 2010): 437-472.
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Research: National Collaborative for the
Study of University Engagement.
(NCSUE) Michigan State University
 http://ncsue.msu.edu/files/PT_Poster.pdf
 DOBERNECK, D., GLASS, C., SCHWEITZER, J..
From Rhetoric to Reality: A Typology of Publically
Engaged Scholarship. Journal of Higher Education
Outreach and Engagement, North America, 14, Dec.
2010. Available at:
<http://openjournals.libs.uga.edu/index.php/jheoe/artic
le/view/414>. Date accessed: 30 Mar. 2012.
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Strategies Examples & Challenges
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Scholarship in Public:
Knowledge Creation and Tenure
Policy in the Engaged University
A Resource on Promotion and Tenure in the Arts, Humanities, and
Design
Julie Ellison
and
Timothy K. Eatman
Imagining America: Artists and Scholars in Public Life
Tenure Team Initiative on Public Scholarship
2008
http://imaginingamerica.org/wp-content/uploads/2011/05/TTI_FINAL.pdf
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Summary Recommendations
 1. Define public scholarly and creative work.
 2. Develop policy based on a continuum of scholarship.
 3. Recognize the excellence of work that connects domains of
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

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
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knowledge.
4. Expand what counts.
5. Document what counts.
6. Present what counts: use portfolios.
7. Expand who counts: Broaden the community of peer review.
8. Support publicly engaged graduate students and junior faculty.
9. Build in flexibility at the point of hire.
10. Promote public scholars to full professor.
11. Organize the department for policy change.
12. Take this report home and use it to start something.
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Examples
Michigan State
DePaul University
Definition of Publicly Engaged
Scholarship
“…a form of scholarship that cuts across
teaching, research, and service. It involves
generating, transmitting, applying, and
preserving knowledge for the direct benefit
of external audiences, in ways that are
consistent with university and unit
missions.”
One of four kinds of scholarship.
(Provost’s Committee on Outreach, 1993
Michigan State University)
Does not include
•Service to the profession
•Service to the university
•Volunteer efforts
•Outside work for pay (consulting
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The application of
knowledge in responsible
ways to consequential
problems of contemporary
society, the larger
community, so that one’s
scholarly specialty informs
and is informed by
interactions with that
community.
P & T Guidelines
University of Memphis
Engaged scholarship now subsumes the scholarship of
application. It adds to existing knowledge in the process of
applying intellectual expertise to collaborative problem-solving
with urban, regional, state, national and/or global communities
and results in a written work shared with others in the discipline
or field of study. Engaged scholarship conceptualizes
"community groups" as all those outside of academe and
requires shared authority at all stages of the research process
from defining the research problem, choosing theoretical and
methodological approaches, conducting the research, developing
the final product(s), to participating in peer evaluation.
Departments should refine the definition as appropriate for their
disciplines and incorporate evaluation guidelines in departmental
tenure and promotion criteria.
(2011 Faculty handbook, chapter 4. p 42.)
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Portland State
The following four expressions of scholarship (which are
presented below in no particular order of importance) apply
equally to Research, Teaching, and Community outreach.(see
E.2-4).3
A significant factor in determining a faculty member’s
advancement is the individual’s accomplishments in
community outreach when such activities are part of a faculty
member’s responsibilities. Scholars can draw on their
professional expertise to engage in a wide array of community
outreach. Such activities can include defining or resolving
relevant local, national, or international problems or issues.
Community outreach also includes planning literary or
artistic festivals or celebrations. PSU highly values quality
community outreach as part of faculty roles and
responsibilities.
(Promotion & tenure guidelines, p. 10.
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“Syracuse University is committed to longstanding
traditions of scholarship as well as evolving perspectives on
scholarship. Syracuse University recognizes that the role of
academia is not static, and that methodologies, topics of
interest, and boundaries within and between disciplines change
over time. The University will continue to support scholars in
all of these traditions, including faculty who choose to
participate in publicly engaged scholarship. Publicly engaged
scholarship may involve partnerships of university knowledge
and resources with those of the public and private sectors to
enrich scholarship, research, creative activity, and public
knowledge; enhance curriculum, teaching and learning;
prepare educated, engaged citizens; strengthen democratic
values and civic responsibility; address and help solve critical
social problems; and contribute to the public good.”
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UNIVERSITY-WIDE EVALUATION GUIDELINES
FOR PROMOTIONS AND TENURE
THE UNIVERSITY OF NORTH CAROLINA AT
GREENSBORO
Revised 2010
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Teaching
II.A.1.(e) Community Engaged Teaching
 Developing and delivering community-based instruction,
such as service-learning experiences, on-site courses,
clinical experiences, professional internships, and
collaborative programs
 Developing and delivering off-campus teaching activities
such as study-abroad courses and experiences,
international instruction, and distance education courses
 Developing and delivering instruction to communities and
other constituencies
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Research and Creative Activity
II.B.1.(c) Community Engaged Research and Creative
Activities
 Writing papers for refereed journals and conference
proceedings
 Creating exhibits in educational and cultural institutions
 Disseminating community engaged research through
public programs and events
 Conducting and disseminating directed or contracted
research
 Conducting and reporting program evaluation research or
public policy analyses for other institutions and agencies
 Developing innovative solutions that address social,
economic, or environmental challenges (e.g., inventions,
patents, products, services, clinical procedures and
practices)
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Service
II.C.1.(d) Community Engaged Service
 Consulting and providing technical assistance and/or
services to public and private organizations
 Writing position papers for the general public
 Collaborating with schools, businesses, advocacy groups,
community groups, and civic agencies to develop policies
 Providing leadership in or making significant
contributions to economic and community development
activities
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Challenges
Contextual
Intervention
Structural
Intervention
Structural
Transformation
Foster, K.M. (2010) Taking a Stand: Community-Engaged Scholarship
on the Tenure Track. Journal of Community Engagement and
Scholarship. Vol. 3, No. 2, pp. 20-30.
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Resources
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Resources
 Community Campus Partnerships for Health-
Community Engaged Scholarship
http://www.ccph.info/
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Resources
 Scholarship of Engagement Online
(www.scholarshipofengagement.org)
 Imagining America
Specifying the Scholarship of Engagement: A Knowledge
Base for Community Projects in the Arts, Humanities, and
Design.
http://imaginingamerica.org/fg-item/scholarship-in-publicknowledge-creation-and-tenure-policy-in-the-engageduniversity/?parent=442
• New England Resource Center for Higher Education
(www.nerche.org)
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The Noah Principle
 ”No more prizes for
predicting rain. Prizes
only for building the arks.”
(Ira Harkavy-University of
Pennsylvania)
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Dwight E. Giles, Jr.
U Mass-Boston
College Of Education & Human
Development
100 Morrissey Blvd.
Boston, MA 02125
dwight.giles@umb.edu
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