Publicly engaged scholarship is often described by activity (e.g., service-learning; community-based, participatory research; public humanities), by place (e.g., rural communities, urban neighborhood), or by partner (e.g., non-governmental organization, school). These common descriptors—based on what faculty do, where they do it, and with whom they partner—fail to characterize how faculty members collaborate with community partners in engaged research, engaged teaching, and engaged service. This study explored whether two process-oriented constructs—level of activity and degree of engagement—were useful descriptors of how faculty members go about their scholarly collaborations with the public. Interpretive content analysis of 173 promotion and tenure forms revealed significant differences in intensity of activity and degree of engagement by gender, race, age, teaching assignment, joint departmental appointment, appointment length, Extension appointment, and discipline. These variations suggested new directions in professional development for community engagement and appointments/assignments supportive of faculty involvement in publicly engaged scholarship.
Diane M. Doberneck
Chris R. Glass
John H. Schweitzer
Thank you to the Journal of Community Engagement and Scholarship (JCES) for kindly allowing URBAN to share this resource. JCES is published twice a year at The University of Alabama. It is a peer-reviewed international research journal through which faculty, staff, students, and community partners disseminate scholarly works. JCES integrates teaching, research, and community engagement in all disciplines, addressing critical problems identified through a community-participatory process.