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Scholarship of Engagement: Making the Case for Promotion Purdue University Office of Engagement Discovery Learning Research Center Faculty Workshop, October.

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Presentation on theme: "Scholarship of Engagement: Making the Case for Promotion Purdue University Office of Engagement Discovery Learning Research Center Faculty Workshop, October."— Presentation transcript:

1 Scholarship of Engagement: Making the Case for Promotion Purdue University Office of Engagement Discovery Learning Research Center Faculty Workshop, October 30, 2009 Fair not Fear Timothy K. Eatman, Ph.D. Syracuse University - Imagining America

2 The function of American Scholars is to act as engaged Public Intellectuals, not as solipsistic scholastics engaged in intramural battles for power, prestige, and cash within an Ivory Tower. Benson, L., Harkavy, I. R., & Puckett, J. L. (2007). Dewey's dream : universities and democracies in an age of education reform : civil society, public schools, and democratic citizenship. Philadelphia: Temple University Press. Scholarship in Public: Changing the Culture of Faculty Rewards in the Cultural Disciplines Fair not Fear

3 http://imagningamerica.org

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8 TTI: Conceptual Framework Fair not Fear

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12 TTI Survey: Web based survey Eighteen items Approx 20 min Target to consortium members and other self identified publicly engaged scholars. 120 unique cases, 94 useable

13 TTI Survey:

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16 TTI Survey: Change Culture

17 TTI Survey:Change Policies

18 TTI Survey: Change Culture I would like to see a change in institutional culture that creates a more accepted vision for what counts as real, valid research. As follows from above, I share your sense that the needed changes will be hard to implement institution-by-institution, or from the ground up. A broader effort, such as TTI, seems the best way to deal with some of the deeper sources of resistance, and to work towards a broader cultural change institutions can find ways to engage and respond to. I'd like to support the efforts to have universities value the arts and humanities as much as other disciplines and create the optimal supportive environment for faculty in those areas to thrive and be validated and rewarded for their work. Fairness and less Fear.

19 TTI Survey: Change Policies I am invested in the expansion and legitimization of public scholarship and creative work in general and am therefore committed to advancing changes in promotion and tenure policies at public and private universities in the U.S. Policies that recognize the multiple roles of faculty members in research, teaching, and public service, and that take into account that students, departments, and institutions are best served when faculty actively engage in public scholarship. I would like to help establish fair and equitable tenure guidelines for my department and the university.

20 TTI Survey: Change Policies Year after year I counsel women of color faculty members about the experience of P&T in their lives. Whether they were promoted or not, these women consistently acknowledged the process as being the most disempowering one of their lives. My goal in participating in this initiative is to mitigate the clinical depressive episodes for women of color faculty, as these appear to last longer than those experienced by white women. Would like to hear about strategies to prevent burn out and manage, balance, communicate to others issues around workload for doing engaged work. I wonder what other administrative structures and support systems can serve as models so that faculty are not isolated and overburdened by doing such work.

21 TTI Interviews: Structured interviews lasting approximately 45 mins. Nineteen participants Sixteen questions 438 pages of data Audio taped and transcribed

22 TTI Interviews: Change Policies I think it takes a new kind of organization and I think the future of the university will be less hierarchical and a lot of the questions were raising have to do with the structure of the university… We need to make the walls of the university more permeable and for people to get involved in policy it means youve got to be able to move in and out and to get people out moving in to the university. So, that whatever I say as president…persuade the faculty to put, put those, um, criteria within the formal faculty code…It would only be the bully pulpit that I would have, but, that so, I think its a combination of talking about that, but really working with the faculty to make sure that, that its included in whatever formal definitions and procedures, um, an institution has to, um, to, uh, define its criteria for tenure and promotion.

23 TTI Interviews: Change Culture But, and, and, theres a third piece, fourth piece actually, which is to take my scholarly work and translate it for a lay audience, which is the other piece that I would do. So, a radio station or television. Um, I started doing when I was an assistant professor at Berkeley and wed do live radio, just trying to translate that. Well, first I see it as an issue of, uh, of breadth and accessibility of the language that is used. That one of the indictments of our present scholarship is that its too, um, specialized and, uh, jargon ridden and there are not many people that can write in a way that doesnt oversimplify, uh, but thats accessible.

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34 Three Components of Promotion and Tenure 1. Documentation provided by the candidate 2. Materials collected by the committee 3. Process by which the committee reviews materials and deliberates Fair not Fear

35 Basic Features of Scholarly and Professional Work 1. Requires a high level of discipline relative to expertise 2. Breaks new ground, is innovative 3. Can be replicated, elaborated 4. Work and its results can be documented 5. Work and its results can be peer reviewed 6. Activity has significance or impact Fair not Fear Diamond, R. & Adam, B. (1993). Recognizing Faculty Work: Reward Systems for the year 2000. San Francisco, CA: Jossey Bass

36 Key Elements of the Portfolio 1. Career Statement 2. Curriculum Vitae 3. Teaching Portfolio 4. Letters by External Reviewers 5. Chair and/or Deans letter Fair not Fear

37 Standards for Assessment of Community- Based Scholarship Fair

38 Standards for Assessment of Community- Based Scholarship

39 Appropriate Methods Do you describe how the partners been actively involved in each component of the program (e.g., assessment, planning, implementation, evaluation)? 2. What methods did you use to assess the needs and strengths of the community and how were these based on the most recent work in the field? 3. Has the partnership's work followed a planned process that has been tested in multiple environments and proven to be effective? 4. Have partnerships been developed according the most recent evidence on building partnerships?

40 Standards for Assessment of Community- Based Scholarship Approach Do you describe how the methods used are appropriately matched to the identified needs and strengths with attention to local circumstances and continuous feedback from the community? 2. Does the approach focus on sustainability? 3. What lessons did you learn about the program development and implementation? 4. Does the program reflect the culture of the community? 5.Does the work involve innovative and original approaches?

41 Standards for Assessment of Community- Based Scholarship

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43 Ongoing Reflective Critique What evaluation has occurred? 2. How have you thought and reflected about the activity? 3. Would the community work with you again? Why? 4. Would you work with the community again? Why? 5. What lessons have you learned from your community-based work? 6. How have these lessons informed your future career plans? Fair

44 Scholarship of Engagement: Making the Case for Promotion Purdue University Office of Engagement Discovery Learning Research Center Faculty Workshop, October 30, 2009 Fair not Fear Timothy K. Eatman, Ph.D. Syracuse University - Imagining America


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