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Beyond the Binary: Approaches to Integrating University Outreach with Research and Teaching
Abstract
The "publish or perish" reward system and the difficult balance of research and teaching are familiar to university fac- ulty. But faculty in some fields are also experiencing a newer, less familiar pressure that may challenge those traditional bina- ries. Starting in the 1990s, the National Science Foundation and other funding agencies began asking faculty to address the social impacts of their research, and to conduct outreach to K-12 and other audiences. How can university faculty balance the seemingly disparate responsibilities of research, teaching, and outreach? One possibility is to undertake collaborative efforts that combine outreach with research and teaching. We present three case studies of outreach programs, each of which explores a different strategy for contributing to research and teaching and for impacting society. However, universities can systematically address the demands for more social engagement only by exploring new reward and administrative structures.
... 124). To differentiate this particular type of scholarship from the overall engagement movement, terms such as engaged scholarship, scholarly engagement, community engaged scholarship, and public scholarship are applied to work that adheres to both the standards of quality scholarship and the tenets and values of engagement (Bartel, Krasny, and Harrison 2003;Bridger and Alter 2006;Bruns et al. 2003;Lunsford, Church, and Zimmerman 2006). To this discussion can be added the relationship of the scholarship of engagement to Boyer's thinking about the scholarship of integration and, more commonly, the scholarship of application (Astroth 2004). ...
... Adamek and others (2004) revisit the authorship and publication of the Penn State UniSCOPE 2000 document to show how investment and energy at the individual and institutional level create a culture of engagement on college campuses. The most common postscript for institutionalizing the scholarship of engagement is represented by Bartel, Krasny, and Harrison's (2003) observation that "Universities can systematically address the demands for more social engagement only by exploring new reward and administrative structures" (p. 89). ...
During the past decade, the generalized concept of the scholarship of engagement has evolved. Once a broad call for higher education to be more responsive to communities, it is now a multifaceted field of responses. This article describes the evolution of the term; then, to clarify the "definitional anarchy" that has arisen around its use, it explores the past decade's punc-tuations in the evolutionary progress of the concept. Finally, it calls for moving beyond descriptive, narrative works to more critical, empirical research as well as policy analysis and intro-duces the possibility that the next punctuation will be the devel-opment of engaged scholarship's own theory.
... 124). To differentiate this particular type of scholarship from the overall engagement movement, terms such as engaged scholarship, scholarly engagement, community engaged scholarship, and public scholarship are being applied to work that adheres to both the standards of quality scholarship and the tenets and values of engagement (Bartel, Krasny, & Harrison, 2003;Bridger & Alter, 2006;Bruns et al., 2003;Lunsford, Church, & Zimmerman, 2006). To this discussion can be added the relationship of the scholarship of engagement to Boyer's thinking about the scholarship of integration and, more commonly, the scholarship of application (Astroth, 2004). ...
... Adamek et al. (2004) revisit the authorship and publication of the Penn State UniSCOPE 2000 document to show how investment and energy at the individual and institutional level have created a culture of engagement on college campuses. The most common postscript for institutionalizing the scholarship of engagement is represented by Bartel, Krasny, and Harrison's (2003) observation that "Universities can systematically address the demands for more social engagement only by exploring new reward and administrative structures" (p. 89). ...
During the past decade the generalized concept of the scholarship of engagement has evolved: once a broad call for higher education to be more responsive to communities, it is now a multifaceted field of responses. Engaged scholarship now has its own distinctive architecture, building on yet differing from traditional scholarship.
... The observed varying contribution of centres to research output suggests that there are different characteristics of welfare centres. Some might be primarily related to research, others clinic-focused, and others teaching or short course focused, as is typically required from university faculties-to work on teaching, outreach and research, a long-recognized challenge [10]. The variation may also be related to the different conditions for research output in different institutions, as well as the different levels of funding. ...
Animal welfare has emerged as a scientific discipline only in the past 30 years, but a significant body of scientists has developed worldwide in this time. Over the past quarter century, several aggregations of scientists, centres of animal welfare, have become established. This can bring the benefits of the recognition of expertise and an opportunity to support animal industries in improving welfare, but it also brings the risk of scientists being influenced by these industries and failing to identify animal welfare problems as such. We conducted a bibliometric search of the scientific literature with the purpose of comparing the characteristics of publications on animal welfare that were or were not from animal welfare centres in academic institutions. We found that the number of publications on animal welfare from centres of animal welfare increased, initially, in the early 2000s and again in the last decade. Significant funding was obtained from the livestock industries for these centres. In a second search, we identified that only about 8% of scientific publications on animal welfare came from animal welfare centres, and the rest were mainly supported by funding sources other than the animal industries. It is concluded that the emergence of significant animal welfare centres, often with significant funding from industry, allows clusters of scientists to develop that could advance animal welfare knowledge more effectively than disparate scientists in isolated institutions. However, industry funding risks these scientists being aligned with industry goals that may not include animal welfare improvement to the extent required by the public. Further research to identify any ethical conflicts for scientists in animal welfare centres would be warranted.
... As we discussed in the introduction to this paper, traditional university outreach in schools has predominantly focused on working with school students to develop their skills and knowledge as preparation for higher education or as a means of recruiting future students (Bartel et al., 2003). However, the findings of this paper highlight the need to view outreach in schools as moving beyond simply engaging with school students and to consider the ways in which academic knowledge can also benefit the ongoing development of teachers. ...
In 2015, the redesigned Welsh Baccalaureate Qualification (WBQ) was launched and, for the first time, students undertaking the qualification were required to complete the Skills Challenge Certificate (SCC). Consisting of four components – the Individual Project, the Enterprise
and Employability Challenge, the Global Citizenship Challenge and the Community Challenge – the SCC aims to enable learners to develop skills needed for education, employment and life. The Individual Project requires students to undertake a research project that includes analysing data
utilizing quantitative data analysis skills. This paper identifies the teaching of such quantitative skills as a difficulty for some teachers involved in the delivery of the qualification, drawing on recent engagement work between Cardiff University and schools and colleges in South Wales.
It argues that universities have an opportunity to engage with schools, teachers and school students in the delivery of quantitative research skills that can be beneficial for both schools and universities.
... This definition adheres to key principles of and scholarship involvement that demonstrates a high level of discipline-related proficiency, is creative or original, is amendable to documentation, may be peer or constituent-reviewed, and has significant impact on research knowledge. Bartel, Krasny, and Harrison (2003), Foxall (2008) emphasize that CE, community, university knowledge and resources are connected to enhance scholarship, research, and creative activity; address critical managerial issues and contribute to the wellbeing of the community. ...
The aims of this project are to manage the risk of a community engagement project, improve managerial of SME owners in the Tshwane community and promote CE scholarship engagement. CE opportunities as well as the high failure rate of SMEs motivated the lecturers of the Department Marketing and Retail to initiate training workshops in their community. This CE project SME skills transfer workshops aims to expand the involvement with the community and develop community engagement projects in addition also transfer managerial skills to SME owners in the community. Quantitative, exploratory research was used in the form of questionnaires with owners of SMEs participating in the workshops. The conducted research established that the most successful advertising medium is wall painting. With this community engagement project it had been reached 200 SMEs. It has been promoted CE scholarship engagement and manage the risk of this project. One of the secondary objectives was to manage the risk of this project. The results in table 1 indicate that the risk is managed adequately. This project is not considered as a high risk project for the university. The aims were achieved as evidence of transferring of managerial skills; managing risk of the project, promotion of CE scholarship and publishing articles through our CE project were achieved.
Keywords: SME managerial skills transfer, risk management, community engagement, Tshwane community, advertising media, advertising key success factors, word of mouth. JEL Classification: M37
... At seminars, conferences and articles of the Greek school community, has realised the value of the discovery direction of teaching which need to be followed in the School Programs of Environmental Education (SPEE) in order to promote ESD (Lekkas et al, 2005;Spyropoulou, 2005;Flogaiti, 2006;Scoullos 2007;Circular of Greek Ministry of Education, 2007). Also, several abroad studies have demonstrated the value of the application of DTMs in EE (Bartel et al., 2003, Carlsen et al, 2000Krasny & Lee, 2002). In Greek educational bibliography, such studies are few, even limited in Secondary education. ...
Greek school community emphasizes on the discovery direction of teaching methodology in the schoolEnvironmental Education (EE) in order to promote Education for the Sustainable Development (ESD). In ESDschool projects the used methodology is experiential teamwork for inquiry based learning. The proposed tool checkswhether and how a school program follows discovery teaching approaches under the principles and guidelines of EEand ESD. The criteria focus on the active teaching and learning which promote student discover, regarding the roleof the community as a learning environment which can cultivate active, environmentally responsible citizens. TheEvaluation Tool answers 3 research questions and 17 sub-queries with 47 criteria on the skills for implementation ofdiscovery teaching method, the process of discovery teaching method and the learning environments.
... Another similar conclusion regarding the reward structure and outreach is set forth by Bartel et. al. 13 . Sandmann, in an upcoming book, gives an overview of service learning and concludes that we have a long way to go as it is clear "…just how deeply rooted traditional categories of evaluations are even among institutions achieving Carnegie community engagement status." 14 Prudent advice for junior faculty, in all STEM disciplines, is to concentrate on the STEM discovery research and traditional scholarly indicators of quality during the pre-tenure period. ...
GK-12 program. Dr. Millman has co-authored four books in mathematics, co-edited three other scholarly works. He has published over 40 articles about mathematics or mathematics education. He received an Outstanding Performance Award of the National Science Foundation and, with a former student, was awarded an Excel Prize for Expository Writing.
... It might be beneficial to also include work with an economist who can provide insight and assist communities neighboring contamination who are concerned about the current and future value of their property. Third, institutions and organizations must recognize the importance of ERT efforts, and acknowledge the "champions" (Gallagher 2009) that arise in their institutions as "scholars of outreach" (Bartel et al. 2003). This also extends to considering research translation and community engagement programs to be part of the mainstream effort. ...
... The government could spur development of new boundary organizations, but successful boundary-spanning efforts will also require organizational innovation in universities that will create incentives for interdisciplinary research, for collaborations with partners in other sectors, and for dissemination and outreach activities (Bartel, Krasny, and Harrison 2003). Further, to create credible, legitimate, and salient information, boundary organizations should recruit people who understand technical content, societal needs, the cultures of researchers and users, and communication and management techniques for bridging these different worlds. ...
The National Science Foundation (NSF) evaluates grant proposals based on two criteria: intellectual merit and broader impacts. NSF gives applicants wide latitude to choose among a number of broader impacts, which include both benefits for the scientific community and benefits for society. This paper considers whether including potential societal benefits in the Broader Impacts Criterion leads to enhanced benefits for society. One prerequisite for real-izing societal benefit is to transfer research results to potential users in a meaningful format. To determine whether researchers who discuss broader impacts for society are more likely to engage in broad dissemination activities beyond the scientific publication, I analysed proposed broader impacts statements from recent award abstracts. Although 43% of researchers discussed potential benefits for society, those researchers were no more likely to propose dissemination of results to potential users than researchers who only discussed broader impacts for science. These findings suggest that considering potential societal benefit as a broader impact may not lead to more actual societal benefits and that many potentially useful results may not be disseminated beyond the scientific community. I conclude with policy recommendations that could increase the likelihood of realizing potential societal benefits from academic research.
Community-engaged research describes an approach towards research and a stance towards scholarship that arose in response to the criticism that institutions of higher education functioned only as ivory towers, disconnected from real-world problems. This chapter is intended to serve as an introduction to the concept of community-engaged research. Topics covered will include the definition of community-engaged research, the criteria for the evaluation of community-engaged research, inherent challenges associated with community-engaged research, and strategies that institutions of higher education can employ as a means of cultivating and sustaining community-engaged research among faculty.
Europe, Australia, and North America face two similar challenges with respect to computing--there have not been enough students matriculating to keep up with demand and the lack of diversity remains an issue. To address these challenges, private and public resources have been allocated to educate primary and secondary students in computing. Previous meta-studies on these often segregated outreach efforts within the United States indicate that research on their impact remains spotty, short-term, and inconsistent, leaving a gap in the ability to evaluate their long-term impact. Building upon previous research focused in the U.S., this study examines similarities and differences in the results of 17 formal, peer-reviewed computing education research journals and conferences across Australia, Europe, and North America during 2009-2015. Results indicate that a lacuna exists in international research, paralleling results of the more narrowly focused study of U.S. venues. The paper further defines the major issues researchers face in conducting assessment studies for outreach and recommendations for addressing this gap.
The National Science Foundation requires that grantees make an effort to extend the reach of academic research to communities beyond the laboratory and address the work's possible "Broader Impacts" to society. NSF CAREER awards and many of the NSF Research Center grant solicitations are even more explicit, requiring that grantees craft educational initiatives that are based in best practices, bring the academic research to the broader community, and positively impact the pipeline of students pursuing science, technology, engineering and mathematics (STEM) education and careers. For new faculty, and even veteran faculty, these requirements for creative educational initiatives that significantly affect a community outside the confines of the laboratory can be very daunting. This paper addresses how to design an effective educational plan that incorporates undergraduate and graduate education or K-12 educational outreach and that will have a real impact on the target audience. It also gives advice, from the point of view of a former college president and NSF officer, about issues of the reward system in general, promotion and tenure at different types of higher education institutions in particular, and how these differing standards should be taken into account as one decides how much and what type of educational initiative should prudently be undertaken.
Involvement of scientists in education is essential to strengthen quality and access to US science education at the K-12 and higher levels. Yet little research evidence exists to help practitioners understand scientists' education and outreach interests, beliefs, and motivations, and the barriers that must be addressed to involve them effectively. The ReSciPE Project (Resources for Scientists in Partnership with Education) has offered professional development workshops and resources to a wide audience of working scientists who undertake individual or institutional education and outreach activities. While seeking to increase the effectiveness of these "education-engaged scientists," the project also conducted research on scientists' involvement in education. We report findings from qualitative analysis of 30 in-depth interviews and propose a comprehensive framework for addressing scientists' needs for professional development in this domain, placing these findings in context of national needs and efforts to engage scientists in education.
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