A Framework to Understand and Address Barriers to Community-Engaged Scholarship and Public Engagement in Appointment, Promotion, and Tenure across Higher Education

Autor/inn/en	Sdvizhkov, Helen; Van Zanen, Kathryn; Aravamudan, Neeraja; Aurbach, Elyse L.
Titel	A Framework to Understand and Address Barriers to Community-Engaged Scholarship and Public Engagement in Appointment, Promotion, and Tenure across Higher Education
Quelle	In: Journal of Higher Education Outreach and Engagement, 26 (2022) 3, S.129-147 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aurbach, Elyse L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Tenure; Higher Education; Community Involvement; Reports; College Faculty; Faculty Promotion; Institutional Mission; Diversity; Equal Education; Inclusion; Justice; Barriers; Guidelines; Organizational Change; School Community Relationship; Financial Support; Rewards; Evaluation Methods; Standards; Strategic Planning; Intervention; Faculty Development; Faculty Evaluation; Universities; Colleges + Suchen Sie Ihr Suchwort? Amtszeit; Beschäftigungsdauer; Hochschulbildung; Hochschulsystem; Hochschulwesen; Abschlussbericht; Berichten; Fakultät; Inklusion; Gerechtigkeit; Richtlinien; Organisationswandel; Finanzielle Förderung; Reward; Belohnung; Standard; Strategy; Planning; Strategie; Planung; University; Universität; College; Hochschule; Fachhochschule
Abstract	Scholarship addressing public and community engagement in tenure and promotion often invokes Ernest Boyer's landmark 1990 report, "Scholarship Reconsidered: Priorities of the Professoriate," and goes on to lament the lack of progress made in the three decades that have followed. This review intervenes: We synthesize extant scholarship on community-engaged scholarship and public engagement (CES&PE) in appointment, tenure, and promotion (APT); lay out three central challenges to the advancement of CES&PE; review the strategies institutions and individuals have leveraged to advance more equitable and effective processes; and caution against potential inadvertent, damaging consequences of reforms focused solely on CES&PE. We argue not only that recognition for CES&PE in APT is essential for fulfilling the institutional missions of universities for the public good, but also that it is essential to advancing diversity, equity, inclusion, and justice on college and university campuses. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01