Community Engaged ScholarshipCritical Junctures in Research, Practice and Policy

Guelph, Ontario, CanadaNovember 4, 2010

Lynn Blanchard, MPH, PhDUniversity of North Carolina at Chapel Hill

uu Background: Faculty for the Engaged Background: Faculty for the Engaged CampusCampus

uu CompetencyCompetency--based faculty developmentbased faculty development

uu Campus action planning for faculty Campus action planning for faculty developmentdevelopment

uu Experiences from the field: Faculty Engaged Experiences from the field: Faculty Engaged Scholars Program at UNCScholars Program at UNC

uu An initiative of CommunityAn initiative of Community--Campus Partnerships for Campus Partnerships for Health funded by the Fund for the Improvement of PostHealth funded by the Fund for the Improvement of Post--Secondary Education (FIPSE) of the US Department of Secondary Education (FIPSE) of the US Department of EducationEducation

uu In partnership with the University of Minnesota and the In partnership with the University of Minnesota and the University of North Carolina at Chapel HillUniversity of North Carolina at Chapel Hill

uu Six year effort around faculty rewards/incentives, and Six year effort around faculty rewards/incentives, and programs and resources to support professional programs and resources to support professional developmentdevelopment

uu Faculty with commitment and competencies for Faculty with commitment and competencies for CES are CES are central central to institutionalizing and to institutionalizing and sustaining communitysustaining community--academic partnershipsacademic partnerships

uu Persistent challenges:Persistent challenges:§§ Few professional development pathwaysFew professional development pathways

§§ Not easy to identify peer reviewersNot easy to identify peer reviewers

§§ No accepted method/vehicle for peer review, No accepted method/vehicle for peer review, publication and dissemination of nonpublication and dissemination of non--journal productsjournal products

§§ No clearly defined/accepted community partner rolesNo clearly defined/accepted community partner roles

§§ Institutional cultures slow to change/adaptInstitutional cultures slow to change/adapt

uu Innovative competencyInnovative competency--based models of CES based models of CES faculty developmentfaculty development

uu CES4Health.info CES4Health.info –– peer review, publication and peer review, publication and dissemination of products of CESdissemination of products of CES

§§ Redefining “peer” in peer review to include Redefining “peer” in peer review to include community partners community partners

uu Online database of faculty mentors and portfolio Online database of faculty mentors and portfolio reviewersreviewers

uu General CES competenciesGeneral CES competencies•• Example: Possess basic ability to evaluate scholarly Example: Possess basic ability to evaluate scholarly

products of CESproducts of CES

uu Competencies for successful CES practiceCompetencies for successful CES practice•• Developmental: novice, intermediate, advancedDevelopmental: novice, intermediate, advanced

uu Faculty development by level of expertiseFaculty development by level of expertise•• Learning content, guidance and support, incentives, Learning content, guidance and support, incentives,

portfolio developmentportfolio development

uu Faculty development by level and scopeFaculty development by level and scope•• Informal network, school, university and Informal network, school, university and

association/organizationally basedassociation/organizationally basedBlanchard, Hanssmann, Strauss, et al., Metropolitan Universities (2009)

uu Provide a forum for discussion of professional Provide a forum for discussion of professional development for those who seek communitydevelopment for those who seek community--engaged engaged careers in the academycareers in the academy

uu Develop models for faculty development that can be Develop models for faculty development that can be piloted and sharedpiloted and shared

uu Establish network of institutions interested in continued Establish network of institutions interested in continued discussion and advancement of faculty development in discussion and advancement of faculty development in CESCES

uu Leave with an action plan for each campusLeave with an action plan for each campus

uu 100 applications; 20 diverse institutions accepted100 applications; 20 diverse institutions accepted

uu Institutional SelfInstitutional Self--assessmentassessment•• Assess current capacity and identify opportunities Assess current capacity and identify opportunities

for future actionfor future action

§ Five dimensions

§ Definition and vision (5 elements)§ Faculty support and involvement (6 elements)

§ Community support and involvement (1 element)§ Institutional leadership and support (5 elements)§ Community-engaged scholarship (12 elements)

uu SWOTSWOT AnalysisAnalysis•• A framework for organizational planning and A framework for organizational planning and

informed decisioninformed decision--makingmaking

• Internal:

ñ Strengths

ñWeaknesses

• External:

ñ Opportunities

ñ Threats

uu Leadership supportLeadership support

uu Explicit recognition of CESExplicit recognition of CES

uu Key faculty commitmentKey faculty commitment

uu Partnerships of various kindsPartnerships of various kinds

uu Institutional coordinating structures Institutional coordinating structures

uu Faculty development capacityFaculty development capacity

uu Fiscal supportFiscal support

uu Lack of institutional supportLack of institutional support

uu Heavy teaching loads and time pressuresHeavy teaching loads and time pressures

uu Limited faculty knowledge or trainingLimited faculty knowledge or training

uu Lack of models and rewardsLack of models and rewards

uu Limited partnerships and collaborationsLimited partnerships and collaborations

uu No institutional infrastructureNo institutional infrastructure

uu Low motivation and moraleLow motivation and morale

uu Little communicationLittle communication

uu Community interest and receptivityCommunity interest and receptivity

uu Recruitment of faculty Recruitment of faculty

uu External funding opportunitiesExternal funding opportunities

uu National dialogue/trendsNational dialogue/trends

uu Institutional supportInstitutional support

uu Changes in P&T structuresChanges in P&T structures

uu Faculty development Faculty development

uu CompetitionCompetition

§§ With other institutionsWith other institutions

§§ For fundingFor funding

§§ Among priorities Among priorities ---- individual and institutionalindividual and institutional

uu Lack of clear definition of CESLack of clear definition of CES

uu Disconnect with communities’ interestsDisconnect with communities’ interests

uu Lack of CES capacityLack of CES capacity

uu Faculty work constraintsFaculty work constraints

uu Six sites funded to develop innovative, Six sites funded to develop innovative, competencycompetency--based, campusbased, campus--wide faculty wide faculty development programsdevelopment programs§§ North Carolina State, UNCNorth Carolina State, UNC--Chapel Hill, University of Minnesota, Chapel Hill, University of Minnesota,

Ohio University, University of Michigan, Northwestern UniversityOhio University, University of Michigan, Northwestern University

uu Wide variety of activities including workshops, Wide variety of activities including workshops, crosscross--campus coordination, minicampus coordination, mini--grants, grants, competitive “cohort” programs. competitive “cohort” programs. §§ Several assessed faculty to establish baseline competencies, Several assessed faculty to establish baseline competencies,

determine faculty development needs, and evaluate results.determine faculty development needs, and evaluate results.

uu Learning communitiesLearning communities

uu Competitive “fellowship” programsCompetitive “fellowship” programs

uu Grants programs focused on partnership Grants programs focused on partnership building and CBPRbuilding and CBPR

uu Training (some associated with grants Training (some associated with grants program)program)

uu Theory based (Diffusion of Innovation)Theory based (Diffusion of Innovation)

uu Mentoring (from faculty and community)Mentoring (from faculty and community)

Class II: 2009-2010

Class I: 2008-2009

uu GoalsGoals•• Recognize and reward faculty involved in engaged scholarshipRecognize and reward faculty involved in engaged scholarship

•• Create and sustain a community of engaged scholars from Create and sustain a community of engaged scholars from diverse perspectivesdiverse perspectives

•• Promote the scholarship of engagement at UNCPromote the scholarship of engagement at UNC--Chapel Hill Chapel Hill across disciplines across disciplines

uu Competitive selection processCompetitive selection process

uu TwoTwo--year programyear program§§ Year 1: Orientation and 4 dayYear 1: Orientation and 4 day--long sessionslong sessions

§§ Year 2: Learning community (6 Year 2: Learning community (6 –– 8 sessions)8 sessions)

uu Originally offered a $7500 stipendOriginally offered a $7500 stipend§§ Currently offering a $5000 stipend, shared costs with select Currently offering a $5000 stipend, shared costs with select

departments and unitsdepartments and units

uu 47 applicants from 27 different departments (10 47 applicants from 27 different departments (10 of 13 schools)of 13 schools)

uu ModificationsModifications•• BiBi--annual (vs. annual) selection processannual (vs. annual) selection process

•• Evaluation formatEvaluation format

•• More structure through readings and resources More structure through readings and resources matched to competencies and sessionsmatched to competencies and sessions

•• Enhanced individual support and informal Enhanced individual support and informal networkingnetworking

•• Scholarship productsScholarship products

uu Contributors to learningContributors to learning

§§ Instructors, community, colleaguesInstructors, community, colleagues

uu Accomplishments (nine items) in three areas.Accomplishments (nine items) in three areas.

§§ Individual: I have secured new funding.Individual: I have secured new funding.

§§ Network: I have enriched and deepened my community partnerships.Network: I have enriched and deepened my community partnerships.

§§ Institutional: I have catalyzed other faculty to become more engaged.Institutional: I have catalyzed other faculty to become more engaged.

uu 14 competencies: 614 competencies: 6--point scale (minimal to mastery)point scale (minimal to mastery)

§§ Novice: Familiarity with basic literature and history of CESNovice: Familiarity with basic literature and history of CES

§§ Intermediate: Ability to negotiate across communityIntermediate: Ability to negotiate across community--academic groupsacademic groups

§§ Advanced: Expertise in working with communities to translate CES into Advanced: Expertise in working with communities to translate CES into policypolicy

uu ReflectionReflection

§ What has changed as a result of your participation?

uu Initial selfInitial self--assessment on competencies (N=24)assessment on competencies (N=24)

uu Highest ratings (Proficient or Advanced)Highest ratings (Proficient or Advanced)•• Ability to work effectively in and with diverse communities (N=14)Ability to work effectively in and with diverse communities (N=14)

•• Ability to negotiate across communityAbility to negotiate across community--academic groups (N=11)academic groups (N=11)

•• Understanding various contributors to community issues (N=10)Understanding various contributors to community issues (N=10)

uu Lowest ratings (None/Minimal)Lowest ratings (None/Minimal)•• Understanding of policy implications (N=13)Understanding of policy implications (N=13)

•• Knowledge or RPT process & relationship with CES (N=13)Knowledge or RPT process & relationship with CES (N=13)

•• Ability to write grants with CES principles /approaches (N=12) Ability to write grants with CES principles /approaches (N=12)

•• Knowledge and successful application of definitions, benchmark Knowledge and successful application of definitions, benchmark and measures of quality (N=12)and measures of quality (N=12)

uu No proficient or advanced ratingsNo proficient or advanced ratings§§ Knowledge and successful application of benchmarks, scholarship Knowledge and successful application of benchmarks, scholarship

products, etc.products, etc.

§§ Knowledge of and skills in applying the principlesKnowledge of and skills in applying the principles

uu Improved mastery in the competenciesImproved mastery in the competencies

uu New collaborations and partnerships New collaborations and partnerships

uu Outcomes/program attributionsOutcomes/program attributions§§ Changes in departmental discussionsChanges in departmental discussions

§§ New interdisciplinary partnershipsNew interdisciplinary partnerships

§§ Funding (at least three grants, including one @ $6.5 million)Funding (at least three grants, including one @ $6.5 million)

“I now have ideas about expanding academic grants (and, in fact, have “I now have ideas about expanding academic grants (and, in fact, have submitted one) to include components that will ultimately improve my submitted one) to include components that will ultimately improve my academic research as well as ‘give back’ to the community ...”academic research as well as ‘give back’ to the community ...”

PreliminaryPreliminary Findings: Class IFindings: Class I

“I have learned how to structure my partnerships better, with “I have learned how to structure my partnerships better, with

written agreements about expectations, roles and outcomes.”written agreements about expectations, roles and outcomes.”

“This program has completely altered for the better the nature of “This program has completely altered for the better the nature of my Community Journalism class, where we are now kneemy Community Journalism class, where we are now knee--deep in deep in making connections happen between UNC and NCCU.”making connections happen between UNC and NCCU.”

“How to start! The whole thing has been a rush. I think getting the How to start! The whole thing has been a rush. I think getting the grant was the thing that catapulted us into decisiveness. No grant was the thing that catapulted us into decisiveness. No turning back now.”turning back now.”

“I am even more convinced that engaged scholarship must co“I am even more convinced that engaged scholarship must co--develop with the disciplines if that vast amount of knowledge develop with the disciplines if that vast amount of knowledge accumulated in the social sciences and humanities is to reduce accumulated in the social sciences and humanities is to reduce suffering, improve the well being of communities and effectively suffering, improve the well being of communities and effectively address the tremendous challenges we face.”address the tremendous challenges we face.”

Community-engaged scholars at work

uu Recognition is valued and appreciated.Recognition is valued and appreciated.

uu The consistency of an experienced community The consistency of an experienced community voice/presence is key.voice/presence is key.

uu A “curriculum” that is both structured and A “curriculum” that is both structured and flexible is more work, but worth it.flexible is more work, but worth it.

uu Never underestimate the power of a van ride.Never underestimate the power of a van ride.

uu Choose thoughtfully and Choose thoughtfully and get out of the wayget out of the way!!

Additional LearningAdditional Learning

u Community-Campus Partnerships for Health http://www.ccph.info

u Carolina Center for Public Service http://www.unc.edu/cps/

u Faculty Engaged Scholars program http://www.unc.edu/cps/faculty-engaged-scholars.php

u Lynn Blanchardblanchard@unc.edu