199717 Recognizing and rewarding community engaged scholarship in public health

Monday, November 9, 2009: 10:56 AM

Sherril B. Gelmon, DrPH , Mark O. Hatfield School of Government, Portland State University, Portland, OR
Catherine Miller Jordan, PhD , Children, Youth and Family Consortium, University of Minnesota, Minneapolis, MN
Sarena D. Seifer, MD , Community Campus Partnerships for Health, Seattle, WA
Lynn W. Blanchard, MPH, PhD , Department of Health Behavior and Health Education, UNC-Chapel Hill, Chapel Hill, NC
Piper McGinley, MA , Faculty for the Engaged Campus, Community-Campus Partnerships for Health, San Francisco, CA
Faculty who define their teaching, scholarship, and service in the context of community engagement may face particular challenges as they prepare for tenure and/or promotion review. Their choice of teaching and learning strategies, and the focus of their related scholarly work, may challenge traditional models of disciplinary approaches and require focused preparation in order to illustrate their excellence as a teacher and a scholar. Senior faculty, who conduct the reviews, may have traditional perspectives on what constitutes “quality” scholarship and may not be familiar with new models and highly valued strategies for community-engaged scholarship. Despite the orientation to community that is core to public health, faculty teaching in schools and programs in the public health disciplines face similar challenges to those of their colleagues in other parts of the academy. This presentation will draw upon the learning of “Faculty for the Engaged Campus” which is a national program developing new resources to support community-engaged scholarship, as well as the experience of faculty in various public health programs across the country. We will highlight the challenges of current tenure and promotion rewards systems for community-engaged scholars, and articulate strategies and resources that can assist community-engaged public health scholars to make a compelling case in tenure and/or promotion reviews. Resources include both faculty development programs, and on-line public access materials for peer review. Faculty for the Engaged Campus is supported in part by a grant from the Fund for the Improvement of Postsecondary Education in the U.S. Department of Education.

Learning Objectives:
Define challenges of current tenure and promotion rewards systems for community-engaged scholars Describe innovative strategies for recognition of community engaged scholarship Discuss methods for faculty development and other institutional support of community engaged scholars Identify resources that can assist community-engaged scholars to make a compelling case in tenure and promotion reviews

Keywords: Community Research, Public Health Education

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am a community engaged scholar and do research in this area. I am a Senior Consultant with Community Campus Partnerships for Health, and this presentation will build upon federally funded projects of CCPH as well as my own research.
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.