Tired+of+talking+past+each+other+-+A+framework+for+holding+constructive+conversations+about+engaged+scholarship+in+promotion+and+tenure

**Tired of talking past one another: A framework for holding constructive conversations** **about engaged scholarship in promotion and tenure** Diane M. Doberneck, Researcher, National Collaborative for the Study of University Engagement, Michigan State University [connordm@msu.edu]Chris R. Glass, Graduate Researcher, Michigan State University[crglass@msu.edu]John H. Schweitzer, Professor, Michigan State University[schweit1@msu.edu] **Keywords:** Promotion and tenure, discussion guide, constructive campus conversations, rigor, scholarship **Track:** Faculty roles and professional development **Format:** Research paper **Date & time:** Thursday 10:50-12:00**Location:** Salon 12 **Summary:**Discussions about promotion and tenure can be particularly challenging when different viewpoints about the nature of scholarship, the importance of rigor, and standards of evidence surface deeply held beliefs about “what truly counts” in the academy. This research paper summarizes a systematic literature review, draws upon original research, and presents an evidence-based discussion guide for framing these important campus conversations in ways that avoid “talking past one another” or advocating for particular viewpoints instead of discussing an acceptable range of approaches to scholarly outreach and engagement. Faculty members and institutional leaders will leave the session with practical ideas to use on their campuses. The systematic review of the literature and original research revealed a wide range of scholarly expressions of outreach and engagement—that are both community-engaged and rigorous. The key themes emerging from the data, which influenced the discussion guide, include: 1) disciplinary differences in types, language, and methods; 2) range of community partners/communities; 3) different degrees of collaboration; 4) multiple kinds of faculty work in conjunction with community, resulting in multiple kinds of scholarly output; 5) different motivations for faculty to become involved in, and continue with, engagement work; 6) varying approaches to integrating engaged scholarship with other responsibilities; 7) ways of assessing quality and evaluating impact of engagement; and 8) variations in documentation and representation of engaged scholarship in promotion and tenure. In addition to emphasizing the key themes, the discussion guide is organized around best practice principles for convening constructive conversations with faculty, including practices of dialogue and models of faculty development and faculty learning. The evidence-based guide can be used to lift up and reframe the conversation beyond particular viewpoints, and ultimately, to move beyond “talking past one another.” **References:**Bloomgarden, A. H., & O’Meara, K. A. (2007). Faculty role integration and community engagement: Harmony or cacophony? //Michigan Journal of Community Service Learning 13//(2), 5-18. Colbeck, C. L. (2002). Integration: Evaluating faculty work as a whole. //New Directions for Teaching and Learning, No. 114, pp. 43-52//. New York, NY: John Wiley & Sons. Doberneck, D. M., Glass, C. R., & Schweitzer, J. H. (2010). From rhetoric to reality: A typology of publicly engaged scholarship. //Journal of Higher Education Outreach and Engagement 14//(4), 5-35. Ellison, J., & Eatman, T. K. (2008). //Scholarship in public: Knowledge creation and tenure policy in the engaged university//. Syracuse, NY: Imagining America. Enos, S. & Morton, K. (2003). Developing a theory and practice of campus-community partnerships. In B. Jacoby & Associates (Eds.), //Building partnerships for service learning// (pp. 20-41). San Francisco, CA: Jossey-Bass. Ellinor, L. & Gerard, G. (1998). //Dialogue: Rediscover the transforming power of conversation//. New York, NY: John Wiley & Sons, Inc. Glass, C. R., Doberneck, D. M., & Schweitzer, J. H. (2011). Unpacking faculty engagement: The types of activities faculty members report as publicly engaged scholarship during promotion and tenure. //Journal of Higher Education Outreach and Engagement, 15//(1), 7-30. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Isaacs, W. (1999). //Dialogue and the art of thinking together//. New York, NY: Currency. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Kaner, S., Lind, L., Toldi, C., Fisk, S. & Berger, D. (1996). //Facilitator’s guide to participatory decision-making//. Gabriola Island, BC: New Society Publishers. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Mishra, P., Koehler, M. J., & Zhao, Y. (2007). //Faculty development by design: Integration technology into higher education//. Charlotte, NC: Information Age Publishing. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Newmann, A. (2009). //Professing to learn: Creating tenured lives and careers in the American research university.// Baltimore, MD: The Johns Hopkins University Press. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">O’Meara, K. (2008). Motivation for faculty community engagement: Learning from exemplars. //Journal of Higher Education Outreach and Engagement 12//(1), 7-29. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Saltmarsh, J., Hartley, M., & Clayton, P. H. (2009). //Democratic engagement white paper.// Boston, MA: New England Resource Center for Higher Education. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Schirch, L., & Campt, D. (2007). //The little book of dialogue for difficult subjects: A practical hands-on guide//. Intercourse, PA: Good Books. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Stanton, T. K. (2008). New times demand new scholarship II: Research universities and civic engagement: Opportunities and challenges. //Education, Citizenship, and Social Justice 3//(1), 19-42.

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