Engaged Scholarship and Empowering Change

Nancy Franz, Director of ISU Extension and Outreach, shares her 32-year journey in Cooperative Extension across multiple states. Explore her valuable insights on tenure, promotion, and academic engagement, along with her passion for sports, gardening, and dark chocolate. Dive into the principles of engagement and scholarship, enhancing research and teaching to make a meaningful impact on social, economic, and environmental issues. Discover the Franz Engaged Scholarship Model, emphasizing internal and external factors that drive research, teaching, and outreach for positive change.

• Engaged Scholarship
• Academic Engagement
• Tenure
• Promotion
• Research

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1. Nancy Franz Director , ISU Extension and Outreach Professional Development

2. Nancys engagement journey 32 years with Cooperative Extension in Wisconsin, New York, New Hampshire, Virginia, and Iowa Many positions and departments Three times up for tenure/promotion Help many others up for tenure/promotion Chair of P&T committee and member at all levels External dossier reviewer 3-5 annually Silent sports, reading, gardening, dark chocolate

3. Your name Position Institution Tenure/promotion journey

4. Engaged scholarship Faculty voices on engagement and engaged scholarship Engaged scholarship P&T resources Documentation of engagement in the academic dossier Best practices list Other good engagement stuff

5. Enhance research Enhance teaching Student growth and development Scholar growth and development Address social, economic, and environmental issues Make a difference in the world

6. Approaches to Engagement and Scholarship SCHOLARSHIP LOW HIGH Engagement Engaged Scholarship E N G A G E M E N T Mutual benefit Exchange knowledge/resources Reciprocal partnership Principles of engagement + Principles of scholarship HIGH Service Scholarship One way/expert presentation to groups Internal committees Professional associations Original intellectual work Communicated Validated by peers LOW Dr. Nancy Franz 2009

7. Figure 1. Franz Engaged Scholarship Model Figure 1. Franz Engaged Scholarship Model Internal and External Factors Research Develop knowledge Disseminating knowledge Discover knowledge Teaching Academia community legacy that grows the field Condition Change Learning change Behavior change Outreach Engagement Assumptions

8. At your table, review the research report about engagement at Virginia Tech What surprised you What insights do you see for P&T What messages do you see from the faculty What other data do you find interesting

9. Making Outreach Visible: A Guide to Documenting Professional Service and Outreach (1999) Driscoll and Lynton Uniscope Penn State Journal of Extension (2008, 46(4), O Neill) New Directions for Evaluation (2008, #118, Chapter 1, Jordan, Hage, Mote) Scholarship Assessed (1997, Glassick et al) The Disciplines Speak (1995, Diamond & Adam)

10. New Directions for Institutional Research (2002, #114, Colbeck) Community Engaged Scholarship (2005, Calleson et al.) Higher Education Exchange (2006, Barker) Journal of Higher Education Outreach and Engagement Community Campus Partnership for Health www.communityengagedscholarship.info

11. The Academic Portfolio (2009) (Sheldin and Miller) Campus compact www.compact.org Promotion, Tenure, and the Engaged Scholar (2002) in AAHE Bulletin (Gelmon and Agre- Kippenhan) Principles of Best Practices for Community- Based Research (2003) (Strand, Marullo, Cutforth, Stoecker, and Donohue)

12. Map your efforts Determine what impact will be measured Collect and analyze data Tell your story

13. Situation Inputs Outputs Outcomes Assumptions External Factors

14. Text Concept Map http://en.wikipedia.org/wiki/Concept_map Logic Model http://www.uwex.edu/ces/pdande/evaluation/ pdf/LMfront.pdf

15. Processes used in your educational efforts to report program/teaching/research quality Products from your educational/research efforts to report impact on individuals and communities Performance of the instructor/researcher for personal and program/teaching/research quality

16. What new knowledge was discovered, developed, disseminated? What did participants learn? How have participant aspirations or motivations changed due to the program? (i.e. intent to change behavior) What are participants doing differently as a result of the program? How much have economic, environmental, or social conditions changed due to your efforts?

17. Peer products Articles Conferences Posters Presentations Abstracts proceedings Grants/competitive contracts Books/texts/chapters/monographs

18. Applied products Curricula/texts Educational materials Guides/handbooks Policies Research briefs Social marketing/Apps Training and technical assistance

19. Community Products Forums/workshops /seminars Newsletters Web sites Presentations Reports Designs Displays Community attained grants/funding Community awards

20. Off campus service learning Internships/practicum/clinical Coop positions with organizations/agencies/companies Deliberation/public scholarship Student led/assisted community seminars/forums/deliberation Community study tour Community projects Community-based participatory action research Participatory or empowermentevaluation

21. Case Study Observation Focus Group/Interview Secondary Data Survey/Questionnaire

22. Title Relevance Response Results See: http://connect.ag.vt.edu/impactwr iting

23. Glassick et al. (1997) - Clear goals - Adequate preparation - Appropriate methods - Significant results - Effective presentation - Reflective critique

24. ISU tenure guidelines - Documentation of candidate s scholarship and position responsibilities - Definition of scholarship - Effectiveness in areas of responsibility - other

25. Diamond and Adam - High level of discipline-related experience - Break new ground/innovative - Can be replicated or elaborated - Can be documented - Can be peer reviewed - Significant impact

26. At your table: - What do you see as dossier review criteria at your institution? - What matters? - Other thoughts about dossier review?

27. Ultimately, RPT decisions rest on values and judgments, not on measurement or clear expectations. Fairweather New Directions for Institutional Research (2002, #114, pg. 97)

28. Virginia Tech Focus Groups At your table review the article on engagement at Virginia Tech What does this context value for tenure and promotion? What are the challenges for engaged faculty to gain support? What supports are in place for engaged scholarship? Other observations

29. How does your institutions mission align with your work? How do your institution s measures of assessment fit with your work? How does your institution s strategic plan mesh with your work? What is your academic appointment? What is your contribution to your discipline, department, college, institution?

30. At your table: Record the engagement P&T best practices you ve gleaned from today s discussions and materials. Share them with the group

31. Start early engagement takes time Documentation is an ongoing process Write for an academic audience Focus on faculty work, not on the project Find a balance between process and impact/products Be clear about the intellectual question or working hypothesis behind the work Tell the significance of the impact and how it is determined or evaluated

32. Align engagement with discipline, department, campus, and national priorities Share only the information that illustrates context or scholarship Link current and past work with future work Select mentors and learn the criteria used for your review Know the expected format for the dossier Get to know your dossier reviewers and their expectations

33. Create a documentation file system Develop a disciplinary, department, and eventually national niche Publish and present early and often Select service roles carefully and turn them into scholarship Make activities that matter a high priority (i.e. writing) Demonstrate value in all you do

34. Focus Be new, the first, or better than others Be aware of what influences faculty scholarly work and manage it (i.e. assignment, rewards, time, resources, personal priorities, performance review, P&T documents, culture) Engage many peer reviewers as you go Find ways to bridge the gaps between tenure expectations and the actual day to day work of faculty Reach more than one goal with each activity/project and get maximum products out of each effort

35. Use each other as resources on the tenure trail Attend NOSC Celebrate success Keep in touch