Dossier evaluators at every level need
to understand how CES shares the rigor of traditional scholarship and adds
another level of complexity.
2015, nationally distinguished community engaged scholars concluded that many
community-engaged institutions had not advanced beyond the first step of adding
language to their Promotion and Tenure documents.
They advocated a “roadmap . . . for reform,” and identified five
need to value, define, describe, and differentiate community-engaged
need to identify criteria for evaluating community-engaged scholarship.
need to consider what constitutes documentation and evidence.
need to make peer review more inclusive
need to value local impact.
The relevance of community engaged scholarship at UNF
Community Engaged Scholarship (CES) is a product of the faculty member's collaboration
in a mutually beneficial relationship with community partner(s). It can be the
scholarship of teaching and learning, discovery, integration, or
UNF faculty reported feeling compelled to place their CES
under the category of Service, instead of Scholarship, when they created Promotion and Tenure dossiers. It is important to distinguish CES from Service, where Service is a faculty member applying their expertise to the institution, discipline or community that does not result in
scholarship (i.e. serving as a non-profit board member).
It is also important that the
collaborative nature of CES means the order of authors is irrelevant: it is not
an indication of the amount of work completed by any of the contributors.
Scholars and institutions committed to
engagement have agreed upon the following traits to distinguish the quality and
significance of CES.
The scholarly work:
clear academic and community change goals.
preparation in the disciplinary content area and community issues.
appropriate methodology: rigor and community engagement.
significant results: impact on the field and/or in the community.
in effective dissemination to academic and community audiences.
lessons learned using reflective critique.
leadership and personal contribution.
Ethical Behavior: Socially Responsible Conduct of Research and Teaching
Given these qualities of CES, what should evaluators expect to see and community engaged scholars demonstrate in
stating the purpose and its value for the public good.
- Identifying significant intellectual questions important for the discipline as well as the
- Demonstrating the investment of time in developing community partnerships
- Participating in professional development that builds competencies in CES.
with all scholarship, rigor should be evaluated in research design, data
collection, and interpretation of results.
could include any of the following:
funds to continue, expand, or replicate the study.
- Producing results with the potential for change in policy
community contributing to as well as benefiting from the research.
in peer-reviewed journals
results in other media used by the community, service-providers, policy-makers:
periodicals, newspapers, newsletters, governmental reports, as well as
utilizing podcasts and video or presenting at community events.
debriefing sessions with or seeking evaluation from the community and/or
agencies and NGOs.
in reflection concerning relevant social and ethical issues.
invitations to present to international or national conferences, to present to
community, the media, or policy makers.
awards from community-based organizations or partners.
- Utilizing sound
research techniques and appropriate engaged pedagogies that result in
meaningful and beneficial contributions to communities.
- Following the human subject review process and
subjecting work to IRB committee focused on community based research, if these
For additional information and resources on Community Engaged Scholarship, please visit the Office of Faculty Enhancement's website.
1O'meara, K. Eatman, T.K., &
Peterson, S. (2015) Advancing engaged scholarship in promotion and tenure: A roadmap and call for reform. Liberal
Education, 101(3), Retrieved from https://aacu.org/liberaleducation/
2Jordan C (Editor). Community-Engaged Scholarship Review, Promotion
& Tenure Package. Peer Review Workgroup, Community-Engaged Scholarship for
Health Collaborative, Community-Campus Partnerships for Health, 2007.
Institutions using this resource include Virginia Commonwealth & the University of South
Florida. UNF, at this point, has taken a ‘middle road’ assessing the current
campus culture, but it does not go as far as other institutions (some R1
institutions) that tend to pay attention to how the digital culture is changing
scholarship and provide far more options for cutting edge ways to share faculty
knowledge. (The USF website lists dozens
of kinds of evidence. http://www.usf.edu/engagement/faculty/community-engaged-scholarship-toolkit.aspx)