238889 Developing a scholarly agenda and the competencies and resources to implement it

Sunday, October 30, 2011: 8:15 AM

Sherril B. Gelmon, DrPH , Mark O. Hatfield School of Government, Portland State University, Portland, OR
Careful and thoughtful planning is essential to the work of community-engaged faculty members and those aiming to join their ranks. Developing and implementing one's vision for community-engaged scholarship (CES) over the long-term (i.e. 5-7 years) requires a planned approach. Current and future community-engaged faculty must be proactive in learning the culture of their institutional environment; articulating a personal vision; and exploring how to translate a vision into a viable career focused on CES, including developing core competencies, establishing mentoring relationships and securing funding. In doing so, they must be cognizant of the important distinctions between community service and CES and strategies for moving from service to scholarship.

Learning Areas:
Administration, management, leadership
Ethics, professional and legal requirements
Public health or related organizational policy, standards, or other guidelines
Systems thinking models (conceptual and theoretical models), applications related to public health

Learning Objectives:
*Distinguish between the definition, documentation and academic implications of community service, community engagement and community-engaged scholarship *Describe the components of a scholarly agenda and why it is important to develop one *Identify resources for community-engaged scholarship mentoring, professional development, publishing and funding

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: A community-engaged scholar who was promoted and tenured in recognition of my community-engaged scholarship, my current research on engagement addresses institutional strategy and establishment of models of faculty roles and recognition for community engaged scholarship. I was national evaluator for Community-Campus Partnership for Health's “Community Engaged Scholarship for Health Collaborative” and “Faculty for the Engaged Campus,” and I will draw on findings from both initiatives in her learning institute presentation. I have also studied the ten-year impact of Portland State’s revised tenure and promotion policies and will incorporate findings from the study in my presentation.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

See more of: Supporting Faculty, Graduate Students & Post-Docs to Succeed as Community-Engaged Scholars
See more of: APHA-Learning Institute (APHA-LI)