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Characteristics of Quality Community Engaged Scholarship

This document identifies and discusses eight characteristics that can be used as the basis for evaluating the quality and significance of community-engaged scholarship. These characteristcs can inform a scholar's CES goals and activities, and support the assessment process for determining faculty promotion and tenure.

  1. Clear Academic and Community Change Goals
  2. Adequate Preparation in Content Area and Grounding in the Community
  3. Appropriate Methods: Rigor and Community Engagement
  4. Significant Results: Impact on the Field and the Community
  5. Effective Presentation/Dissemination to Academic and Community Audiences
  6. Reflective Critique: Lessons Learned to Improve the Scholarship and Community Engagement
  7. Leadership and Personal Contribution
  8. Consistently Ethical Behavior: Socially Responsible Conduct of Research and Teaching

Learn more about each of these characteristics on our page.

Ideas for Documenting Community Engaged Scholarship in a Dossier
Documenting and Assessing Engaged Scholarship and Impact for Tenure and Promotion

This presentation outlines trends and challenges for community engaged scholarship (CES), as well as how to understand and document community impact, evaluate quality and significance in CES, and make the best case for promotion or tenure as a community-engaged scholar. It was delivered at a workshop at the University of Guelph on 2016 by Cathy Jordan, Associate Professor of Pediatrics and Extension at the University of Minnesota and Executive Editor of CES4Health.info.

Supplementary resources from this presentation include:

The University of Minnesota Promotion and Tenure Committee Resource Packet, which provides promotion and tenure committees with increased understanding of best practices in community-engaged scholarship, guidance about how to evaluate the quality of community-engaged scholarship, and an expanded understanding of the various forms that scholarship may take as a result of community-engaged work.

The University of Minnesota Sample Dossier Excerpts, which illustrate how a community-engaged scholar may document their work and their alignment with best practices in CES. It also includes letters of support to illustrate how others might discuss the community-engaged scholar and their work.

Presentation: Including Community-Engaged Scholarship in a Dossier - Strategies for Faculty

This presentation outlines strategies, resources and examples for highlighting community-engaged scholarship in faculty CVs and dossiers for promotion and tenure purposes. It was delivered at a faculty workshop at the University of Guelph in 2012 by Sarena Seifer, founding executive director of Community-Campus Partnership for Health and Adjunct Professor at the University of Guelph.

Literature Review: Reconceptualizing Tenure and Promotion Processes

This reports presents a literature review of contemporary thinking and best practices on reconceptualizing tenure and promotion processes to recognize a broader range of scholarly activities. It seeks to support university administrators and tenure and promotion committees in adapting university reward systems to better reflect the growing role of community-engaged scholarship, and in promoting community engagement as a core value and practice within departments.

Template for the Development of Assessment Criteria for Community-Engaged Scholarship

This template, created by CSAHS in 2011, provides a framework for the development of criteria for assessing community-engaged scholarship in the context of tenure and promotion processes. It seeks to support both faculty submitting portfolios that include CES activities, and academic departments, schools and institutions exploring questions of quality and impact in assessing CES.

Presentation: Assessing Community Engaged Scholarship in Faculty Dossiers

This presentation includes definitions, resources and details to attend to in reviewing faculty dossiers that have a community-engaged component. It was delivered by Sarena Seifer as part of an orientation session for Department Tenure and Promotion Committees hosted by the College of Social and Applied Human Sciences in 2012.