1. Nancy Brattain Rogers Linda Maule Greg Bierly

2.  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.

3.  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.

4. 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

5.  Purpose  Process  Product

6. PracticeTheoryProblems AddressedMethods Public ScholarshipDeliberativeComplex “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 DemocracySocial 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

7. Teaching ↓ Scholarly Teaching ↓ Scholarship of Teaching Engagement ↓ Scholarly Engagement ↓ Scholarship of Engagement

9.  Traditional tenure and promotion expectations  Lack of training for faculty ◦ 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  Limited resources and competing priorities

11.  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

13.  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.) )

14.  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

15.  Disciplinary research  Scholarship of teaching, engagement, advising – discipline-based; published in disciplinary journals  Scholarship of teaching, engagement, advising – published in teaching, higher ed journals

17.  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.