Building Capacity for Community Engagement: Institutional Self-Assessment

Transcription

1 Gelmon SB, Seifer SD, Kauper-Brown J and Mikkelsen M. (2005) Building Capacity for : Institutional Self-Assessment. Seattle, WA: - Building Capacity for : Institutional Self-Assessment Background: This tool is designed to assess the capacity of a given higher educational institution (or unit therein) for and scholarship, and to identify opportunities for action. This assessment builds upon existing and validated prior work. 1 It is intended to serve as a baseline for follow-up assessments, enabling institutions to track their progress and focus their work, while simultaneously enabling them to develop a longitudinal profile of their developing capacity for and communityengaged scholarship over time. The Self-Assessment: The self-assessment is constructed around six dimensions: I: Definition and Vision of (8 elements) II: Faculty Support For and Involvement in (6 elements) III: Student Support For and Involvement in (3 elements) IV: Support For and Involvement in (6 elements) V: Institutional Leadership and Support For (9 elements) VI: -Engaged Scholarship (12 elements) For each element of each dimension, four "levels" are articulated which represent a summary of the literature and knowledge on institutional best practices with respect to commitment to and scholarship. It is not expected that a given institution would necessarily align on the same level throughout the entire self-assessment. Rather, the results of the assessment can be used to offer a profile of where the institution is at presently, and where opportunities for change might be identified. Definitions: Three terms used in this self-assessment are particularly important to define: By " we mean applying institutional resources (e.g., knowledge and expertise of students, faculty and staff, political position, buildings and land) to address and solve challenges facing communities through collaboration with these communities. The methods for of academic institutions include community service, service-learning, community-based participatory research, training and technical assistance, capacity-building and economic development. engagement is not necessarily scholarship. For example, if a faculty member devotes time to developing a community-based program, it may be important work and it may advance the service mission of the institution, but it may not be "scholarly" unless it includes the other components which define scholarship (see below). By " scholarship" we mean teaching, discovery, integration, application and engagement that involves the faculty member in a mutually beneficial partnership with the community and has the following characteristics: clear goals, adequate preparation, appropriate methods, significant results, effective presentation, reflective critique, rigor and peer-review. 2 1 Complete references are provided on the next page. 2 Linking Scholarship and Communities. Report of the Commission on -Engaged Scholarship in the Health Professions. (2005) Seattle, WA: -Campus Partnerships for Health. -Campus Partnerships for Health,

2 Gelmon SB, Seifer SD, Kauper-Brown J and Mikkelsen M. (2005) Building Capacity for : Institutional Self-Assessment. Seattle, WA: - The word "institution" is used as a generic term for the level of the organization on which the self-assessment is focused (e.g., a department, college, school, university). Instructions for Completion: This self-assessment was designed to be completed by a team that reflects diverse institutional constituencies. This ideally is done as a two-phase process. First, team members review the assessment independently and complete it in a draft format. Then, team members come together and the actual assessment is completed through team conversation and discussion. This provides an opportunity to think through issues about community engagement as a team, and ideally will help to build team knowledge about school and institutional contexts and practices. An answer should be provided for every element; if you do not have an answer, mark Unable to assess. Please do not leave any elements blank. A "Notes" box is provided for you to record any comments. References 1. Campus Compact. (2003). The Indicators of. Available at Campus Partnerships for Health. (2001). Tool for Service-Learning Sustainability. San Francisco, CA: -Campus Partnerships for Health. 3. Furco, A. (Forthcoming, 2005). Institutionalizing Service-Learning in Higher Education. Bolton, MA: Anker Publishing. 4. Gelmon SB, Holland BA, Driscoll A, Spring A and Kerrigan S. (2001). Assessing Service-Learning and Civic : Principles and Techniques. Providence, RI: Campus Compact. 5. Holland, B. (1997). Analyzing Institutional Commitment to Service: A Model of Key Organizational Factors. Michigan Journal of Service-learning, Fall, p Shinnamon AF, Gelmon SB and Holland BA. (1999). Methods and Strategies for Assessing Service Learning in the Health Professions. San Francisco: Campus Partnerships for Health. 7. Gelmon SB, Seifer SD, Kauper-Brown J and Mikkelsen M. (2005) -Engaged Scholarship for Health Collaborative: Institutional Self-Assessment. Seattle, WA: -Campus Partnerships for Health. Acknowledgement The development of this instrument was supported in part by the Fund for the Improvement of Postsecondary Education in the U.S. Department of Education and the WK Kellogg Foundation. -Campus Partnerships for Health,

3 DIMENSION I: DEFINITION AND APPLICATION OF COMMUNITY ENGAGEMENT Directions: For each element (row), choose the stage that best represents the current status of the development of a definition and application of in your school and university as a whole. 1.1 Definition of 1.2 Promotion of through the Mission 1.3 as an Essential Component of Education 1.4 as an Essential Component of Research There is no definition for There is a definition for There is a formal,, but definition for community and the term is used the term is used engagement, but it is not inconsistently to describe a inconsistently to describe a universally accepted, used variety of communitybased variety of community-based or understood. activities. activities and is poorly There is a formal, consistently used and understood definition for. understood. Reference to the concept Although referred to in the The community of institution s mission, engagement aspect of the is not included in the is institution s mission is institution s mission. not openly valued or openly valued but is not explicitly promoted by explicitly used or leaders. promoted by leaders. -based learning -based learning -based is not acknowledged as is infrequently learning is frequently important to the education acknowledged as important acknowledged as of students and is not to the education of students important to the education incorporated in various and is not incorporated in of students and is ways throughout the various ways throughout the incorporated in various curriculum. curriculum. ways throughout the curriculum. -based research -based research -based is not acknowledged as an is infrequently research is frequently essential component of the acknowledged as an acknowledged as an institution s involvement essential component of the essential component of in research. institution s research the institution s activities. involvement in research. The aspect of the institution s mission is openly valued and is explicitly used and promoted by leaders. -based learning is acknowledged and valued as essential to the education of students and is incorporated in various ways throughout the curriculum. -based research is acknowledged and valued as an essential component of the institution s involvement in research. Notes: -Campus Partnerships for Health,

4 1.5 as an Essential Component of Service 1.6 Strategic Planning for 1.7 Alignment of with Strategic Goals and Initiatives service is not service is service is service is acknowledged as an infrequently acknowledged frequently acknowledged acknowledged and valued as essential component of as an essential component of as an essential component an essential component of service or practice. service or practice. of service or practice. service or practice. There is no official strategic plan for advancing the institution s. Although certain shortrange and long-range goals for the institution s have been defined, these goals have not been formalized into an official strategic plan that will guide the implementation of these goals. There is an official strategic plan for advancing the institution s, which includes shortrange and long-range institutionalization goals, but implementation of these goals has not been successful. engagement engagement is engagement stands alone and is not tied tied loosely or informally to is tied formally and to other important, high other important, high profile purposefully to other profile efforts on campus efforts on campus (such as important, high profile (such as recruiting and recruiting and retaining efforts on campus (such retaining minority minority students, as recruiting and retaining students, improving improving teaching minority students, teaching effectiveness, effectiveness, establishing improving teaching establishing community community partnerships, effectiveness, establishing partnerships, conducting conducting communitybased community partnerships, community-based research, fostering conducting community- research, fostering interdisciplinary based research, fostering interdisciplinary collaboration, etc.). interdisciplinary collaboration, etc.). collaboration, etc.). There is an official strategic plan for advancing the institution s community engagement, which includes short-range and long-range institutionalization goals that have been implemented successfully. engagement is named as a high profile effort on campus along with other efforts (such as recruiting and retaining minority students, improving teaching effectiveness, establishing community partnerships, conducting communitybased research, fostering interdisciplinary collaboration, etc.). -Campus Partnerships for Health,

5 1.8 Applications of Few, if any, community A minority of community A majority of community engagement activities engagement activities engagement activities include all of these include all of these include all of these components: community components: community components: community partnerships, student partnerships, student and/or partnerships, student and/or faculty orientation, faculty orientation, and/or faculty orientation, responsiveness to responsiveness to responsiveness to community needs, community needs, community needs, community capacity community capacity community capacity building. building. building. Almost all community engagement activities include all of these components: community partnerships, student and/or faculty orientation, responsiveness to community needs, community capacity building. -Campus Partnerships for Health,

6 DIMENSION II: FACULTY SUPPORT FOR AND INVOLVEMENT IN COMMUNITY ENGAGEMENT Directions: For each element (row), choose the stage that best represents the current status of faculty support for and involvement in community engagement in your school and university as a whole. 2.1 Faculty Awareness of 2.2 Faculty Involvement In and Support for 2.3 Faculty Leadership in Very few faculty members Some faculty members A substantial number of know what community know what community faculty members know engagement is or how it engagement is and what community can be integrated into understand how it can be engagement is and can teaching, research or integrated into teaching, articulate how it can be service. research or service. integrated into teaching, research or service. Very few faculty members While some faculty A substantial number of are supporters or advocates members are supportive of influential faculty of., members participate in Few support the few of them are advocates integration of community for integrating it into the teaching, research or engagement into the institution s mission and/or service activities and institution s mission or their own professional work. support the integration of into their own professional Only a few key faculty work. members actively both into the institution s participate in community mission and the faculty engaged teaching, research members individual or service activities. professional work. None of the most There are one or two Some influential faculty influential faculty influential faculty members members provide members serve as leaders who provide leadership to leadership to the for advancing community the engagement. effort. effort. Most faculty members know what community engagement is and can articulate how it can be integrated into teaching, research or service. Most faculty members participate in communityengaged teaching, research or service activities and support the integration of into both the institution s mission and the faculty members individual professional work. A highly respected, influential group of faculty members serve as the leaders and/or advocates. Notes: -Campus Partnerships for Health,

7 2.4 - Engaged Faculty as Institutional Leaders 2.5 Institutional Support for Faculty Development No A few Several communityengaged Most of the community- faculty are involved as faculty are involved as faculty are engaged faculty are leaders in influential leaders in influential involved as leaders in involved as leaders in institutional roles such as institutional roles such as influential institutional influential institutional roles review, tenure and review, tenure and roles such as review, such as review, tenure and promotion committees, promotion committees, tenure and promotion promotion committees, faculty governance and faculty governance and committees, faculty faculty governance and curriculum committees. curriculum committees. governance and curriculum committees. curriculum committees. The institution does not The institution infrequently The institution frequently provide faculty with provides faculty with provides faculty with campus-based campus-based opportunities campus-based opportunities to become to become familiar with opportunities to become familiar with methods and methods and practices familiar with methods and practices related to related to communityengaged practices related to teaching, research teaching, research or or service. Mechanisms teaching, research or service. Mechanisms have have not been developed to service. Mechanisms not been developed to help help faculty mentor and have been developed to faculty mentor and support support each other in help faculty mentor and each other in communityengaged work. support each other in work. The institution regularly provides faculty with campus-based opportunities to become familiar with methods and practices related to communityengaged teaching, research or service. Mechanisms are consistently in place to help faculty mentor and support each other in communityengaged work. work. 2.6 Faculty In general, faculty Although faculty members Faculty members are Faculty are strongly Development and members are not are not explicitly encouraged to pursue encouraged to pursue Incentives for encouraged to participate encouraged to participate in in ;, through modest through widespread few if any incentives are some faculty have used availability of various availability of various provided to pursue institutional incentives (e.g., incentives put in place for incentives put in place for curriculum development that purpose (e.g., that purpose (e.g., (e.g., curriculum mini-grants, support to curriculum development curriculum development development mini-grants, attend conferences, faculty mini-grants, support to mini-grants, support to support to attend development) to pursue attend conferences, attend conferences, faculty conferences, faculty. faculty development). development). development). -Campus Partnerships for Health,

8 DIMENSION III: STUDENT SUPPORT FOR AND INVOLVEMENT IN COMMUNITY ENGAGEMENT Directions: For each element (row), choose the stage that best represents the current status of student support for and involvement in community engagement in your school university as a whole. 3.1 Student Awareness of 3.2 Student Involvement in Activities There are very few There are sporadic and There are some mechanisms for informing inconsistent mechanisms for coordinated mechanisms students about informing students about for informing students opportunities for their own opportunities for their own about opportunities for,, their own community such as community-based such as community-based engagement such as courses, research courses, research community-based assistantships or volunteer assistantships or volunteer courses, research positions (e.g., specific positions (e.g., specific assistantships or volunteer mention in the course mention in the course positions (e.g., specific schedule, job postings, schedule, job postings, mention in the course websites, student websites, student schedule, job postings, organizations). organizations). websites, student There are explicit and consistent mechanisms for informing students about opportunities for their own, such as community-based courses, research assistantships or volunteer positions (e.g., specific mention in the course schedule, job postings, websites, student organizations). organizations). Students are never or Students are occasionally Students are regularly rarely involved in involved in community involved in community engagement activities. engagement activities. activities. Students are not only regularly involved in activities, but they frequently serve in leadership roles to recruit even more student involvement. Notes: -Campus Partnerships for Health,

9 3.3 Student Incentives and Rewards There are no formal or There are few formal There are some formal There are many formal informal mechanisms that mechanisms that encourage mechanisms that mechanisms in place that encourage students to students to participate in encourage students to encourage students to participate in community or participate in community participate in community engagement activities or reward them for their engagement or reward engagement or reward them reward them for their participation in community them for their for their participation in participation (e.g., engagement (e.g., participation in (e.g., community notation on transcripts, notation on transcripts, (e.g., notation on graduation requirement, graduation requirement, engagement notation on transcripts, graduation scholarships, awards, scholarships, awards). transcripts, graduation requirement, scholarships, stories in campus There are few informal requirement, scholarships, annual awards). There are newspaper, certificates of mechanisms (e.g., stories in awards). There are some many informal mechanisms achievement). the campus newspaper, informal mechanisms (e.g., stories in the campus verbal encouragement). (e.g., stories in the newspaper, verbal campus newspaper, verbal encouragement). encouragement). -Campus Partnerships for Health,

10 DIMENSION IV: COMMUNITY SUPPORT FOR AND INVOLVEMENT IN INSTITUTIONAL COMMUNITY ENGAGEMENT Directions: For each element (row), choose the stage that best represents the current status of community support for and involvement in institutional in your school and university as a whole. 4.1 Recognition as "Engaged Campus" 4.2 Nature and Extent of - Institutional Partnerships 4.3 Access of Institutional Resources Local community leaders Local community leaders Local community leaders do not describe the describe the institution as an describe the institution as institution as an important occasional partner in an important and reliable and reliable partner in addressing community partner in addressing addressing community concerns. community concerns. concerns. Local community leaders regularly describe the institution as an essential partner in addressing community concerns. There is little or no There is some There is substantial understanding between the understanding between the understanding between institution and community institution and community the institution and partners regarding each partners regarding each community partners other s needs, timelines, other s needs, timelines, regarding each other s goals, resources and goals, resources and needs, timelines, goals, capacity for developing capacity for developing and resources and capacity for and implementing implementing community developing and engagement activities. implementing community activities. Relationships There is some continuity of engagement activities. change frequently, and relationships. Many relationships exist lapse during school breaks. from year to year. agencies agencies agencies rarely access students occasionally access students frequently access students and/or faculty as resources and/or faculty as resources and/or faculty as for their work through for their work through resources for their work course-based projects, course-based projects, through course-based community-based community-based research, projects, communitybased research, service or other service or other activities. research, service or activities. other activities. There is extensive understanding between the institution and community partners regarding each other s needs, timelines, goals, resources and capacity for developing and implementing community engagement activities. Relationships are wellestablished and sustained over time. agencies consistently access students and/or faculty as resources for their work through course-based projects, community-based research, service or other activities. Notes: -Campus Partnerships for Health,

11 4.4 Partner Voice and Leadership in the Institution 4.5 Partner Incentives Few opportunities exist for There are a limited number There are some There are regular community partners to of opportunities for opportunities for opportunities for community assume leadership roles in community partners to community partners to partners to assume institutional activities (e.g., assume leadership roles in assume leadership roles in leadership roles in serve on advisory institutional activities (e.g., institutional activities (e.g., committees, facilitate serve on advisory (e.g., serve on advisory serve on advisory student reflection, give oncampus committees, facilitate committees, facilitate committees, facilitate lectures, student reflection, give on- student reflection, give student reflection, give on- collaborate on research). campus lectures, collaborate on-campus lectures, campus lectures, collaborate partners are on research). collaborate on research). on research). not invited or encouraged partners are rarely invited or partners are partners are routinely to express their needs, encouraged to express their occasionally invited or invited or encouraged to goals, resources and needs, goals, resources and encouraged to express express their needs, goals, capacity. capacity. their needs, goals, resources and capacity. resources and capacity. No incentives are provided Few incentives are provided Although community for community partners to for community partners to partners are provided become involved in the become involved in the incentives to become institution s community institution s community involved in the engagement activities engagement activities (e.g., institution s community (e.g., adjunct faculty adjunct faculty status, engagement activities status, compensation for compensation for (e.g., adjunct faculty participation in research or participation in research or status, compensation for teaching, continuing teaching, continuing participation in research education credits, access to education credits, access to or teaching, continuing institutional resources). institutional resources). education credits, access to institutional resources), these are not consistently offered. partners are consistently provided a variety of incentives to become involved in the institution s community engagement activities (e.g., adjunct faculty status, compensation for participation in research or teaching, continuing education credits, access to institutional resources). -Campus Partnerships for Health,

12 4.6 Partner Recognition No mechanisms are in Few mechanisms are in There are some limited Many mechanisms are in place to recognize place to recognize mechanisms in place to place to recognize community partner community partner recognize community community partner contributions to the contributions to the partner contributions to contributions to the institution s community institution s community the institution s institution s community engagement activities engagement activities (e.g., engagement activities (e.g., (e.g., recognition event, recognition event, activities (e.g., recognition event, certificates of appreciation, certificates of appreciation, recognition event, certificates of appreciation, mini-grants, compensation, mini-grants, compensation, certificates of mini-grants, compensation, awards). awards). appreciation, mini-grants, awards). compensation, awards). -Campus Partnerships for Health,

13 DIMENSION V: INSTITUTIONAL LEADERSHIP AND SUPPORT FOR COMMUNITY ENGAGEMENT Directions: For each element (row), choose the stage that best represents the current status of institutional leadership and support for community engagement in your school and university as a whole. 5.1 Institutional Commitment to 5.2 Administrative Support for The institution rarely The institution demonstrates The institution demonstrates any efforts to an occasional but unplanned demonstrates selected review, discuss and effort to review, discuss and planned efforts to review, strengthen its commitment strengthen its commitment discuss and strengthen its to. to. commitment to. The president, chief academic officer, trustees and deans do not visibly support the institution's efforts. The president, chief academic officer, trustees and deans do not collectively support the institution's community engagement efforts. Those that do support them do not visibly support them through their words and actions. The president, chief academic officer, trustees and deans support the institution's community engagement efforts, but they do not visibly support them through their words and actions. The institution demonstrates a comprehensive and coherent plan to review, discuss and strengthen its commitment to community engagement. The president, chief academic officer, trustees and deans visibly support the institution's community engagement efforts, through both their words and their actions. Notes: -Campus Partnerships for Health,

14 5.3 Policy Support for as an Institutional Goal 5.4 Coordinating Structures for No-policy making boards or committees (e.g., board of trustees, faculty senate, council of deans, advisory council) have recognized as an essential institutional strategy or goal. One or more policy-making boards or committees (e.g., board of trustees, faculty senate, council of deans, advisory council) recognize as an essential institutional strategy or goal, but no formal policies have been developed (e.g., requiring for graduation, creating supportive institutional structures, modifying tenure and promotion policies). One or more policymaking boards or committees (e.g., board of trustees, faculty senate, council of deans, advisory council) recognize as an essential institutional strategy goal and have developed or implemented formal policies (e.g., requiring for graduation, creating supportive institutional structures, modifying tenure and promotion policies). There are no coordinating structures at the institution that are devoted to assisting in the implementation, advancement or institutionalization of activities (e.g., a committee, center or clearinghouse). There are one or more coordinating structures at the institution that are devoted to assisting in the implementation, advancement or institutionalization of activities (e.g., a committee, center or clearinghouse). However, they either do not coordinate community engagement activities exclusively or provide services to only a certain constituency (e.g., student, faculty) or a limited part of the campus (e.g., only to undergraduates). There are one or more coordinating structures at the institution that are exclusively devoted to the implementation, advancement and institutionalization of activities (e.g., a committee, center or clearinghouse). However, these structures provide services to only a certain constituency (e.g., student, faculty) or limited part of the campus (e.g., only to undergraduates). The institution provides some resources to support these structures. All policy-making boards or committees (e.g., board of trustees, faculty senate, council of deans, advisory council) recognize as an essential institutional strategy and have developed or implemented formal policies (e.g., requiring for graduation, creating supportive institutional structures, modifying tenure and promotion policies). There are one or more coordinating structures that are devoted primarily to assisting various institutional and community constituencies in the implementation, advancement and institutionalization of. The institution provides substantial long-term resources to support these structures. -Campus Partnerships for Health,

15 5.5 Staff Support of 5.6 Faculty Recruiting Criteria 5.7 Recognition During Faculty Review of There are no staff or faculty members whose primary paid responsibility is to advance and institutionalize community engagement. There are an appropriate number of staff and/or faculty members who understand community engagement fully and/or who have the authority and resources to influence the advancement and institutionalization of. However, these staff members are not paid additionally for this work, and are adding it to their current workload. There are an appropriate number of dedicated staff and/or faculty members who understand fully and/or who have the authority and resources to influence the advancement and institutionalization of. However, these positions are temporary or paid for by external grants. There are an appropriate number of paid staff and/or faculty members who understand community engagement and who have the authority and resources to influence the advancement of community engagement. These positions are permanent and paid for by institutional funds.; The institution does not The institution does not The institution encourages The institution encourages recognize interests or encourage academic academic departments to academic departments to expertise in community departments to recruit recruit faculty with recruit faculty with interests engagement in their faculty faculty with interests or interests or expertise in or expertise in community recruiting efforts. expertise in community engagement and many engagement, although some and some departments do departments do so. departments may do so. so. engagement is not recognized or considered during the review, tenure or promotion process. engagement is somewhat recognized and considered during the review, tenure or promotion process, but is not explicitly included in the review, tenure and promotion policies and procedures. engagement is significantly recognized and considered during the review, tenure or promotion process and is explicitly included in the review, tenure and promotion policies and procedures. engagement is substantially recognized and rewarded during the review, tenure or promotion process. It is explicitly included in the review, tenure and promotion policies and procedures. -Campus Partnerships for Health,

16 5.8 Evaluation of 5.9 Dissemination of Results There is no effort There are very few efforts There are some efforts An ongoing, systematic and underway to account for underway to account for the underway to account for coordinated effort is in place the number, quality or number, quality or impact of the number, quality or to account for the number, impact of community impact of community quality or impact of engagement activities activities taking place (e.g., engagement activities taking place (e.g., nature nature and extent of student taking place (e.g., nature activities that are taking and extent of student and and faculty involvement in and extent of student and place (e.g., nature and faculty involvement in, faculty involvement in extent of student and faculty, number of hours of service, involvement in community number of hours of service provided, community number of hours of engagement, number of provided, community impact). These are not service provided, hours of service provided, impact). ongoing, systematic or community impact). community impact). coordinated. These are not ongoing, systematic or coordinated. There is no effort to There is little effort to There are some efforts to disseminate the results of disseminate the results of disseminate the results of activities. activities. activities. There are extensive efforts to disseminate the results of activities through a variety of venues (e.g., community forums, presentations, journal articles, web sites). -Campus Partnerships for Health,

17 DIMENSION VI: COMMUNITY-ENGAGED SCHOLARSHIP Directions: For each element (row), choose the stage that best represents the current status of scholarship in your school and university as whole. 6.1 Definition of Engaged Scholarship 6.2 Valuing of -Engaged Scholarship 6.3 Tenure-Track Appointments There is no definition for There is a definition for There is a formal definition for communityengaged scholarship. The scholarship, but the scholarship, but distinctions between the distinctions between the it is not universally practice of community practice of community accepted or used. Some engagement and engagement and inconsistency in use persists across the scholarship are not clear. scholarship are not clear. institution. Terms are used Terms are used inconsistently to describe a inconsistently to describe a variety of communitybased variety of community-based teaching, research teaching, research and and service activities. service activities. -engaged -engaged scholarship is not valued in scholarship is only valued any faculty appointment for those faculty appointed categories. in clinical, teaching and/or practice tracks. -engaged scholarship is recognized as a potential area of emphasis for those faculty in tenure tracks, and is valued for those faculty in clinical, teaching and/or practice tracks. None of the communityengaged Some of the community- Many of the community- faculty are in engaged faculty are in engaged faculty are in tenure or tenure track tenure or tenure track tenure or tenure track positions. positions. positions. There is a formal, universally accepted definition for communityengaged scholarship that is used consistently and is distinct from community engagement. Terms are used consistently to describe a variety of communitybased teaching, research and service activities. -engaged scholarship is recognized and valued for all categories of appointments, regardless of tenure and/or clinical, teaching and/or practice emphasis. Almost all of the faculty are in tenure or tenure track positions. Notes: -Campus Partnerships for Health,

18 Many but not all of the Some of the communityengaged faculty faculty are junior are junior in rank (e.g. in rank (e.g. instructor, instructor, assistant assistant professor), but professor). many are more senior in rank (e.g. associate or full 6.4 Rank and Seniority Most of the communityengaged faculty are junior in rank (e.g. instructor, assistant professor). 6.5 Review, Tenure and Promotion Policies Regarding - Engaged Scholarship 6.6 Institutional Leaders Value - Engaged Scholarship professor). -engaged scholarship is not recognized or considered during the review, tenure or promotion process. -engaged scholarship is somewhat recognized and considered during the review, tenure or promotion process, but is not explicitly included in the review, tenure and promotion policies and procedures. -engaged scholarship is significantly recognized and considered during the review, tenure or promotion process and is explicitly included in the review, tenure and promotion policies and procedures. The president, chief academic officer, trustees and deans do not support scholarship as an integral form of scholarship at this institution. The president, chief academic officer, trustees and deans do not collectively support scholarship as an integral form of scholarship at this institution, although some may express individual support for this form of scholarship. The president, chief academic officer, trustees and deans support scholarship as an integral form of scholarship at this institution, but they do not visibly and routinely support this form of scholarship through their words and actions. There is a mix of seniority and rank among the faculty are junior in rank. -engaged scholarship is substantially recognized and rewarded during the review, tenure or promotion process. It is explicitly included in the review, tenure and promotion policies and procedures. The president, chief academic officer, trustees and deans visibly support scholarship as an integral form of scholarship at this institution, and demonstrate this support through their words and their actions. -Campus Partnerships for Health,

19 6.7 Valuing of Various Products of Scholarship 6.8 Value of Nature of Scholarship 6.9 Range of Acceptable Funding Sources Review, promotion and Review, promotion and Review, promotion and Review, promotion and tenure policies only tenure policies allow for tenure policies indicate tenure policies support and recognize and value dissemination of scholarship support for dissemination encourage dissemination of traditional products of through a range of venues, of scholarship through a scholarship through multiple scholarship such as but in practice only range of venues, and in venues, and in practice these publication in peerreviewed publication in peer-reviewed practice these products of products of scholarship are journals. journals is valued. scholarship are valued. valued. The review, promotion and The review, promotion and tenure process places the tenure process highest value on acknowledges the viability disciplinary scholarship, of interdisciplinary rewarding faculty only for scholarship, but in practice first-authored or single faculty are rewarded for authored papers in first-authored or single disciplinary journals. authored papers in disciplinary journals. The review, promotion and tenure process recognizes interdisciplinary scholarship and in practice faculty are rewarded for multiple authored papers in journals that are interdisciplinary or outside of the faculty member s discipline. The review, promotion and The review, promotion and The review, promotion tenure policies place the tenure policies acknowledge and tenure policies highest value on research the potential of funding of recognize and value grants from the National funding of communityengaged Institutes of Health and/or scholarship from a variety scholarship from the Agency for Healthcare of funding sources, but in a wide variety of sources, Research and Quality, and practice only research grants but in practice faculty in practice only these from the National Institutes recognition for such grants are valued. of Health and/or the Agency funding varies across for Healthcare Research and units within the Quality are valued. institution. The review, promotion and tenure process actively supports and encourages interdisciplinary scholarship, and in practice multiple authored papers in journals that are interdisciplinary of outside of the faculty member s expertise are given at least equal weight to firstauthored or single authored papers in disciplinary journals. The review, promotion and tenure policies recognize and value funding of scholarship from a wide variety of sources. In practice, faculty are recognized and valued for receiving funding from these sources. -Campus Partnerships for Health,

20 6.10 Training and Orientation of Review, Promotion and Tenure Committee Members 6.11 Partner Participation in the Review, Tenure and Promotion Process 6.12 Scope of Impact There is no training provided for review, promotion and tenure committee members with respect to communityengaged scholarship. There is no formal training provided for review, promotion and tenure committee members with respect to communityengaged scholarship, although some schools/departments do spend time discussing this as part of the review process. There is some formal training provided for members of review, promotion and tenure committees to ensure a broad understanding of the definition, nature, documentation and assessment of scholarship. There is mandatory training for members of review, promotion and tenure committees to ensure a broad understanding of the definition, nature, documentation and assessment of communityengaged scholarship. There is no role for community partners in the review, tenure or promotion process for faculty members. partners are allowed to participate in the review, promotion or tenure process of communityengaged faculty members by writing letters of support. In practice, these letters are not seriously considered. partners are allowed to participate in the review, tenure or promotion process of faculty members by writing letters of support. In practice, these letters are seriously considered. impact of impact of scholarship is not scholarship is occasionally considered or valued in the considered or valued in the review, promotion and review, promotion and tenure process. tenure process. impact of scholarship is valued in the review, promotion and tenure process. However, the emphasis is on broadscale impact affecting multiple populations, with little emphasis on local community impact. partners are regularly invited to participate in the review, tenure or promotion processes in ways that go beyond writing letters of support (e.g., serving on a faculty review committee). In practice, these community partner contributions to the process are seriously considered and valued. impact of scholarship is valued and rewarded in the review, promotion and tenure process, with at least equal emphasis placed upon local community impact as that placed on regional, national and/or international impact. -Campus Partnerships for Health,