preventing graduate student heroic suicide in community- based research: a tale of two committees...
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Preventing Graduate Student Heroic Suicide in Community-Based Research: A Tale of Two Committees
Nancy Franz-Iowa State University
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ISU Extension and Outreach Director, Professional Development
Professor, School of Education
Dr. Nancy Franz
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Nancy’s Background• 32+ years with Extension in five states
4-H agent, volunteer, department head, district liaison, state specialist, project administrator, graduate student, administrator
• Youth and adult education in all program areas
• Research in TL and E&R community engagement
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Overview
• Graduate students value being engaged with communities
• Hard to find faculty to support them
• More opportunities needed for developing knowledge and skills for community-based scholarship
• Research stakeholder advisory committee (RSAC) is an important support
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Community-Based Education and Research Renaissance• Boyer
• Kellogg Commission
• NOSC/ESC
• Campus Compact
• Engagement Academies
• Carnegie Classification
• Journals – JHEOE, JCES, JOE, JHSE
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Challenges for Young Scholars
• Academic heroism (vs. team)
• Appropriate graduate committee members
• The “academic only” graduate experience
• The master-apprentice model of education
• Hierarchical structure of higher education
• Community values conflicting with higher education values
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Collaboration for Learning and Research• Countering the heroic culture• Enhance empowerment, development, synergy,
transformation• Decrease isolation• Focus on common good• Public scholarship focuses on collaboration as a
best practice• Counters the dissertation “sole scholar” model
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Preparation of Graduate Students• Emphasis on more than research productivity• Socialized to be community scholars• Supports needed
– Networks– Prioritizing efforts
• More focus needed on context, not just content (disciplinary training)
• Focus on co-learning and co-creation
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Graduate Community-Based Research Preparation• Observe and develop community-engaged
research skills
• Multiple dimensions of scholarship
• Stakeholder perspectives and ethics
• Community-based/appropriate methods
• Public scholarship logistics
• Leadership skills
• Professional development opportunities
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Why a Research Stakeholder Advisory Committee• Situate research in authentic
community-based public scholarship principles
• Adhere to academic requirements
• Prevent heroic academic suicide
• More effectively engage with communities
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RSAC Characteristics
• Created by the student
• 3-10 stakeholders
• Deep interest in student success
• Value research process and implications
• Members may need academic affiliations for credibility
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Roles of RSAC• Devil’s advocate
• ID and select research partners
• Review/pilot research tools
• Connect with research participants
• Provide feedback or insights on findings to improve data quality
• Insights on implications
• Student support to stay on track/navigate
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Comparison of Dissertation Research Committees
Features Academic Graduate Committee Stakeholder Advisory CommitteeGoal Theory development Problem solvingOperations Academic norms (bound by semesters,
rules)Community norms (24/7, bound by imperative of action)
Power Hierarchical SharedRole Experts on research process and content Co-learners with student researcherValue Meet criteria for being a scholar Address social, economic, and
environmental issues
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RSAC Lessons Learned
• Students need to expect conflicts between the two committees
• RSAC may take extra time
• Little support on campus for RSACs
• Student is the bridge between the two
• Graduate committee trumps RSAC
• Faculty involved need to be co-learners, not just experts
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RSAC Lessons Learned• Better research can result• Some community members highly value
mentoring/working with students• Academic-community partnerships requires patience and
persistence• Student and academic schedules can result in episodic
research/projects• Academia is difficult for community members to navigate• Many supports needed for all doing this work• Academia needs to more fully integrate community
members into co-leading academic efforts
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So?
What are your experiences with helping graduate students navigate the pathways of community-engaged research?