238894 Documenting community-engaged scholarship for promotion and tenure review

Sunday, October 30, 2011: 9:00 AM

Sarena D. Seifer, MD , Community Campus Partnerships for Health, Seattle, WA
Promotion and tenure review has basically three components: the documentation that the candidate provides, the materials that the committee collects, and the process by which the committee reviews these materials and conducts its deliberations. Documenting faculty work requires faculty to pay close attention to their institution's general faculty guidelines and those that are specific to missions for which they are to demonstrate excellence. While there is a great deal of variability in faculty appointments in the health professions, there is a fairly uniform set of materials that faculty are expected to produce and organize for the promotion and tenure committee. The primary differences are in the areas of expertise that faculty are expected to emphasize and the specific criteria on which they will be assessed. In developing a faculty portfolio, it is important to take initiative in learning what the expectations are and what needs to be included.

A well-prepared faculty member can go a long way in making his or her "case" by providing strong context and solid documentation for the committee to consider. Preparing a robust portfolio in preparation for the review, promotion and tenure process is critical. A distinguishing feature of portfolios from tenured community-engaged faculty members include framing and including community engagement as an integral component of teaching, research and service and not as a separate category.

Learning Areas:
Administration, management, leadership
Conduct evaluation related to programs, research, and other areas of practice
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: I have led a series of national initiatives that have incorporated service-learning into health professions education, developed community-based participatory research partnerships, convened community partners for peer support and advocacy, prepared faculty for community-engaged careers in the academy, aligned faculty promotion and tenure policies with community engagement, and created mechanisms for peer-reviewed publication of diverse products of community-engaged scholarship. Most recently, I directed Faculty for the Engaged Campus, a national initiative that led to many of the ideas and resources that will be shared with participants in this session. Further, my own portfolio for promotion will be used as an example in this session.
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)