You can find links below to a variety of resources, literature, and tools to support the planning, implementation, assessment, documentation, and dissemination of public and engaged scholarship.
Description of the video:
Hi I'm Laura Holzman and I'm going to share with you the story around defining my scholarly identity as I prepared my desk CA for tenure and promotion to associate professor this is the third segment of a four part presentation that my colleagues and I gave at the two thousand and eighteen National Campus contact conference. In many ways my professional practice is defined by hybridity So it's especially important and maybe especially challenging for me to create an integrated cohesive scholarly identity my degree is in the interdisciplinary humanities based field of visual studies I hold a joint appointment as associate professor of art history and Museum Studies at I.P.O. I want to share my time between the art school and the school of liberal arts I also have an additional title of public scholar so there's a lot of ways to name me and my work and my work in compass is many different things my public scholar title means that engagement is built into my job description it's part of how I have to find myself and my work from the beginning. Practices of public scholarship are in that it in the structure and goals of the museum studies program here so there's a high degree of scholarly congregants in that aspect of my job but engage scholarship in art history is in a much earlier stage of development and there's less scholarly Congar and in that area of my job. I started working with Mary Price the director of faculty development in the center for service and learning and I Not long after I came to the university and my goal then was to hone methods for doing rigorous in Gauge scholarship and to learn the scholarship of engagement so that I could give substance to my hunches and develop better informed. Acta says when it came time to prepare my materials for tenure and promotion a new set of questions arose like how do I tell a cohesive story about myself and how do I advocate evaluators who might not be familiar with the scholarship and practices of engagement and this is where the coaching that I was doing with Mary became even more valuable. I do traditional and engage scholarship and my engaged practices can look very different from one another working with Mary helped me to articulate a cohesive integrated scholarly identity and explain to my evaluators how the different aspects of my work corresponded with one another. Scholarly activity mapping and relationship mapping were part of this work and you can learn about those techniques elsewhere in this presentation in this segment I'm going to spotlight what came out of our work with scholarly identity mapping So here's my identity map based on this work I've come to call myself an engaged art historian this identity is very similar to the public scholar model that Scott Peters and his colleagues articulated in democracy in higher education but what I realized was that advocating for the discipline of art history is actually an important part of why I do what I do so I've included that language in how I've named my scholarly identity. As an engaged art historian I use art history its methods and its related institutions to strengthen communities and create a more reflective society. My work operates across the spectrum that ranges from traditional scholarship to democratically in Gauge practices and most of my projects fall somewhere in the middle of that spectrum they're all guided by the question how can art history be a tool for addressing issues that people outside of academia deem important. And identifying the values that guide my work I determined that trustworthiness is a foundational element and that's why you'll see it on the bottom of my triangle this in compass is the rigor of my practices the way I build relationships with current and potential collaborators and the way I try to bring a degree of approachability to my work whether it's interpersonal interactions or the ways in which I disseminate the scholarship. Dialogue is another important value and for me it's both a method and a topic of study in my collaborative work we use dialogue as a key part of exchanging ideas and building relationships and my traditional scholarship looks at the role that dialogue plays in making meaning around art and community identity. The third keep all you have my work is creativity and by this I really. In connecting the dots in unexpected ways whether that's something I'm doing on my own something I'm inviting project partners to do for themselves or something that we're doing together. As you can see in the center of the triangle research teaching and service work together in my intercalated practice but I view research as the dominant area of my work and I identified it as my area of excellence for tenure and promotion. Part of this was actually a strategic decision if research tends to be privileged in academia I wanted to advocate for the value of public scholarship and gauged our history by demonstrating how it contributes to an excellent research program in finding the language of engaged art history I found a unifying concept behind my joint appointment my interdisciplinary background and a spectrum of practice that ranges from traditional to democratically engaged and what I'd like to show you is an example of how this translated into the specific language that I used in my candidate statement. Here's how I framed my work. As with other publicly engaged academic work engaged art history operates across a spectrum of methods and product at one end of that spectrum is traditional academic work I study and teach about publicly significant topics using humanities based methods from visual studies I share my findings in conventional peer reviewed outlets such as academic conferences journal articles and a book at the other end of the spectrum is democratically and gauged academic work I collaborate with community partners to define project goals create new knowledge together and build a more participatory democracy my partners and I share our work and outlets that are most meaningful to the community such as public programs and community members participate in evaluating the impact of the work most of my projects fall somewhere between these two ends of the spectrum. In addition to helping me find the language to describe my work the coaching tools that I worked on with Mary gave me a kind of space for reflecting on my practice that I wouldn't necessarily have taken otherwise and it was in that space of deliberate critical reflection that I came to recognize engaged art history as both an important part of my process and as a topic of study it's a growing area in my field and I'm one of the people helping to define and develop it. The people who reviewed my tenure and promotion dossier recognize this. One person who provided feedback on my work noted that Dr Holzman's research brief is a complex one that she negotiates with grace and invasion and brilliance especially as the field of engaged art history is currently an emerging paradigm now I'm stepping out of my comfort zone by sharing a compliment like this but I do it because it's clear evidence that I was able to tell my story in a way that channeled my varied activities into a cohesive and compelling identity I don't think I would have been able to do this as effectively without the scholarly identity mapping in combination with other techniques that my colleagues discussed in other segments of this presentation and also in combination with some of the work around public scholarship that's been happening at the campus level at my university. Working with these tools has definitely given me a stronger sense of agency in the work that I do and in shaping the stories that are told about it and all the feedback I've received on my work has been generally positive in a number of different areas of my practice developing and understanding my integrated scholarly identity has helped me to better articulate what I do when I'm working with or building relationships with community partners. My practice has also become a model for other artists Dorian's who are interested in Gage meant. Because of my public scholar title and the resources I've connected with through Mary's office the reading the mapping and the reflecting that I've done doesn't just serve me it's become a set of tools and techniques that I can share with colleagues who are newer to this kind of work or who are in institutional contexts that have less developed support not mechanisms for public scholarship. And finally since this is a story about preparing for promotion and tenure I can say that my case was indeed successful and I'm now eager to be a resource for other scholars who are interested in building their own tenure and promotion cases around in Gage practices if you'd like to learn more about public scholarship at IP why or the tools that I referred to in this presentation contact the office as listed on the screen my contact information is listed here as well so please feel free to reach out.
Description of the video:
Hi I'm Pam Napier here and I'm going to share with you not only my journey in getting ready for my 3rd year review but also I've used to work with Mary Price director of faculty development and the Center for service and learning to help inform my 5th year dossier for it in your promotion to associate professor this is a 2nd segment of a 4 part presentation that my colleagues and I gave at the 2800 National Campus Compaq conference I'm currently an assistant professor of visual communication design I here in School of Art and Design as well as co-founder of a service design firm here in Indianapolis and working with people to create and improve experiences is a core part of what I do in both teaching and practice and while working within communities is prevalent in many design programs in academia the value for community engaged and public scholarship specifically as it relates to design isn't as much earlier stage of development and there's less scholarly can grew in this area I started working with Mary and various ways but as I got closer so my 3rd year review I specifically sought out her expertise and helping me to one define my scholarly identity and helical hese of story about myself and educate evaluate hers about the practices and scholarship. And because I do both traditional and engage scholarship and my work and both teaching and practice and for one another I needed help telling a story that integrated the various tendrils of my work in this segment I'm going to discuss several tools that Mary help me work through specifically collaborative relationship mapping or combined with identity about being scholarly mapping as a way to situate the products and outcomes of my work within a framework and a planning tool to help inform action steps for evidence that I needed for my 5th year dossier submission. So to start this visual represents a later iteration of my scholarly identity map and it starts to give a bigger picture of my values my public purposes in my approach to my work through working with Mary I've come to define myself as a community engaged scholar practitioner with community engagement as a core focus of my pedagogical approach to teaching I view my teaching practice as an integration of scholarly approach and practical application I integrate problem based curriculum and experience in service learning as pedagogical tools throughout my courses to achieve these teaching goals and the bling students to engage in utilizing design methods for creatively and collaboratively solving problems within various communities and so my teaching informs my design practice and my practice is integrated into my teaching and these are both founded on the beliefs that one all people have the ability to design to that people are experts of their own experiences and 3 and designing with people not for people which all funnels in so being able to enable people to communicate their experiences frame Rouer core problems and create meaningful impact in their lives. It was truly an enlightening and iterative process working with Mary with a series of periodic consulting and coaching meetings with her over the course of about $6.00 to $8.00 months this map shows each meeting and the how the outcome informed the next iteration eventually leading to my 30 year review and then preparation for my 5th year dossiers submission. I 1st started working with Mary in creating identity maps which were used as a reflective activity prior to doing call R.M. to help me clarify and communicate my identity as a community and gauge scholar practitioner and my 3rd year review dossier specifically in my candidate statement where I was declaring teaching as mayor of excellence creating these drafts of identity maps help me to figure out how I situate my work within communities and the intersection of teaching research and service Mary help me think through these intersections prompting me with questions like Who am I as a scholar what are my public purposes and how are those expressed these maps help me to describe what I'm actually doing so activities within these 3 domains of practice communities that I had an affair with and what my opposed to my logical stances which led to community being at the core of my practice my identity is built on the foundational value for being people centered and it is from that perspective that I approach my work in all 4 areas of teaching research service and practice tangentially Mary also helped me work through writing a personal statement along with this near final version of my identity map she prompted me to start with as a community and gauge practitioner Scollard I approach my work. Doing adorations of this statement with her really started to frame the structure for my candidate statement and my dossier and some of the language that I wrote in doing these drafts of my personal statement ended up showing up in my candidate statement in my final dossier. The next step Mary took me through was a scholarly mapping activity which is the visual at the bottom of the slide using a framework to look at the spectrum of activities that happen within teaching research and service and where those activities fall on the continuum of being an engaged scholar This enabled me to look at activities and products from my work and place them on a spectrum to determine the types of things that I have done and could do to demonstrate engage scholarship once the framework is populated the outcomes can then be weighed against proposed criteria for a value adding public scholarship from there Mary help me work through another school collaborative relationship mapping or Cole R.M. which enabled me to identify a core partnership within a singer processing goal project for highlighting in my 3rd year dossier develop a relationship network and then use it for critical reflective practice this helped me to reflect on the relationships within the beginning of this partnership and help to document the relational outcomes of my work this map shown at the top of the page is starting to visualize the relationships within one signature project that myself my students and our community partners have done on the near west side of Indianapolis Colts as a tool really help me to figure out how to highlight a signature project that really illustrated my values pedagogy and epistemological approach to my work and secondly it shifted my understanding of how to look at my body of work how to root myself and build deeper relationships within the collaborative work I am doing in this specific community this is then led to using a planning tool in process for my 5th year dossier and Mary help me to think through the more strategic things I needed to do like how to circle back around with community partners to get feedback and how to engage them and other scholarly activities. After doing call around with Mary I had a new perspective about the relationships I was building at the projects I was doing and how I was communicating about disseminating my work and given what I had learned about myself and community engage scholarship I was able to craft my candidate statement in my 3rd year dossier with more use and more focus and I was able to then structure my argument around highlighting a specific project partnership and how it was helping to drive my future work and this visible a signature project was situated within all 3 domains and then there's a visual for the planning tool and process that I did with Mary we literally got up on the white board and worked through visually mapping how my signature project fit within a broader perspective and I was able to start to see how I could frame and situate my work for the next few years what these visual show is that while I had a signature project that I could start with I also had multiple seemingly disparate projects and was trying to find how they all tied into teaching research and service by somehow highlighting different features of each project and working through the print planning process with Mary C help me figure out that this signature project was the start of a relationship that was at the core of my research teaching and practice and that I was moving from a body of seemingly unrelated projects to being grounded and rooted in a multi-dimensional partnership that was creating multiple relationships and project opportunities. Working through this iterative process with Mary and using the different tools she has developed enabled me to write my candidate statement and frame my work in such a way that it shapes how I approached projects and partnerships for the next few years leading up to my 5th year dossier submission I received very positive feedback from my committee for my 3rd year review and following their feedback in the following 2 years I was able to be more strategic in my external dissemination of projects and more intentional and my approach to projects and partnerships. Working with the planning tool with Mary had really influenced my decision making and strategies looking toward my 5th year in terms of one initiation or continuation and deepening of relationships of projects to how I approach documenting projects 3 seeking publications and other forms of dissemination and for planting the seeds for gathering peer and community feedback since working with Mary and my journey towards 3rd year I was able to secure different projects across the curriculum deepen my partnership within the Near West Side and other community partners and begin setting up expectations for gathering their feedback at the onset of these projects Mary speed helped inform more strategic decisions between my 3rd and 5th year and a few key examples include an online survey tool that I had developed to gather feedback from community partners and residents who were involved in projects this was built off of the public scholar impact survey developed by Dr Healy Wood who at the time was a professor at the school of liberal arts and a public scholar of museums family and learning in addition the public scholarship white paper developed by the faculty learning community on public scholarship also informed how I created and frames questions Another example would be of finding appropriate dissemination venues and publications for my work as well as new projects so here you can see a poster for an international design conference describing engaged work a final recommendations document which was a product that was created collaboratively with several community partners and a book chapter I'm currently writing with a key community partner. Since working with Mary I developed and have more enhanced agency and advocacy with my work because I can speak confidently about it and more easily describe and situate it within community engage scholarship especially from using scholarly identity mapping scholarly activity mapping and specifically collaborative relationship mapping this in turn impacts this idea to use Mary's term of scholarly can grow and it's being able to frame my work in a way that can contribute to a repertoire of shared understanding about what constitutes community engaged scholarship and how to assess it which could ultimately impact not only student learning outcomes but also scholarly productivity I want to share with you an example from my personal statement that for me illustrates my own enhanced sense of agency of my own identity as a scholar and my perception of its impact on my colleagues on the screen you'll see if you highlighted segments that are just a few examples of how the multiple iterations and rounds of crafting a broader statement around my scholarly identity and how I could translate that into specific language backed by evidence enabled me to claim an authentic notion for myself of what it means to be a scholar which I wove throughout my narrative and my dossier this iterative work allowed me to create an arc in the narrative that spoke to the epistemological grounding of my teaching and research that goes beyond traditional notions of outreach and that allowed me to frame what constitutes impact and outcomes in ways that are critical for offering peers and external viewer is a lens through is to evaluate my work while my dossier is currently under review at the campus level I am able to say that I received a unanimous vote from my school's unit tenure promotion Committee as well as wonderful reviews from my department chair and Dean I would not have made it where I am today without Mary's guidance patience and her taking me through the extremely valuable tools and processes she has developed to help nurture or nurture and foster faculty success. Thank you for listening if you have questions about my experience my contact information is listed below Also you can learn more about publicly engaged scholarship and the tools discussed today by contacting the office listed on the screen.
Description of the video:
Hi my name's really would I'm a professor of museum studies and teacher education and associate dean of student affairs in the school of liberal arts and I I am also public scholar of museums families and learning and I was one of the first public scholars to be hired. And I'm going to share with you my story for a promotion and tenure to associate professor and my subsequent promotion to full professor. What I'm going to do today is tell you a little bit about my story as I progressed through the process of promotion and tenure from assistant professor to associate professor and then also from associate to full one of the things that you've no doubt heard many many times is that the promotion and tenure process is really about telling your story so what I decided to do is show you some excerpts from my personal statement and my portfolio to explain a little bit about how I tried to document and demonstrate my impact as a public scholar throughout my process so this first slide you see is a statement from my first personal statement from my tenure dossier and shaping and defining my role as a teacher and researcher to meet community needs and make an impact on the field of museum education and community based learning in this statement prior to having any particular guidance around the role of public scholarship or how we could define it on this campus I chose to think of my work as a public scholar as one of teacher and here you can see I'm defining my self as teacher and researcher and looking at how community is involved in that process but I'm also calling out the specific areas of emphasis where I have in terms of museum education in community based learning and this process was important because it helped me actively define my role as a public scholar and how I chose to do the work in the community and looking out what it was that made a difference in my particular. Process. Another important avenue of public scholarship and civically engaged scholarship is paying attention to the relationships that you're developing with community members and with community partners and defining that in an important way so that you can differentiate your own scholarship from the work that you do with community and that's not discounting the collaborative nature but one of the things you have to learn about promoting yourself or are moving through the promotion process is understanding the types of things that the campus might be looking for or even your own department in terms of the type of work you do so in this statement as I define myself as public scholars teacher I was trying to define the process that I used in terms of working with community members so here I describe myself as looking at a variety of environments to conduct applied research so I'm using this idea of Applied Research as a way of defining some of the publicly and gauge scholarship but also that I've negotiated them both around my personal areas of interest but also with those of the community partners that I work with and one of the things that's important about publicly engaged scholarship is understanding that your activity does not equal the scholarship but the kinds of things do you do together that you focus on that you produce products that are jointly developed or co-create in that are making a difference for some group of people in my case I was looking as my teaching as a public scholarship as a way of helping to educate and work with museums and other communities that were understanding new and different ways of connecting with audiences and developing their own informal learning strategies. As you work through and look through the ten tips for success you'll recognize that there are some key points that are really critical in putting together your dossier one of them is that you need to be documenting early and often but also that process is important as a result and one of the key components of demonstrating your impact which is an important campus level expectation is to figure out how you can capture the information from your community partners in a way that's both meaningful for you but also for them so I developed a survey that I. Defined in terms of what I thought to be the best practices of public scholarship at the time I worked from the existing literature and put together this survey so that I could help my community partners define for the campus what it was that I was doing for them and as you see on the slide the public a scholar impact survey was a series of questions that I asked of multiple community partners from different organizations to define my ability to work with them specifically on a project and as you see key questions here are Did I help identify significant questions did I give people ideas for further work and collaboration did I actually change something in their work did I make an impact was it consistent with the purpose did it have an impact after I left and has it helped people think differently about their work as you can see I did a pretty good job but again thinking about how I'm doing this work is really important in terms of the strategies that I was working with and the ways in which I was collaborating in the second half of the slide house to demonstrate the types of process that I used in working with community partners and again I asked people to focus on my contribution to the project related to their own work and again these items on the survey were related to the existing literature at the time related to public scholarship and I think now is nicely coincides with the existing guidelines from the public scholarship faculty learning community document. When I decided I was ready to seek promotion to full professor I needed to focus on some of the larger components and questions of what promotion to full means and for our campus a lot of that means sustained national impact and international impact and as you can see from my personal statement I'm trying to work through both the promotion criteria as much as I am publicly engaged scholarship criteria and trying to demonstrate across the board how my work has been powerful for community groups as well as the field as well as my profession and in this case I decided to go up on a balance case in order to show that my work had really become quite integrated and as you can see in the slide I'm trying to show as well that my work is recognized across all of these different areas across research teaching and service but also that it has to stay national impact and those kinds of things are important strategies to think about as you begin to understand how to define yourself in public scholarship and to show the local impact that you have that can actually be recognized on a national or international level another one of the key tips that we've talked about frequently is helping people to see what you do that you have to have evidence that explains your process but also the kinds of work that you are doing with the community so as I defined my idea of public scholarship in my day I described this part of my work as a joint conversation between myself and the museum staff that I work with but I can't just say that I can't just assume that people will understand what that means and so I selected a series of signature projects that helped demonstrate the ways in which I work with community partners how we generate questions how we develop the data collection process how we work together and the types of products that we co-create it both for the field for an academic audience and for a public audience and these kinds of things helps me show both a balanced case but also the strategies that I used to work with community partners in a meaningful way. In order to demonstrate the evidence of the work that I had as a publicly engaged scholar I decided to use this matrix like table as a way of demonstrating the integration across areas of research teaching and service but also in terms of the different areas of expertise that I'm claiming is part of my dossier and what you can see here is just a part of a very long document that shows how one particular area of my work was integrated across all three areas but more importantly it shows the ways in which I have produced products related to refereed publications or presentations where there's a student author or a community co-author or other groups that are more King with this cuts across academic professional and community based experiences so it's really demonstrating that integrated work but also gives an example of the types of products and practices that come out of civically engaged publicly scholarship one of the most critical elements in being successful and getting to yes is really understanding the P.N.T. guidelines and understanding the tactics and the strategy that you need to follow and one area in which it matters most critically is in understanding the peer review process who gets to decide your fate besides you and in the case of a publicly gauge scholar I believe that it's important for you to recognize that not only is the peer reviewers external reviewers but it's the community partners the peer reviewers and the field guidelines that help you understand how this process will work I mean you need to advocate for this in your own process especially if you're doing publicly gaged work what's really important is understanding who you can find us allies as critical friends and mentors who understand publicly engage scholarship so that you can help define and shape the process that you want to have happen and articulate that to your primary committee your chair and other people who are involved in the process. In my particular case I sought out a couple of different strategies that I thought were important for helping me work through this peer review process so as I described earlier I created a community based service and to send out to my community partners I designed it I developed it but I had my department administer the survey so that I was impartial or not involved in the process and then I was able to use that result to put together and put into my dossier as I moved from associate to full I sought out letters of reference essentially from majority of community partners and what was interesting about this process was many of them are not familiar with the academic strategies peer review and I thought a problem were people my community partners were contacting me even though they had been independently solicited to write these letters asking what they should put in it and I realized at that point it was really important that we continue to develop strategies for chairs and other committees to come up with the right way of soliciting the information from community partners that's outside of what an academic might expect that might come in the form of interviews or focus groups or even just simple letters of reference a survey something like that that allows people in the community to talk about things in a natural way for them that can also be reviewed and defined by the scholar themselves were also interpreted by a committee. In terms of extra no reviewers as I went through my third year review process we saw and external review were to review my applied work and my public scholarship as a way of helping get an idea of what type of response we might find from the field I found this to be really useful in the sense that it gave insight into what types of things people would be looking for and how they might understand my own articulation of my idea as they considered promotion to full I. Actively try to build on the idea that identified experts outside of academic settings are also viable and legitimate reviewers and while I tried very hard to find those who I felt were important potential such as a president of a national government foundation or a well known public figure my chair my committee were a little bit nervous about that and so while I try it it's definitely something that's worth thinking about who is the people who are right to define what you do and who can see your work in the way that you intended to be that's really what you want to advocate for but in the end it's not your final decision but you can try the last part is looking at field these criteria and the public scholar criteria and again this is a set of materials that are now available from the faculty learning community and public scholarship but also many many more who have nations in the socio outside of academia or who are related or developing their own publicly and gauge scholarship criteria and those are really important strategies to help you define and right you are a personal statement to create potential surveys or different types of materials that you might use to gather that information from these extra reviewers those are the people who are really going to be seen as the most valuable in terms of defining for your dossier the types of impact and contributions that you've made and why they matter external to the University thanks for your time I wish you best of luck in your own endeavors and if you have more questions or seeking more information please contact the name on the slide and to look for publicly engaged scholarship information and resources through scholar works at.
Description of the video:
Hi My name is Julie POR and I'm a clinical associate professor at the I U. school of nursing as I began working on my dossier to move from clinical assistant professor to clinical associate professor I struggled with how to present myself in my teaching statement in the school of nursing there's an unwritten rule that clinical track faculty seek promotion in the area of teaching we've never had any faculty look for promotion in the area of service while I felt that teaching should be my area of Axel and I also wanted to highlight my work as a community engaged scholar but I had no idea how to do that at the School of Nursing We've also been discussing what constitutes scholarship traditionally in nursing scholarship translates to published mainly scripts and research I was unsure of how to articulate who I am as an educator seeking promotion with teaching as my area of excellence but still showcasing my community engagement work as a nurse I'm passionate about ensuring that all members of the community have access to health care much of my service in teaching surrounds work that I have done with my nursing students at the Indiana University student outreach clinic my work with Mary Price began after a colleague from nursing paid a visit to me one day at the outreach clinic. She knew that I was working on my dossier and asked how I felt about presenting my story I'm sure that the fear showed on my face as I respond that I had no idea how to craft a cohesive story that showed who I was as an educator scholar my colleague suggested that Mary Price may be the person who could help me articulate my role as a community engaged scholar. I began working with Mary in October of two thousand and sixteen to help me convey who I was as an educator and community engage scholar well. In the traditional framework that the school of nursing was looking for to evaluate my work my work with Marion created one on one sessions teaching goals inventory identity mapping and scholarly activity mapping I submitted my dossier in August of two thousand and seventeen move through the school with full support of my committee and Dean and received word from the campus in April that I was being promoted to clinical associate professor. My areas of expertise are simulation and in a professional education my work with community engagement began when I was working on a project with a colleague from occupational therapy I was seeing opportunities for my undergraduate students to gain skills and in a professional collaboration I learned about the Indiana University student outreach clinic which aligned very well with my fundamental beliefs as a nurse which you can see listed here in my statement of public purpose I believe that all people should have access to health care regardless of socioeconomic status people should be partners with health professionals and should be active participants in decision making regarding their health as you can see from my identity map I view myself as a community engaged scholar practitioner I was fortunate to be able to combine my desire to serve the community with my scholarship the area of in a professional education and my teaching workload which are founded on the values of community collaboration innovation and equity much of my work at the school focuses on engaging undergraduate students and community service and helping them see that we must partner with community members and collaborate with them to determine what their health goals should be after working through the identity MT myself I shared this with three other colleagues who were also pursuing promotion from clinical. And Professor to clinical associate professor while they did not meet with Mary they did go through the process of creating an identity map each of my colleagues were also promoted to clinical associate professor. My initial reason for pursuing work with Mary was to help me draft narrative language for inclusion into my dossier throughout my work with Mary just as Pam Napier discussed in her vignette we utilized a white board to think and redefine how I see myself as a community gauge scholar the identity map you saw in the last slide is the final draft but as you can see from my flow chart here there were several iterations as I discovered more about myself I have been teaching at the School of Nursing for twelve years but before my work with Mary I never really reflected on how I saw myself nor did I think about how I could frame my story for my primary committee and my peers Mary helped me better explain how my work in a professional education intersected with teaching service and the community as I said earlier my own Nischelle link to the Indian university student outreach clinic was through in a professional education my desire to develop a role for nursing at the clinic came from my fundamental beliefs that every person has a right to health care and a desire to provide nursing services to the Near East Side Indianapolis community while part of my time at the clinic was related to my teaching much of my advising mentoring and the work I did with the nursing student board was voluntary service after working with Mary I was able to hire securely how those areas intersect to reveal who I am as a community scholar I am a proponent of experience learning and empowerment I feel fortunate that I was able to achieve positive learning outcomes with my students they gained experience in collaborating rather than dictating health goals with patients and our patients learned that they are part of the health care team and they do have a voice in their own health you can see on the slide some of the comments made by students on their evaluations after completing a clinical rotation at the outreach clinic the clinic has given me both personal and professional satisfaction after documenting the work I do at the clinic through my work with Mary the dean awarded me a ten percent reduction in workload to continue my work there. All feedback on my dossier from external reviewers internal review from the A.P.C. committee department chair and Dean were highly favorable as I said earlier I was successfully promoted to clinical associate professor. As I worked with Mary through this process I began looking for other ways integrate community outreach and engagement across programs within the school of nursing I am now. Are intentional about developing courses and assignments to integrate teaching service and community engagement I teach in and a professional doctor of nursing practice course last semester students from nursing informatics engineering art and design and Dietetics in nutrition were placed in a professional teams to develop initiatives to combat opioid abuse the student teams partnered with the governor's task force and a local elementary school to develop a variety of initiatives my work with Mary at the Center for service and learning has most definitely had a lasting impact on how I view my work and how I structure learning opportunities for my students since gaming promotion I have accepted a new position managing the simulation center at Fairbanks hall but will continue to teach at the school of nursing as an adjunct clinical associate professor the simulation center is a partnership between the i use of medicine of nursing in Indiana University Health in my new role I hope to work with educators from all three institutions to develop simulations that better prepare our future health professionals for community gaged work I see simulation as a way of scaffolding learning for students and practicing professionals to better prepare them for the complexities of community gauge practice. You can learn more about publicly engage scholarship but I U.P.D. why by contacting the office listed on the screen if you're interested in learning more about my story you can reach me poor at I You Healthy dot org or J A pour at you dot edu Thank you.
Description of the video:
Hi I'm Elee Wood Professor of museum studies and associate dean for student affairs in the school for liberal arts and public scholars museums families and learning in this section I'll start to talk a little bit about perspectives on the unit level review committees for the promotion and tenure process.
One of the most important things that can't be repeated enough is you use the guidelines the campus guidelines your school guidelines your department guidelines guidelines for publicly gave scholarship all of these guidelines are helpful for you in giving you the language that you need to use the strategies that you can take and the approaches that you need to follow in order to make the best case possible it's very important to think about how those guidelines are used by the campus level and also external reviewers because that's the information they have to make some determinations about your case if you only rely on peer examples you're really not giving yourself the best opportunity to document your process and to think about the work that you've done when you draw on the language of the school and campus level Pinti guidelines it helps you to substantiate your case and gives you the language that you need to document to demonstrate impact show the outcomes that you're complicating and the ways in which you have done that those guidelines have lots of Easter eggs in them and so the more that you pay attention to it the more that you think about what you can use to your advantage it will help you with the Ijaw CA format while it is already structured for you you can influence the kinds of things that you choose to put in each of the folders and how you can add additional material that may not be called for but makes a difference in terms of how you present your story use it to your best effect for example there's not a section specifically on public scholarship so I simply added a document under the research section that outlined all of my publicly engaged scholarship another thing that's important is for you to solicit feedback early and.
Often And as much as possible from as many different people as possible especially people who've already gone through the process because they will understand the pitfalls and the different pathways that you may need to follow or things that you may not have paid attention to and finally you need to find allies they maybe inside were outside your department or school those are people who can understand look at the guidelines with you give you improve information and thoughtful feedback to help you understand how you are telling your story whether or not it makes sense and whether or not it aligns with the guidelines as you will hear a lot through this process your identity that you expressed in your dossier is critical to how you can be successful and aligning your express identity with the evidence that you provide in the da da is absolutely critical the ways in which you do this are really looking at your school's P and T document and that is a guide for the campus level reviewers but it's also a guide for external reviewers and you'll want to make sure that you're working within your unit for publically engage scholarship if it isn't already evident in the criteria some schools have been actively working towards developing these criteria in their documents but some don't and that's where you can use the campus level criteria to help you in terms of school level voting that's an important place where campus level reviewers are going to pay attention to the ways in which you've been able to advocate for yourself and demonstrate the work that you're doing with your peers at your school level and even in your department level so it's important to get school level support again working early to help people understand your identity especially as you think about the way the publicly gauge scholarship can bolster your case publicly gauge scholarship is often hard for campus level reviewers to understand in some cases and it's really up to you to help people understand clearly and effectively what it is that you're trying to accomplish and what you were able to achieve.
As you continue to stink about your work your identity and the evidence you provide you need to be strategic and intentional about how you talk about the outcomes you were able to achieve the outcomes the impact the influence all of those types of things you're doing with community is important but you have to be careful about how you structure and define it the campus committee is often used to accounting method where they look at a number of presentations or products specifically like publications but you can be productive in your way of defining the types of outcomes that are important for the type of work that you do and align those with the public scholarship criteria that allows you to demonstrate that process and product is part of the work that you're documenting the more strategic you are about defining products in terms of how they meet community needs how they reflect academic and scholarly work in different arenas will help you demonstrate that the work you're doing matters to a wider group of people than might normally be and finally make sure that the documentation aligns with the identity in your product in your project even in thinking about what it is that you do so that you can document how what you did how you did it why you did it made a diff lastly as you continue through the process you'll want to think about how to identify your external reviewers assoon as you can while you don't get a chance to say who is for sure your external reviewer and you don't actually get to recruit them yourself you can identify the types of people who reflect the work that you've done the types of community partners that might be involved or other strategies that external review can take place think about how you would negotiate with partners to help them understand the process that you go through so that they have the best strategy to give input and feedback on your behalf think about looking for recognized people who conduct publically engage scholarship and other institutions who might review your work or even think about the types of people in external organizations that have achieved high levels of prominence that can provide a level of the Liberty to the work that you're doing.
Thanks for joining us you can learn more about publicly and gauge scholarship by contacting the office listed on the screen Good luck.
Description of the video:
Description of the video:
Good morning everyone. Thank you for spending your day with us learning about our life path or journey of professional identity and openness. And so I want to start by sharing with you how I got to be who I am. In an effort to show you that there are many different hats to arrive to a similar destination. And so I have a confession. I do not start my company or my thinking, oh, I'm going to be a civically engaged or a health researcher. No. I did not know what that last when I started, I just wanted to be humble dentist. I wanted I always had an interest of helping people, of bringing them back to health or a health and specific. I always wanted to be a helper, but I didn't know how and I didn't know what would be my path to have the largest impact. It has been through learning with others and attending workshops like this, and finding allies and finding people who might mean that I came to define my professional identity efforts in so I start my career desk. This, I didn't know. I started my career by thanking them. Or health is a universal right. That in this day and age we can disagree how to pay for it, who has to pay for it? Who's responsible? But we have to start from the, from the universal value that right, oral health as a right. Starting with that, with that. Throughout my journey, I learned that if I'm going to be affected and in order to truly make an effect that change and make an impact, I needed to partner with my, my community. I needed to find out what those I wanted to help. That IBM Watson is this traditional model of Dr. Nelson at all. And I'm going to tell you what you need to do to get better. What's important for me? And it wasn't working for dentistry in general. We still had a lot of needs and so I started thinking maybe there's different way and maybe we can learn from our communities, from our patients. And through doing that, I'd arrive to the conclusion that that was a must. That if I wanted to have an influence at a larger level, that is what I needed to do. And so throughout my journey, somebody already shared that they've been doing this for 28 years. I can I can share with you that this is my third year as a dentist. I graduated dental school 30 years ago. And if you do the math to figure out how old I am going to be upset. That's how long I've been doing this. And so throughout those 30 years, I have to find what I do in I provide preventive services to my community, trying to learn what the community identifies as. Indeed, I teach that in public health and I conduct research and carries and Prevention in partnership with my community. And I'm here to tell you that there are different paths to do this within academia by working within the system or disrupting the system. My path has taken me, work with them, the system and to make those little changes or those large changes that I needed to push this new way of approaching professional development and approaching or you want to do. And so there's only 24 hours in the day. And the only way to do this is pursuing integration. And so I have integrated my activities and research, teaching and community engagement. I conduct research and has driven by community needs. I teach what I research, and then I singles and integrate my, my community activities didn't even go to the next slide is just a graphic illustration of how I started this journey and where I ended. So I started in private practice as a general dentist and then I moved to the safety net. So I make in the prison system in Mexico City. And then I realized that if I wanted to have a larger impact, I wanted to be an educator, a researcher. And so I moved into an academic role and I became an instructor that I became a professor. And I've been growing up to now where I'm a full professor. And along the way, I figure out that depending on who you ask, they will tell you, I have a gift of leadership or I really bus, you can, you can pick whichever one you like. And so I figured out that drew my my ability to become a leader. I could be an administrator and facilitate that change within the system. I also figure out that there are rather institutions outside of academia that have an impact on love with G. And so I'd become a consultant. I've become an advisor to the regional health equity network, to the Environmental Protection Agency, to the CDC in so I tried to tackle this new way of doing things from multiple avenues. And if we go to the last one, I would be totally lying to you if I didn't tell you that. That's how my life feels at times. I've I've wanted to tell you that. Yes, it is not easy. Any path we choose, not just as any path we choose. Going have to juggle everything. You're going to have to develop Athenians. You're going to have to come up with tactics and changing the script of how you're told things are done. But it is doable. It is to a bomb. You have to find others who think like you. What approach, thanks to the way, the way you want to approach them, learn from them, partner with them, and know, just bounce, bounce your life balance, what do you do? There will be, there will be a positive outcome if you do what you believe. And your partner will also help you get there. And key.
Description of the video:
For that, welcome everyone. So happy to be sharing this space with you this morning. This is a just have a couple of slides that sort of helped me to document the work that I do. Not only the work but the approach to the work. And of course, this first slide deals with my educational philosophy and my pedagogy. Essentially illustrating the fact that they stem from and are informed by a genealogy that we call in the culture we call it the African black intellectual tradition. Which is why it's at the center of this graphic. And that is a deep well-spring of Information. Stories, history, culture, tradition, heritage, all of those things and what I call a usable past on actionable pass. And these are things that they represent mythology and philosophy and history. And essentially the cultural assets that's sort of brain and hold people together and keep them bound. So what I do, the corpus or the wellspring of what I do sort of us comes from my interrogation of that space. The black intellectual tradition, introducing students to this as a genealogy. And I referred to it as a genealogy because it is a living thing with the Great West African philosopher hmm Patek Bach called a living tradition. So it is something that is very much alive. And we try to interrogate this in my work, in my research to have a relationship with these ideas and with these IBM makers. That is as, as, as immediate as the context of right now. So, and so I try to introduce and my work introduce students to this genealogy. Just the genealogy, but also the possibilities of that genealogy. I'm from Chicago, born and raised, been in Indianapolis now for about for just over four years. And so my work across the last 28 years has taken place in schools, communities, so-called juvenile detention centers in prisons. In working with these particular knowledge communities in these populations. Not just to unseat and disrupt deficit narratives about how they are perceived. Lacking resources, having subaltern, historical experiences, lacking assets and culture. But instead I take a different approach, a different tack. That is to honor and value of the folks in community spaces wherever their community happens to be. And actually for as a default position, seeing the value and seeing that cultural knowledge and the heritage knowledge that they bring to any learning opportunity, to any learning situation. So right off the bat, that's a different approach than is taken by a lot of people who would go into communities. And working with so-called marginalized populations is seeing them as blank slates or empty vessels in need of fixing. So that right there is a master narrative or racist narrative that I never really bought into at all. But it is something that I will have to work actively to unsee and disrupt the pre-service teachers that I encounter. I'm an assistant professor working teaching, researching, writing and the School of Education, Urban Teacher Ed Department and also in Africana studies. So that work summed up or described, we call it in the culture, a jagged. And jagged is a master teacher that comes out of the Amharic tradition. We can go to the next slide. And so did enter it. Interrelated zones of my work have to do with these three whirls, this pan African black intellectual tradition. Of course, these. And the thrust fuels this education for liberation. And the interrogation research writing that I do in the world of arts learning and arts pedagogy. So it's within those three spaces. And the interstitial spaces between those spaces that I do. The work that I do in schools and communities in different populations across the city and throughout the Midwest. Next slide, please. And of course you have to have a value system. As African people, everything that we've ever touched, we'd had a value system and a tradition set to away you talking about the hip hop movement or you're talking about any other global arts movement. It was always a system of values that fed it. And so this work around, along these culturally informed principals comes out of the research of the grandmaster Doctor Joyce came. And she's given us these wonderful values that we can use and utilize in order to build on the content and pedagogy. So these values are sort of threaded through all aspects of my work, my thinking, the theorizing that I do, the teaching, scholarship and these values are also deeply interwoven into my community engaged, community focused practices. So hopefully we'll get a chance, maybe during the breakout session to talk a little bit more about these in right there. Thank you. Thank you.
Description of the video:
Good morning everyone. Does. Lin and I am excited to be your first moderators today. And I would like to begin by tell them my public purpose story, my Publius story is quite interesting. When I began this work, I initially had just graduated from undergraduate. I went to knock it on an ansi and but I graduated. I had all the instances to be a news anchor. And as a young African-American, dark-skinned male, opportunity was not available for me at that time because I look every bit 16 and I did not match the ideal phase for the news demographics. Therefore, during that time I was, I will go to r this then different things and to just to try to get my exposure and opportunity. But I was an executive mainly because of how young I look and how my scandal was at the time and just, it just wasn't a market for me. And I found what about the AmeriCorps vista program? And as an AmeriCorps member, they taught me so much about public work and what it meant to be a transformational leader. And in this process, I gain a tremendous amount of experience that allow me to work with public groups, nonprofits, and S bill with was education and sees an end those educational entities, I was afforded the opportunity to create tutoring programs for the University of Chicago charter schools. Donahue and in his will, the opportunity to help Donahue charter school build their library. And his process. What really happened is I allowed myself to be immersed and the whole experience and again, opportunity to create community partners within this four to school and in as will I learned, the skill to be able to develop programs around and, and to collaborate with many people. And that's one reason why I say that my values are collaboration, fairness, accuracy, trustworthiness, and, and that all came from my early experiences and in public engagement. Now, over the last few years, I will say that I've been an educator and I taught in Chicago for five years. And my go in as a teacher is to always create a safe learning community for my students and buy that mostly always has what exactly is a safe learning community. And this is a place where students are actually allow to develop. And this is a place where students are allowed to have the opportunity to ask questions. No question is a question. We made Bill. So as teachers sometimes, but definitely it is dead. A place where students can feel safe to ask questions just so that they are gaining knowledge and an SDK participating in this process, as a community partner, always seek to promote equity and to support disadvantaged populations. By that, outbound is out had opportunity to live in five different states and different cities. And it is time. I've really see, but disadvantage looks like across to different areas and is really bad in many different places. So I always aim to kind of promote equity. And what brought me here to IU PUI was the fact that the American Studies program provide an opportunity for me to do research and an implement practice in in public work. And by doing so, since I've been here, I've xi1 programs such as crisp and John, also pronouns and currently now P of a P. But I was afforded the opportunity to host the equity and public work panel for graduate students here, IUP UI. And this conversation was lay it by a panel of black professionals that work in institutions in a city. And if you don't know an anchor news, an anchor institution is a city, is a organization in when they see that places like the values and so is our public service. You have IEP is anger Institute, IP you as anchor institutions, the hospital as an anchor institution, Eskenazi hill. These operations all focuses on public services for people in the city. And what these leaders there, they they all for their candid opinions and, and, and a provide a detail of their experiences in the field of diversity, inclusion and equity. Their jobs and they're letting, they were letting the scholars know what it looks like to be an African-American in this work. And what, what is the process of being an ally? What does it look like to be a partner in this practice? And in the process? It gave insight to those of us that want to do work in on our local levels and in just to facilitate some way and building a common ground. And also, I had the opportunity to create a youth awareness campaign in Chicago called tunnel for life. Tunnel for life serve as a platform for you, especially black males ages eight to 18, and is platform created opportunities for students to speak out against violence. And in this process, we were able to engage over 500 families to create safe environments for their children. And to also create a format for you to say they are against what's happening in their communities. So overall, as a student, I would offer opportunities for any of my peers to sit down and have a conversation with me or, and, or just think about the, what it means to really put a purpose toward your work and know that we want to now follow up. We've got the Kasim Bay and he can talk about his experiences with public service and public engagement.
