199938 Faculty for the Engaged Campus

Monday, November 9, 2009: 11:08 AM

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
Catherine Miller Jordan, PhD , Children, Youth and Family Consortium, University of Minnesota, Minneapolis, MN
Sherril B. Gelmon, DrPH , Mark O. Hatfield School of Government, Portland State University, Portland, OR
Piper McGinley, MA , Faculty for the Engaged Campus, Community-Campus Partnerships for Health, San Francisco, CA
Community-based teaching and research are gaining recognition and legitimacy in schools and graduate programs of public health. The critical issue is how to institutionalize and sustain them as core values and practices. Having a cadre of faculty with the commitment and competencies to link their scholarship with communities is essential to achieving this goal. However, there are a number of persistent challenges to those who seek community-engaged careers in the academy: (1) There are few professional development pathways available; (2) Peer reviewers in a given faculty member's discipline or profession who can understand and assess the rigor, quality and impact of their community-engaged scholarship are not readily identifiable; (3) There is no accepted method or vehicle for peer reviewing, publishing and disseminating products of community-engaged scholarship that are in forms other than journal articles (e.g., resource guides, policy briefs, educational CD-ROMs) and (4) There are no clearly defined or accepted roles for community partners in faculty development, review, promotion or tenure. Faculty for the Engaged Campus, a national initiative of Community-Campus Partnerships for Health in partnership with the University of Minnesota and the University of North Carolina at Chapel Hill, aims to strengthen community-engaged career paths in the academy by developing innovative competency-based models of faculty development, facilitating peer review and dissemination of products of community-engaged scholarship, and supporting community-engaged faculty through the promotion and tenure process. The initiative is supported by a grant from the Fund for the Improvement of Postsecondary Education in the U.S. Department of Education.

Learning Objectives:
1. Define the terms community engagement, scholarship and community-engaged scholarship 2. Identify at least three persistent challenges to the sustained community engagement of public health faculty 3. Explain why having a cadre of community-engaged public health faculty is critical to institutionalizing and sustaining community-based teaching and research in schools and graduate programs of public health 4. Identify strategies, at the national and local levels, for building that cadre.

Keywords: Community Research, Service Learning

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am the project director for the Faculty for the Engaged Campus initiative being presented in this abstract; I have also organized APHA themed sessions before
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.