1. 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

2. “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

3. and annual performance review and merit salary increase

4.  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

5. Teaching Scholarship Service TRADITIONAL 5

6. 6

7. “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

8. 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

9.  California Test of Critical Thinking Skills http://www.insightassessment.com/test- cctst.html  Center for Information and Research on Civic Learning and Engagement (CIRCLE) http://www.civicyouth.org/  Others in the literature 9

10.  California Test of Critical Thinking Skills http://www.insightassessment.com/test- cctst.html  Center for Information and Research on Civic Learning and Engagement (CIRCLE) http://www.civicyouth.org/ 10

11. 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

12. 12

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

14. 14

15.  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

16.  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

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

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

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

20. 20

21. Outreach Public Engagement 21

22.  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

23. 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

24. SCHOLARSHIP 24 SERVICE TEACHING PUBLIC ENGAGEMENT

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

26. 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

27.  Emphasis is on how and why  Preparation typically takes 15-20 hours  Used for personnel decisions and self improvement 27

28. 28

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

30.  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

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

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

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

34. 34

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

36.  Provide professional development. 36

37. 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. wells@nku.edu beere@nku.edu 37