Where is the Scholarship in the Scholarship of Engagement

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Where is the Scholarship in the Scholarship of
Engagement?

• Lorilee R. Sandmann, University of Georgia
• University of Southern Indiana
• January 5 , 2004

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The Scholarship of Engagement

• 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.
• Boyer, E.L.. (1996). The Scholarship of
  engagement. Journal of Public Service Outreach
  1(1), 9-20.

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• What is engagement?
• What is scholarship?
• What is the scholarship of engagement/public
  engagement?
• What are the standards of scholarship?
• What are the systems to support the scholarship
  of engagement?

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An Engaged Institution

• is fully committed to direct, two-way interaction
  with communities and other external
  constituencies through the development ,
  exchange, and application of knowledge,
  information and expertise for mutual benefit.
• Stepping Forward As Stewards of Place, AASCU,
  2002

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Values/Norms of Engagement

• Place-Related
• InteractiveRespectful/Collaborative
• Mutually Beneficial
• Integrated
• Dedication to Learningemphasis on values of
  community, responsibility, stewardship, and
  mutual concern

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Making a Place for the New American Scholar

• Rather than fostering careers in which faculties
  are disconnected from society, American higher
  education institutions can form new models that
  encourage faculty to engage in multiple forms of
  scholarship throughout their academic career.
• Need a new reward system that cultivates
  knowledge anchored in practice, a reworking of
  the tenure system, and continuous review of
  senior faculty.
• Rice (1996). New Pathways Working Paper (No. 1).
  
• Washington, DC American Association for Higher
  Education.

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Ewert, 1999
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• What are the ways that USI demonstrates it is an
  engaged institution?

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What is Scholarship?

• Scholarship is original intellectual work which
  is communicated and the significance is validated
  by peers. Scholarship may emerge from teaching,
  research or other responsibilities. Scholarship
  may take the many forms including, but not
  limited to research contributing to a body of
  knowledge, development of new technology,
  materials, or methods integration of knowledge
  or technology leading to new interpretations or
  applications creation and interpretation in the
  arts.
• Oregon State University, 1999

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Scholarship

• To move from the realm of teaching. research or
  service to scholarship essential elements the
  faculty member must document include
• Broad dissemination to others of the results
• Peer Review
• Use or adoption by colleagues at other
  institutions

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Forms of Scholarship

• Scholarship of Discovery
• Scholarship of Integration
• Scholarship of Application
• Scholarship of Teaching
• Boyer, E.L. (1990). Scholarship Reconsidered
• Priorities of the Professorate. San Francisco
  Jossey-Bass.

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Scholarship of Engagement

• Term that capture scholarship in the multiple
  aspects of teaching, research, and/or service.
  This type of scholarship engages faculty in
  academically relevant work that simultaneously
  fulfills the campus mission and goals as well as
  community needs. Engagement is a scholarly
  agenda that incorporates communities issues and
  which can be within or integrative across
  teaching research and service.
• National Review Board for the Scholarship of
  Engagement

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Scholarship of Engagement

• Scholarly boundary crossing
• Scholarship in engagement
• Engagement in teaching
• Engagement in research
• Engagement in service
• Scholarship guided by an engagement ethosconnect
  in coherent, thematic, scholarly ways

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• Unpack Service!

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• I, my colleagues, and discipline never came to
  fully know and understand my work because it
  needed to be reported as either teaching,
  research or service. It had to fit in only one of
  the boxes
• David Cooper
• Professor American Thought and Language
• Michigan State University

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• Were doing something unique, and we dont want
  to document it in a traditional way. My outreach
  activities are not meant to be a substitute for
  traditional research scholarship. They represent
  a new paradigm.
• Warren Rauhe
• Professor, Landscape Architecture
• Michigan State University

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• The opportunity to delve deeply into the
  political and philosophical implications of our
  work, to revise and refine our documentation in a
  genuine community of scholars will serve as a
  model of inquiry and reflection in my career.
• P. Schechter
• Professor, History
• Portland State University

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• While outreach scholarship is situated in the
  swamp, one can take a scholarly approach to the
  swamp and not get buried in it!
• Cheryl Rosaen
• Professor,Teacher Education
• Michigan State University

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The Result?

• A fairly conventional and stable approach to
  scholarship, is today a fertile evolving,
  multifarious, and even contested environment.
• Scholars need to recognize, understand, and
  respect multiple ways of knowing, interpreting,
  and practicing.

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• How does the faculty community at USI define
  scholarshipand the scholarship of engagement?

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Dilemma

• Viewing scholarship broadly but evaluating it
  narrowly

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Quality...

• in any area should be rewarded, but mediocrity,
  even if it is published, should not.
• Maynard Mack,
• Metropolitan Universities

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QualityEvaluation 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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Recognizing Excellent Engagement Scholarship

• Study Purpose Identify aspects of assistant
  professor promotion and tenure packets
  (documentation) associated with positive
  promotion recommendations
• General Conclusions
• Outreach forms of teaching, research, and service
  are increasingly accepted (as legitimate) in
  promotion
• High quality performance and accomplishment is
  more important than the proportion of outreach.
• Promotion Packet Guidelines
• Knox. A. (2001).College Teaching

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• For the project, I was looking at my work to
  demonstrate the scholarship. Now I am using an
  understanding of scholarship to guide my work.
• Jim Lloyd
• Professor, Veterinary Medicine and Agricultural
• Economics, Michigan State University

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• What criteria does USI use to evaluate faculty
  scholarly work and contributions?

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You cant put lipstick on a bulldog.
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System to Support Scholarship of Engagement

• Develop a learning community
• Common understanding of terms
• Rationale of reasons and rewards
• Other models adapted
• Collaborative
• Processes that are rigorous, reliable, understood
  by traditionalists, yet appropriate
• Capacity building
• Culture change and alignment

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• Is there room for diverse genres of scholarship
  to be supported/maintained? Can past research
  practices by honored while supporting the
  scholarship for the public good? Is there
  collective will?
• How do faculties come to be motivated to use a
  reciprocal/community-collaborative approach?
• How can faculty and partners be best prepared to
  work together toward mutually beneficial ends?
• What is appropriate and sustained institutional
  infrastructure to support scholarly engagement?
• Others

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Institutional Alignment at MSU A Seven Step
Process

• Defining outreach
• Defining and operationalizing quality outreach
• Engaging support
• Leading departmental chair and faculty forums
  addressing outreach scholarship
• Aligning institutional planning
• Aligning evaluation of faculty work
• Documenting quality outreachfaculty and
  institutional level

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www.scholarshipofengagement.com
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• Basic Resources
• Boyer, E. T. (1990). Scholarship reconsidered
  Priorities for the professoriate. San Francisco
  Jossey-Bass.
• Boyer, E. T. (1996). The scholarship of
  engagement. Journal of Public Service and
  Outreach 1(1) 9-20.
• Driscoll, A. Lynton, E. A. (1999). Making
  outreach visible A Guide to documenting
  professional service and outreach. Washington,
  DC American Association for Higher Education.
• Driscoll, A, Sandmann., L.R. (2001). From
  maverick to mainstream. The scholarship of
  engagement. Journal of Higher Education Outreach
  and Engagement 6(2) 9-19.
• Fear, F. A., Rosaen, C., Foster-Fishman, P.
  Bawden, R.J. (2001). Outreach as scholarly
  expression a faculty perspective. Journal of
  Higher Education Outreach and Engagement 6(2)
  21-34.
• Glassick,C.E., Huber, M.T. Maeroff, G. I.
  (1997). Scholarship assessed Evaluation of the
  professoriate. San Francisco Jossey-Bass.
• Schön, D. A. (1995). Knowing-in-action the new
  scholarship requires a new epistemology. Change
  (Nov.-Dec.) 27-34.
• Zahorski, K.J. (Ed.). (2002). Scholarship in the
  postmodern era New venues, new values, new
  visions. New Directions for Teaching and
  Learning, No. 90. San Francisco Jossey-Bass.

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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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Lorilee R. Sandmann

• The University of Georgia
• College of Education
• 413 Rivers Crossing Bldg.
• Athens, GA 30602
• 706.542.4014
• sandmann_at_uga.edu