Presented by: Dr. Gail Wells Vice President for Academic Affairs and Dr. Carole Beere Associate Provost for Outreach (retired) Northern Kentucky University June 19, 2010

“Public engagement involves a partnership in which there is mutually beneficial, two-way interaction between the university and some entity within the metropolitan region or the Commonwealth.” From: Laying the Foundation, NKU, 2006, p. 11 2

and annual performance review and merit salary increase

 Develop guidelines that clarify what work is acceptable within each of the mission dimen- sions, the criteria by which it will be evaluated, what constitutes acceptable documentation, and the process by which the documentation will be evaluated.  Create a system that recognizes and rewards behavior that advances each of the institution’s mission dimensions;  Ensure that RPT guidelines are fair and promote quality work; and 4

Teaching Scholarship Service TRADITIONAL 5

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“Engaged teaching refers to course- or curriculum-related teaching/learning activities that involve students with the community in mutually beneficial ways.” From: Laying the Foundation, NKU, 2006, p. 10 7

STUDENTS  Did the students achieve the academic goals?  Did the students develop a deep appreciation for the course content?  Are the students more interested in the subject matter?  Can the students apply what they learned? 8

 California Test of Critical Thinking Skills cctst.html  Center for Information and Research on Civic Learning and Engagement (CIRCLE)  Others in the literature 9

 California Test of Critical Thinking Skills cctst.html  Center for Information and Research on Civic Learning and Engagement (CIRCLE) 10

Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principles and techniques. (Rev., 3rd ed.). Providence, RI: Campus Compact. Surveys, interviews, focus groups, document reviews, observations, journals, and critical incident reports 11

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Work that satisfies the criteria for scholarship and is done in partnership with the community. 13

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 Relates to the faculty member’s disciplinary expertise  Reflects knowledge of the relevant professional literature, theory, and best practices  Clear goals and objectives for the work  Appropriate methods 15

 Makes a significant contribution to the community and/or to the knowledge base in the discipline  The work and the results were documented, appropriately shared, and evaluated  Faculty member critically reflects on the process and product of the work 16

Highest quality standards Reflects intellectual rigor Makes a significant, positive difference in the community Achieves agreed upon goals 17

 Define engaged service  Suggest criteria for evaluating engaged service 18

 To the institution  To the profession/discipline  To the community 19

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Outreach Public Engagement 21

 Role of the faculty member  Significance of the activity  Duration of the involvement  Complexity and scope of the work  Number of people who were impacted  Degree of impact  Quality of the contribution 22

Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principles and techniques. (Rev., 3rd ed.). Providence, RI: Campus Compact. 23

SCHOLARSHIP 24 SERVICE TEACHING PUBLIC ENGAGEMENT

 What constitutes acceptable documentation for engaged teaching, engaged service, and engaged scholarship?  How should the documentation be presented? 25

The Academic Portfolio Seldin, P. & Miller, J. E. (2009). The academic portfolio: A practical guide to documenting teaching, research, and service. San Francisco, Jossey-Bass. 26

 Emphasis is on how and why  Preparation typically takes hours  Used for personnel decisions and self improvement 27

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 Who should provide the independent review?  When should the reviewer be identified?  Who will seek the review? 29

 Faculty concerns about the change  What will count?  How will it impact me?  When will the changes go into effect?  Are all faculty expected to do this work?  Are we really lowering our standards? 30

 Include time for campus debate and discussion, at the department, college, and university level. 31

Set minimum parameters for what can contribute to the RPT decision. 32

 Encourage “double” and “triple dipping.” 33

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 Achieve a blend of consistency and variability. Teacher Education 35

 Provide professional development. 36

Beere, C. A., Votruba, J. C., & Wells, G. W. (2011). Becoming an Engaged Campus: A Practical Guide for Institutionalizing Public Engagement. San Francisco: Jossey-Bass. 37