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Download Download Vol. 16 No. 1 2012 Journal of Higher Education Outreach & Engagement a publication of the Office of the Vice President for Public Service & Outreach in collaboration with the Institute of Higher Education The University of Georgia Journal of Higher Education Outreach & Engagement Publisher University of Georgia Office of the Vice President for Institute of Higher Education Public Service and Outreach Libby V. Morris Jennifer Frum Director, and Interim Vice President UGA Vice Provost Editor Publication Assistants Trish Kalivoda Win Blair Julia Mills Library Support Katie Fite Drew Pearl Andy Carter Associate Editors Theodore R. Alter Hiram E. Fitzgerald The Pennsylvania State Michigan State University University Scott J. Peters Elaine Ward Cornell University Dublin Institute of Technology Editorial Board Jorge Atiles Barbara Holland Oklahoma State University Indiana University-Purdue University Indianapolis Karen Bruns The Ohio State University Audrey J. Jaeger North Carolina State University Jeri Childers Virginia Polytechnic Institute and Edna McBreen State University University of Connecticut Sherwin L. Davidson George L. Mehaffy Portland State University American Association of State Amy Driscoll Colleges and Universities Carnegie Foundation for the Charles R. Nash Advancement of Teaching University of Alabama System Henry J. Findlay KerryAnn O’Meara Tuskegee University University of Maryland-College James Frabutt Park University of Notre Dame Valerie Paton Eric Fretz Texas Tech University Regis University Judith Ramaley Sherrill B. Gelmon Winona State University Portland State University John Saltmarsh Philip Greasley University of Massachusetts Boston University of Kentucky Lorilee R. Sandmann J. Matthew Hartley University of Georgia University of Pennsylvania Journal of Higher Education Outreach & Engagement Volume 16, Number 1, 2012 Copyright © 2012 by the University of Georgia. All rights reserved. ISSN 1534-6102 TABLE OF CONTENTS Journal of Higher Education Outreach and Engagement 1 ...................................................................................... From the Editor Trish Kalivoda University of Georgia Section One Faculty for the Engaged Campus National Initiative 5 ........................................................ Faculty for the Engaged Campus: Advancing Community-Engaged Careers in the Academy Sarena D. Seifer and Piper McGinley Community-Campus Partnerships for Health Lynn W. Blanchard University of North Carolina at Chapel Hill Catherine Jordan University of Minnesota Sherril Gelmon Portland State University Community-Campus Partnerships for Health (CCPH) is a national membership organization that promotes health equity and social justice through partnerships between communities and higher education institutions. In response to faculty concerns about the institutional barriers to community-engaged careers in the academy, CCPH embarked on a series of national initiatives cen- tered on a two-pronged change strategy: (1) to support community- engaged faculty members going up for promotion and tenure in a system unlikely to change in time to benefit them, and (2) to work toward longer-term systems change. CCPH’s initiative, Faculty for the Engaged Campus, aimed to strengthen community-engaged career paths in the academy by developing innovative competency- based models of faculty development, facilitating peer review and dissemination of products of community-engaged scholarship, and supporting community-engaged faculty members through the pro- motion and tenure process. In this article, the authors describe these challenges, the approaches taken to address them, lessons learned, and observations for the future. Subsequent articles in this thematic issue of the Journal of Higher Education Outreach and Engagement report on the design and impact of the initiative’s components. 21 ..............Building Capacity for Community-Engaged Scholarship: Evaluation of the Faculty Development Component of the Faculty for the Engaged Campus Initiative Sherril Gelmon, Katherine Ryan Portland State University Lynn Blanchard University of North Carolina at Chapel Hill Sarena D. Seifer Community-Campus Partnerships for Health This article reports the findings of an evaluation of the fac- ulty development component of the Faculty for the Engaged Campus initiative. For this component, the Community- Engaged Scholarship Faculty Development Charrette was attended by 20 university teams from across the United States, and six teams subsequently received 2 years of funding and technical assistance. This project was intended to stimulate campus- wide, innovative, competency-based faculty development programs for community-engaged faculty. The findings suggest that external funding, ongoing support beyond a one-time charrette, and a set of standard curricular tools can help institutions implement commu- nity-engaged scholarship faculty development programs on their campuses. 47 ............................. CES4Health.info: A Web-Based Mechanism for Dissminating Peer-Reviewed Products of Community-Engaged Scholarship: Reflections on Year One Catherine Jordan University of Minnesota Sherril Gelmon, Katherine Ryan Portland State University Sarena D. Seifer Community-Campus Partnerships for Health CES4Health.info was launched in November 2009 as an online mechanism for peer reviewing and disseminating products of com- munity-engaged scholarship in forms other than journal articles. One year after its launch, the authors conducted an online survey of CES4Health.info contributing authors, reviewers, and users of published products. Early evidence suggests that CES4Health.info may be helpful for recognizing community-engaged scholarship in promotion and tenure processes and for providing communities with resources to address community health concerns. Section Two Faculty for the Engaged Campus Funded Sites 65 ......................................Competency-Based Faculty Development in Community-Engaged Scholarship: A Diffusion of Innovation Approach Catherine Jordan, Rhonda Jones-Webb, Nancy Cook, Gail Dubrow, Tai J. Mendenhall University of Minnesota William J. Doherty Citizen Professional Center The authors utilized interviews, competency surveys, and docu- ment review to evaluate the effectiveness of a one-year, cohort-based faculty development pilot program, grounded in diffusion of innova- tions theory, and aimed at increasing competencies in community engagement and community-engaged scholarship. Five innovator participants designed the program for five early adopter participants. The program comprised training sessions and individual mentoring. Training sessions focused on the history and concepts of community- engaged scholarship; competencies in engaged research and teaching; and navigation of career advancement as a community-engaged scholar. Mentoring focused on individual needs or discipline-spe- cific issues. The interviews and surveys indicated that the participants gained knowledge in specific areas of community-engaged scholar- ship. Critical program features and lessons learned are explored. 97 ..........Engaged Scholarship at the University of North Carolina at Chapel Hill: Campus Integration and Faculty Development Lynn W. Blanchard, Ronald P. Strauss University of North Carolina at Chapel Hill Lucille Webb Strengthening the Black Family, Inc. The University of North Carolina at Chapel Hill undertook faculty development activities to increase awareness of community- engaged scholarship through campus dialogue and by assisting fac- ulty members in acquiring skills for community-engaged scholar- ship. This article presents a case report describing activities and their impact. The activities informed campus-wide initiatives on promo- tion and tenure as well as the development of the university’s new academic plan. Two lessons learned from the university’s commu- nity-engaged scholarship faculty development activities include (1) incorporating these activities into existing campus programs helps institutionalize them, and (2) implementing these activities within broader institution-wide initiatives helps those initiatives and pro- vides a wider forum for promoting community-engaged scholarship. 129 ..............................................Reflections on Community-Engaged Scholarship Faculty Development and Institutional Identity Jane M. Hamel-Lambert, Judith L. Millesen, Lynn M. Harter Ohio University Karen Slovak Ohio University Zanesville Ohio University was one of six campuses funded in 2009–2010 as part of the Faculty for the Engaged Campus initiative. Following a self-assessment, a faculty development program to increase faculty competency in community-based participatory research (CBPR) was designed and implemented. The program included three major com- ponents designed to advance individual competencies for engaged scholarship: (1) a Faculty Fellowship in Engaged Scholarship, (2) the Community-Based Participatory Research Learning Community, and (3) the co-editing of a book, Participatory Partnerships for Social Action and Research. An additional goal, centralizing community- based participatory research efforts within the Appalachian Rural Health Institute, was partially achieved and is the focus of ongoing efforts. Two lessons were learned from this grant-funded endeavor: (1) there is a reciprocal relationship between institutional and faculty values and action; and (2) sustained dialogue with institutional lead- ership is critical for creating institutional structures and sustaining
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