Recorded presentation

Diane C. Calleson, PhD¹, Sarena D. Seifer, MD², and Jen Kauper-Brown, MPH². (1) Public Health Leadership Program School of Public Health, Department of Family Medicine, School of Medicine, University of North Carolina at Chapel Hill, CB#7595, Department of Family Medicine, Chapel Hill, NC 27599, 919-843-2284, calleson@med.unc.edu, (2) University of Washington School of Public Health and Community Medicine, Community-Campus Partnerships for Health, UW Box 354809, Seattle, WA 98195-4809

The Institute of Medicine’s November 2002 report on the future of public health endorses the ASPH Council of Practice Coordinators’ expanded definition of scholarship and recommends that “academic institutions should develop criteria for recognizing and rewarding faculty scholarship related to service activities that strengthen public health practice.” Yet, promotion and tenure (P&T) committees are more likely to reward faculty for publishing articles in peer-reviewed journals than for applying their expertise in practice-based settings. It is thus to professionally risk for faculty to pursue practice-based teaching, research and service as centerpieces of their academic careers.

Health professional schools can enable faculty to successfully navigate the current P&T system by helping them to create strong portfolios that document their practice-based teaching, research and other forms of “community-engaged” scholarship. This presentation highlights an innovative toolkit developed from an educational study involving interviews with faculty, practitioners and a detailed review of the faculty member’s portfolio. The toolkit includes: a planning section on the role of mentors, developing one’s vision, and documenting one’s community involvement across the academic missions; a faculty portfolio section on how to prepare a strong career statement, curriculum vitae, teaching portfolio, and letters from external peers reviewers and community partners; and third, educational materials for community partners and P&T committees on practice-based scholarship. The toolkit was developed as part of Community Campus Partnership for Health’s Community-Engaged Scholarship in the Health Professions Initiative, with funding from the WK Kellogg Foundation. The toolkit can be used for faculty development, or individually by faculty.

Learning Objectives:

• Discuss the promotion and tenure challenges faced by faculty members who are engaged in practice-based teaching, research and service.
• Identify strategies for documenting a faculty member’s involvement in practice-based scholarship in their portfolio for promotion and tenure.
• Identify at least three ways to incorporate the toolkit into a school’s faculty development program.

Keywords: Community-Based Partnership, Practice Guidelines

Related Web page: ccph.info

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: Community Campus Partnerships for Health
I have a significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.
Relationship: I was funded to create this toolkit by Community Campus Partnerships for Health, as a CCPH Fellow and now with funding from the WK Kellogg Foundation

Recorded presentation