presented by: dr. gail wells vice president for academic affairs and dr. carole beere associate...
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Advancing Public Engagement via the
RPT Guidelines Presented by: Dr. Gail Wells
Vice President for Academic Affairs and Dr. Carole Beere
Associate Provost for Outreach (retired)
Northern Kentucky University
June 19, 2010
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WHAT IS PUBLIC ENGAGEMENT?
“Public engagement involves a partnership in which there is mutually beneficial, two-
way interaction between the university and some entity within the metropolitan region or the Commonwealth.”
From: Laying the Foundation, NKU, 2006, p. 11
Reappointment, Promotion,& Tenure
and annual performance review and merit salary increase
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GOALS FOR NEW RPT GUIDELINES
Develop guidelines that clarify what work is acceptable within each of the mission dimen-sions, the criteria by which it will be evaluated, what constitutes acceptable documentation, and the process by which the documentation will be evaluated.
Create a system that recognizes and rewards behavior that advances each of the institution’s mission dimensions;
Ensure that RPT guidelines are fair and promote quality work; and
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THREE-LEGGED STOOL
Teaching Scholarship Service
TRADITIONAL
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ACTIVITY ONE
Define engaged teaching
Suggest criteria for evaluating engaged teaching
TIME: About 10 minutes
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WHAT IS ENGAGED TEACHING?
“Engaged teaching refers to course- or curriculum-related teaching/learning activities that involve students with the community in mutually beneficial ways.”
From: Laying the Foundation, NKU, 2006, p. 10
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EVALUATING ENGAGED TEACHING
STUDENTS Did the students achieve the
academic goals? Did the students develop a deep
appreciation for the course content? Are the students more interested in
the subject matter? Can the students apply what
they learned?
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California Test of Critical Thinking Skills
http://www.insightassessment.com/test-cctst.html
Center for Information and
Research on Civic Learning and Engagement (CIRCLE)
http://www.civicyouth.org/ Others in the literature
EVALUATING ENGAGED TEACHING
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California Test of Critical Thinking Skills
http://www.insightassessment.com/test-cctst.html
Center for Information and Research on Civic Learning and Engagement (CIRCLE)
http://www.civicyouth.org/
EVALUATING ENGAGED TEACHING
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COMMUNITY IMPACT
Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principles and techniques. (Rev., 3rd ed.). Providence, RI: Campus Compact.
Surveys , interviews, focus groups, document reviews, observations, journals, and critical
incident reports
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ENGAGED SCHOLARSHIP
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WHAT IS ENGAGED SCHOLARSHIP?
Work that satisfies the criteria for scholarship and is done in partnership with the community.
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ACTIVITY TWO
What are the criteria for evaluating scholarship?
TIME: About 10 minutes
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SCHOLARSHIP CRITERIA
Relates to the faculty member’s disciplinary expertise
Reflects knowledge of the relevant professional literature, theory, and best practices
Clear goals and objectives for the work
Appropriate methods
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SCHOLARSHIP CRITERIA (con’t)
Makes a significant contribution to the community and/or to the knowledge base in the discipline
The work and the results were documented, appropriately shared, and evaluated
Faculty member critically reflects on the process and product of the work
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CROSS-CUTTING CRITERIA
Highest quality standards
Reflects intellectual rigor
Makes a significant, positivedifference in the community
Achieves agreed upon goals
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ACTIVITY THREE
Define engaged service
Suggest criteria for evaluating engaged service
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SERVICE
To the institution
To the profession/discipline
To the community
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ACTIVITY THREE
Define engaged service
Suggest criteria for evaluating engaged service
TIME: About 5 minutes
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SERVICE
OutreachPublic
Engagement
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EVALUATING ENGAGED SERVICE
Role of the faculty member Significance of the activity Duration of the involvement Complexity and scope of the work Number of people who were
impacted Degree of impact Quality of the contribution
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EVALUATING ENGAGED SERVICE
Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principles and techniques. (Rev., 3rd ed.). Providence, RI: Campus Compact.
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CATEGORIES OF FACULTY WORK
SCHOLARSHIP
SERVICETEACHING
PUBLIC
ENGAGEMENT
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DOCUMENTATION
What constitutes acceptable documentation for engaged teaching, engaged service, and engaged scholarship?
How should the documentation be presented?
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DOCUMENTATION
The Academic Portfolio
Seldin, P. & Miller, J. E. (2009). The academic portfolio: A practical guide to documenting teaching, research, and service. San Francisco, Jossey-Bass.
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THE ACADEMIC PORTFOLIO
Emphasis is on how and why
Preparation typically takes 15-20 hours
Used for personnel decisions and self improvement
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EVALUATION ISSUES
Should faculty report all work or a sample?
What about projects with long time horizon?
Should independent review be required?
Who should participate at department level?
What role should department chairs have?
What should department send to dean?
What should dean send to CAO?
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INDEPENDENT REVIEW
Who should provide the independent review?
When should the reviewer be identified?
Who will seek the review?
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FACULTY CONCERNS
Faculty concerns about the change What will count? How will it impact me? When will the changes go into effect? Are all faculty expected to do this
work? Are we really lowering our standards?
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DEBATE AND DISCUSSION
Include time for campus debate and discussion, at the department, college, and university level.
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MINIMUM STANDARDS
Set minimum parameters for what can contribute to the RPT decision.
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DOUBLE DIPPING
Encourage “double” and “triple dipping.”
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PAID WORK
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CONSISTENCY AND VARIABILITY
Achieve a blend of consistency and variability.
Communication
Teacher Education
History
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PROFESSIONAL DEVELOPMENT
Provide professional development.
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Beere, C. A., Votruba, J. C., & Wells, G. W. (2011). Becoming an Engaged Campus: A Practical Guide for Institutionalizing Public Engagement. San Francisco: Jossey-Bass.
wells@nku.edubeere@nku.edu
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