Presentation Format
Interactive Workshop
Intended Audience
Faculty/Practitioners
Presentation Description
Research over the past two decades has built a compelling case that perceived institutional barriers, including lack of recognition of service-learning pedagogy in tenure and promotion decisions, are one of the greatest deterrents to faculty use of service-learning (Abes, Jackson, & Jones, 2002; Hammond, 1994; Morton & Troppe, 1996; Ward, 1998). Furthermore, faculty members perceive these institutional barriers at every stage of implementation of service-learning pedagogy (Hou & Wilder, 2015). Knowing how to design a service-learning experience, then, with an awareness of the tenure and promotion process can help faculty not only create robust community-engaged courses and research projects, but also demonstrate the value of their work for an audience of academic peers.
The goal of this workshop will be to provide faculty and administrators with a toolkit for understanding their institutional culture surrounding community engagement, maximizing community-engaged teaching and scholarship on the tenure and promotion application, and overcoming perceived institutional challenges. Additionally, the workshop will provide a forum for faculty and administrators to share about the challenges they have faced and successful strategies they have employed in seeking recognition for community-engaged teaching and research at their own institutions. Workshop presenters will explore best practices for including community engagement in promotion and tenure documents, facilitate interactive brainstorming activities related to institutional culture and balancing the tenure and promotion application, and lead a collaborative exercise in beginning a service-learning project with the end in mind: successfully earning tenure and promotion.
Location
Room - 1220B
Start Date
4-15-2016 9:45 AM
End Date
4-15-2016 11:00 AM
Recommended Citation
Graybeal, Lesley M.; Burris, Debra; and Hawkins, Amy, "Designing and Documenting Community Engagement for Tenure and Promotion" (2016). Gulf South Summit on Service-Learning 2016. 16.
https://digitalcommons.georgiasouthern.edu/gss/2016/2016/16
Included in
Civic and Community Engagement Commons, Higher Education Commons, Service Learning Commons
Designing and Documenting Community Engagement for Tenure and Promotion
Room - 1220B
Research over the past two decades has built a compelling case that perceived institutional barriers, including lack of recognition of service-learning pedagogy in tenure and promotion decisions, are one of the greatest deterrents to faculty use of service-learning (Abes, Jackson, & Jones, 2002; Hammond, 1994; Morton & Troppe, 1996; Ward, 1998). Furthermore, faculty members perceive these institutional barriers at every stage of implementation of service-learning pedagogy (Hou & Wilder, 2015). Knowing how to design a service-learning experience, then, with an awareness of the tenure and promotion process can help faculty not only create robust community-engaged courses and research projects, but also demonstrate the value of their work for an audience of academic peers.
The goal of this workshop will be to provide faculty and administrators with a toolkit for understanding their institutional culture surrounding community engagement, maximizing community-engaged teaching and scholarship on the tenure and promotion application, and overcoming perceived institutional challenges. Additionally, the workshop will provide a forum for faculty and administrators to share about the challenges they have faced and successful strategies they have employed in seeking recognition for community-engaged teaching and research at their own institutions. Workshop presenters will explore best practices for including community engagement in promotion and tenure documents, facilitate interactive brainstorming activities related to institutional culture and balancing the tenure and promotion application, and lead a collaborative exercise in beginning a service-learning project with the end in mind: successfully earning tenure and promotion.
Program Abstract
A lack of recognition of community-engaged teaching and research continues to be a barrier for faculty participation in service-learning, particularly considering the heavy teaching loads and publication expectations that tenure-track faculty face at both research- and teaching-focused institutions. Drawing upon a review of the scholarly literature, guidelines for faculty, and our own experiences at a teaching-focused regional university, this interactive workshop will explore how faculty can elevate the status of their community-engaged teaching and research.