Scholarship through service learning tenure and promotion and research issues
Download
1 / 20

Scholarship through service-learning: tenure and promotion and research issues - PowerPoint PPT Presentation


  • 85 Views
  • Uploaded on

Scholarship through service-learning: tenure and promotion and research issues. Marybeth Lima, Associate Professor Department of Biological & Agricultural Engineering. Introduction. How I got my start in service-learning as scholarship By failing! 

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Scholarship through service-learning: tenure and promotion and research issues' - Thomas


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Scholarship through service learning tenure and promotion and research issues

Scholarship through service-learning: tenure and promotion and research issues

Marybeth Lima, Associate Professor

Department of Biological & Agricultural Engineering


Introduction
Introduction and research issues

  • How I got my start in service-learning as scholarship

    • By failing! 

  • Questions are welcomed throughout this presentation!


The secret to p t
The secret to P&T and research issues

  • There are three rules for getting tenure. Unfortunately, no one knows what they are.


Overview
Overview and research issues

  • The rest of my story of service-learning scholarship (“If you can’t be a good example, then you’ll just have to be a horrible warning”—Catherine Aird)

  • Developing and executing research projects within a service-learning framework

  • Documenting and disseminating your work for promotion and tenure


Getting started
Getting started and research issues

  • Is there a question(s) about service-learning and/or promotion and tenure that you would like to ask? Write it down.

    • If desired, fold up, put in box, and I’ll answer accordingly.

  • “I am not getting any guidance.”


My story
My story and research issues

  • Had SL research important to engineering in general, but not specifically tied to my traditional research duties and job description

  • Strong support from chair level up, no support at the departmental level

  • A&M and AgCenter discussions

  • I received both of my discipline’s top national teaching awards while being unsure of whether I would receive tenure


Dos and don ts
Dos and don’ts and research issues

  • Do

    • Frame your service-learning work in a research context (within the flagship agenda, etc.).

      • What does it mean to be Research I?

    • Disseminate and present your service-learning work in the language of researchers

    • Tie your service-learning research to your job description

  • Don’t

    • Let anyone believe that your work is only “touchy-feely” service (be vigilant about language)

    • Let anyone believe that your work is only innovative teaching


Developing and executing research projects within a service learning framework
Developing and executing research projects within a service-learning framework

  • Limitations of bean counting: “Not everything that counts can be counted, and not everything that can be counted counts.”

  • The current state of affairs: we extol the virtues of bean counting!

    • US News & World Report rankings

      • Peer assessment, student selectivity, faculty resources, graduation/retention rates, financial resources, alumni giving


You must make your service learning work count literally and figuratively
You must make your service-learning work COUNT (literally and figuratively)

  • What counts in your field as scholarly work?

  • What is your area of scholarly work (think job description)?

  • What counts “up the PT line” as scholarly work?

  • What research-based project can you make “countable” within your scholarly area of work?

    • Community partner input is critical


Example
Example and figuratively)

  • My overall goal is to ensure that every child in Baton Rouge has access to a safe, fun, accessible playground

    • Clear: service component, teaching component, practice component**

    • Traditional research component?

      • From practice and keeping up with playground engineering literature


Research questions
Research questions and figuratively)

  • Arsenic in pressure treated wood

    • Does the arsenic present in pressure treated wood negatively impact the health of children that play on a playground full of such wood?

  • Sugarcane bagasse as a surfacing material

    • Surfacing is expensive. Any economical material that will meet safety standards for surfacing is needed! Sugarcane bagasse is one-third the cost of mulch. Mulch is widely used as a surfacing material; bagasse is used for some of the same uses that mulch is. Is bagasse an effective playground safety surfacing material?

  • EPA funding!


Another example
Another example and figuratively)

  • University of South Florida collaborative for children, families, and communities

    • http://www.usfcollab.usf.edu/

    • Research collaborative in which faculty meet with community partners with no set agenda to explore the research needs of the community

    • Results in community-based action research that is easily funded

    • Results in fairly traditional research for faculty


Developing and executing research projects within a service learning framework1
Developing and executing research projects within a service-learning framework

  • Write research questions specifically tied to your field

    • If possible or desirable, tie in with the practice aspects of your field

    • You should effectively communicate your scholarly service-learning activities to your colleagues, chair, PT committee members, and external reviewers!


Developing and executing research projects within a service learning framework2
Developing and executing research projects within a service-learning framework

  • Along the way

    • Do some information gathering

      • Become familiar with SL literature in your discipline (and in general)

        • find gaps in the literature that correspond to the type of work you want to do

      • Plan your project with publication in mind (goals, measurable objectives, assessment, evaluation)

      • Remember confidentiality, liability, and rights of human subjects

      • You do not have to do this alone! Collaborate with like-minded people that have research expertise that complement your expertise!


Activity
Activity service-learning framework

  • Can you articulate a research question(s) based on service-learning work that you are doing (or thinking about doing)?


Documenting and disseminating your work for promotion and tenure the four ps
Documenting and disseminating your work for promotion and tenure: the four Ps

  • Publish

    • Refereed journals, chapters, monograph, book, etc. Publish in your discipline’s journals if at all possible!

  • Procure grant funding if necessary

    • Internal (CCELL, travel grants, seed grants, tech fee)

    • LSU Foundation (work through your college rep first)

    • OSP Public Service Grants (directly in response to Katrina)

  • Present your work at regional and national conferences

    • International service-learning research conference, http://www.upa.pdx.edu/SLResearch06, etc.

  • Promote your work

    • CCELL, departmental newsletters, University Relations, EBR schools publicity office

    • Media training:

      • Never talk to a reporter without thinking about it first

      • Three talking points!

      • Use as a force for good


  • Two other items
    Two other items tenure:

    • 1. National review board for the scholarship of engagement (Driscoll and Sandmann)

      • http://www.scholarshipofengagement.org

      • “Created to review and evaluate the scholarship of engagement of faculty who are preparing for annual review, promotion and tenure.”

      • Provides evaluation criteria

      • Evaluates portfolios

      • Resources, readings, FAQs


    Choosing external reviewers for p t
    Choosing external reviewers tenure: for P&T

    • External letters are a critically important piece of the P&T process

    • Cultivate these relationships early in your career (sometimes people will offer)

    • Try to pick people who practice and/or support SL that people in your discipline will recognize

    • Remember that the only people in the entire process who know the stature of external reviewers are people in your department!


    Summary
    Summary tenure:

    • Assistant professors can and should do service-learning if they want to

    • Frame your service-learning work in a research context

    • Articulate research questions and use the resources available to you on campus to refine the questions and properly execute the research

    • Have several research-based talking points regarding your SL project and share them with everyone regularly


    References and useful websites
    References and useful websites tenure:

    • Driscoll, A. and E. Lynton. 1999. Making Outreach Visible: A Guide to Documenting Professional Service and Outreach. Washington, DC: AAHE.

    • Lynton, E. 1995. Making the case for professional service. Washington, DC: AAHE.

    • Lynton, E. and S. Elman. 1987. New Priorities for the University. San Francisco: Jossey-Bass.

    • http://www.servicelearning.org

    • http://www.compact.org/resource/documenting.html

    • http://www.scholarshipofengagement.org


    ad