1. Dan Sarofian-Butin, PhD
“Should I Wait Until After Tenure?” Fostering Public Scholarship For All Faculty Through Key Institutional Practices and Policies
-- WORKSHOP --
Washburn University
January 30, 2017
Dan Sarofian-Butin, PhD
Executive Summary: In one respect, public scholarship has become an accepted part of the academy. Irrespective of the specific moniker (and there are numerous distinctive yet complementary terms, such as public work, translational research, community engagement, community-based research, and action research), such engaged practices can be powerful models for teaching, learning, and research. And yet for all of the rhetoric surrounding its importance, the reality is that public scholarship is all too often minimized and marginalized in the “nitty-gritty” of traditional academic protocols and structures. This becomes particularly problematic regarding faculty tenure and promotion practices and policies. This workshop will examine the research and practice surrounding the role of public scholarship and community engagement in institutional decision-making surrounding faculty tenure and promotion. It will provide a theoretical overview of such issues as well as institutional examples for different models of such implementation, incorporation, and institutionalization.
Agenda
Introduction and Overview
Contexts and Definitions
Faculty Buy-In to Public Scholarship
Types of Faculty
Spectrum of Faculty Rewards and Recognition
Key Insights for Deep Institutionalization of Public Scholarship
Example: University of Virginia Report from the Faculty Rewards Exploratory Group [Public Service]
Example: Engaged Scholarship and Promotion and Tenure at Michigan State University
Example: Washburn University

2. Contexts and Definitions
Community Engagement
Public Work
Translational Research
Participatory Action Research
Community-based Research
Public Scholarship
I have an agenda: “disciplining” community engagement
Academic programs: majors, minors, certificates

3. Faculty Buy-In to Public Scholarship

4. Types of Faculty – Implications for Rewards and Recognition
51% of all faculty (270/539) are full-time
Washburn University
73% of all full-time faculty (198/270) are tenured or tenure-track
63% of all faculty (337/539) are “contingent” – either part-time or not in the tenure system

5. Spectrum of Faculty Rewards & Recognition
Representation (e.g. task force; committee)
Award (w/ or w/o stipend)
Teaching Support
Course release
TA support
Funding (e.g., materials; technology)
Research Support
RA support
Funding (e.g., materials; conferences)
Institutional Support
Definitional (e.g., mission; vision; priorities)
Tenure & Promotion Guidelines

6. Key Insights for Deep Institutionalization of Public Scholarship
INTELLECTUAL MOVEMENT
Depth
Focus
Questions
Handbooks
A discipline (or SoTL; research initiative; research center)
SOCIAL MOVEMENT
Breadth
Diffuse
Answers
Toolkits
A campaign
DEPTH OF PRACTICE
Relevance and impact for all stakeholders; not an add-on
Community engagement as the question (rather than “the answer”)
PEDAGOGICAL LEGITIMACY
Scholarship of Teaching & Learning; faculty’s “signature work”
“Community as text”
COURSE & PROGRAM INTEGRITY
academic freedom
Community engagement as critical inquiry rather than an “add-on”
HICEP is a means to a goal; not the goal in and of itself
Goal = student learning
Can be conceptualized like any other academic goal
e.g., Major in Citizenship and Service
Can be structured like any other academic goal
e.g., Core Courses; Methods courses; Thesis
Means = academic practice
Can be evaluated like any other academic practice
e.g., Reflection papers, quiz, project
Can be rewarded like any other academic practice
e.g., public scholarship within tenure and promotion
Academic integrity
RELEVANCE
Meaningful community participation & impact
RECIPROCITY
Experience is never transparent
REFLECTION
Avoiding the “community as lab” phenomenon
RESPECT

7. Example: University of Virginia Report from the Faculty Rewards Exploratory Group
Goal: To develop a set of recommendations for ensuring appropriate faculty recognition and reward for public service activities.
Four Critical Elements of a Successful Strategy
Strong and visible commitment to public service and outreach from the University leadership
Wide acceptance and approval of these measures from the faculty
Promoting the message that public service activity represents an additional professional opportunity for faculty
Ensuring appropriate reward and recognition structures, both in annual evaluation and promotion and tenure procedures.
Enlightened Self Interest for Faculty
Recognition
Confidence in P&T and annual evaluation processes
University chairs in public service (rotating ~ 5 years). On average 1 -2 per school
Sabbaticals for public service activities (in addition to research, teaching sabbaticals?)
Annual public service awards - of a value and prestige comparable to existing teaching awards
Public service award banquets / functions
Public Service as an Opportunity for Faculty
No requirement for a particular individual - choice
An additional opportunity for contribution and reward
Need to establish public service as a contribution on a par with teaching and research
School-by-school process; Example: Dual ladder (Public Service, Teaching, Research or Public Service, Research, Teaching vs. Research, Teaching, Service)
Enlightened Self Interest for Departments, Schools
A significant component of each chair’s/dean’s evaluation based on contributions his/her department/school making to public service
Each school P&T committee required to show that slate of recommended candidates have, as a group, made substantial contributions to public service.
Additional faculty positions for hires with substantial track-record or interest in public service (~ 5 years, renewable by justification) On average 1 -2 per school
Each school should establish a Assistant or Associate Dean for Public Service
Reward Structures
Provide "enlightened self-interest" for faculty, departments and schools
Public service as successful component of promotion and tenure evaluation
Public service as a successful component of annual performance evaluation
How will public service contributions be evaluated?
Summary: Advantages
Increased public awareness of the contributions of the university to the well-being of the community
Enhanced visibility, recognition and ranking of the university nationally.
Opportunity for increased funding of university programs: External foundations and agencies; More diverse options for Capital Campaign donors
Opportunity for faculty to extend range of professional contributions - new activities and challenges
Experience in public service activities will provide new perspectives, and thus enhance creativity, in research and teaching
Increased faculty involvement will lead to increased opportunities, appreciation and support for student activities in public service.
Evaluation
Public service contributions defined by "forward looking" or "backward looking" appraisal? - a role for both (emphasis on latter - faculty freedom + creativity)
For those faculty in a given school who choose public service as a primary activity (e.g. via dual ladder), these contributions will be evaluated and compared by a school committee. Merit raises for this group will be equivalent to the faculty as a whole

8. Example: Engaged Scholarship and Promotion and Tenure at Michigan State University
National Collaborative for the Study of University Engagement, Michigan State University

9. Example: Washburn University
Source: Washburn University Faculty Handbook, Section 3
College of Arts & Sciences
School of Business
School of Law
School of Nursing
School of Applied Studies
Definition NO
Nursing is a profession with both theory and practice components, and as such, requires of faculty not only the academic credentials for teaching, scholarship and service, but also expertise in a clinical nursing specialty. [emphasis added]
Teaching
Teaching encompasses advising, academic program planning, curriculum development, classroom instruction, clinical instruction, and evaluation. Faculty strive to make application of the content and skills of the discipline to the health care needs of society…The quality of clinical instruction may also be assessed by agency staff. [emphasis added]
Service
All faculty are expected to engage in research and scholarly activity, resulting in published intellectual contributions in any of three major areas:
ii. Applied Scholarship (Professional): The application, transfer and interpretation of knowledge to improve management practice and teaching. [emphasis added]
Significant performance of service obligations includes fulfilling customary administrative and committee responsibilities, and may include responsible activities in local, state, or national bar associations, service for local, state, or federal government agencies, community service, or legal pro bono service. [emphasis added]
Service to the University/SON, profession and community is the responsibility of each faculty member…Service to the community is demonstrated through community based activities related to the professional discipline. Examples of service to the community include: appointments to professional or civic boards; providing professional consultation services to community groups, government, business or industry; providing community based professional lectures; conducting workshops or seminars; and contributing to community service publications. [emphasis added]
Service to the community is demonstrated through community based activities related to the professional discipline. Such activities as memberships and/or offices held in professional organizations, community based professional lectures, consultations and/or advising, conducting workshops or seminars, community service publications, community service recognition or awards, leading and/or assisting with organizing continuing education activities and other service deemed appropriate by faculty and approved by the Dean. [emphasis added]
Research
Examples of service include, but are not limited to…active participation in professional and business organizations; conducting research studies for business or government agencies; providing leadership for student organizations; serving on committees of professional associations and organizations; appointments to professional or civic boards; providing services to community groups. [emphasis added]
A substantial contribution to scholarship normally consists of at least two significant law review articles or a book of similar or greater magnitude, accompanied by other less significant contributions. Those other contributions may include but are not limited to publications of notes and reviews, the preparation of unique teaching materials, and drafting of legislation. [emphasis added]
Examples of scholarly activity include…offering continuing education programs for professional peers; or educational endeavors…Faculty practice is a valuable contribution and is considered scholarship when completed in the area of expertise…Substantial activity in Scholarship shall require the faculty member to have published or have accepted for publication a minimum of two manuscripts in peer-reviewed professional journals or a chapter in a nursing text and to have several other contributions as listed previously. [emphasis added]