Community-Engaged Scholarship for Health Collaborative 3 rd Annual Meeting, February 23, 2007

1. A National Collaboration: Re-Framing RPT Documents to Facilitate the Transformation of Service Learning Pedagogy to Community Based Participatory Research Community-Engaged Scholarship for Health Collaborative 3rd Annual Meeting, February 23, 2007 Washington, DC

2. There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things, • because the innovator has for enemies all those who have done well under the old conditions and lukewarm defenders in those who may do well under the new. N. Machiavelli, The Prince, ISIB

3. Sarah Couch, PhD, RD, Department of Nutrition Sciences Elizabeth King, PhD, College of Allied Health Sciences Dean Rebecca Leugers, PT, MS, Department of Rehabilitation Sciences Tina Whalen, PT, MPA, DPT, Department of Rehabilitation Sciences Head JoAnne Prendeville, EdD, Department of Communication Sciences and Disorders

4. Major Barrier • A major barrier to sustained faculty response to engagement is the risk associated with achieving promotion and tenure.

5. This is a summary to date of “our story” and progress

6. Kotter’s 8-step Process for Change Establishing a Sense of Urgency Consolidating Institutionalizing Urgency Short-term Wins Coalition Empowering Create Vision Share Vision

7. Establish a need for change and a sense of urgency • At the University of Cincinnati: • UC’s strategic plan: UC|21: Defining the New Urban Research University (2004) • Reflects a changing research arena where globalization and technology encourage interdisciplinary approaches Kotter Step 1

8. UC|21: Strategic Actions • Grow Our Research Excellence: • “Establish high profile-centers that cross disciplines to best address societal changes” Kotter Step 1

9. UC|21: Strategic Actions • “Establish and nurture relationships and partnerships, with our colleagues within the university and with local and global communities. UC|21 underscores a true commitment to community engagement” Forge Key Relationships and Partnerships Kotter Step 1

10. Kotter’s 8-step Process for Change Consolidating Institutionalizing Forming a Powerful Guiding Coalition Short-term Wins Urgency Coalition Empowering Create Vision Share Vision

11. Forming a Guiding Coalition • Faculty Development Grant and Activity: The September Institute • Department of Communication Sciences and Disorders • Department of Nutritional Sciences • Department of Diagnostic and Analytical Sciences • Department of Rehabilitation Sciences • Focus: Service-Learning Scholarship Kotter Step 2

12. Forming a Guiding Coalition • Goal: increase not only pedagogy, but also collaborative research opportunities • Regular meetings of group help form cohesive bonds • New administration valued community engagement • This group grew into the group that was active in the FIPSE grant. Kotter Step 2

13. Kotter’s 8-step Process for Change Consolidating Institutionalizing Urgency Short-term Wins Coalition Empowering Share Vision Creating a Vision Create Vision

14. Create a clear vision and plan for achieving this vision • College of Allied Health Sciences (CAHS) • New strategic vision to align with UC|21 • CES integrated into 2 strategic action steps Kotter Step 3

15. CAHS: Grow our Research Excellence • Increase joint interdisciplinary research collaborations both within UC and with community partners in order to increase research productivity and external support • Quarterly, call together interdisciplinary research teams for brainstorming / grant writing • Ongoing financial support for interdisciplinary grant writing workshops Kotter Step 3

16. CAHS: Grow our Research Excellence • Expand faculty and student participation in established and new interdisciplinary centers within UC and the Community • Maternal/Child Nutrition Center • Nutrition research added to General Clinical Research Center • Academic Chronic Care Collaborative Kotter Step 3

17. CAHS: Forge Key Relationships and Partnerships • Increase participation in interdisciplinary grant seeking efforts, particularly those that bolster experiential learning among students • CAHS Research Task Force Kotter Step 3

18. CAHS: Forge Key Relationships and Partnerships • Create an infrastructure to support faculty/community preceptors involved in experiential education or who would like to become involved. • Central person involved in community needs assessment, maintaining “good” relationships with community partners, identifying and assisting appropriate faculty in working with community partners, evaluating experience • Ongoing support for community preceptors Kotter Step 3

19. CAHS: Forge Key Relationships and Partnerships • Instill community engaged scholarship as an integral activity within the college. • Ongoing support for visiting experts to facilitate discussion with faculty and enhance faculty knowledge and skills related to CES • Model CES within and outside CAHS • Create an infrastructure within CAHS to support CES (e.g. Associate Dean of Research) • Include CES as a valued component of CAHS and Department RPT documents Kotter Step 3

20. Kotter’s 8-step Process for Change Consolidating Institutionalizing Urgency Short-term Wins Coalition Empowering Communicating the Vision Create Vision Share Vision

21. Communicating the Vision • FIPSE Application • Faculty Development Projects “To coach CAHS faculty on the integration of service-learning and scholarship.” Sponsored two college wide workshops presented by Wright State University’s team of service-learning experts. Kotter Step 4

22. Communicating the Vision • Presentation at CAHS Fall Retreat • Presentation at subsequent year’s September Institute on CAHS team’s progress • Representation at provostal meeting to review University wide initiatives on service –learning and community participative engagement and research. Kotter Step 4

23. Communicating the Vision • Receipt of Faculty Development Grant • to sponsor a consultant to mentor team and facilitate CAHS and other community engaged university faculty to “Transform Service to Scholarship". • Presentation of team’s activities University’s Service-Learning Activities Board (SLAB) Service-Learning Fair Kotter Step 4

24. Kotter’s 8-step Process for Change Empowering Others to Act on the Vision Consolidating Institutionalizing Urgency Short-term Wins Coalition Empowering Create Vision Share Vision

25. Empowering Others to Act on Vision • Mission Statement • RPT • Department level • College level Kotter Step 5

26. CAHS Mission Statement The College of Allied Health Sciences educates and prepares future allied health and other health science professionals to provide high quality service in their respective fields. In conjunction with community-based partners, students achieve clinical skills and learn the values of critical thinking, good communication, teamwork, cultural competence and service learning. The College Faculty is committed to excellence in teaching, research, service and leadership.

27. Kotter’s 8-step Process for Change Planning for and Creating Short-term Wins Consolidating Institutionalizing Short-term Wins Urgency Coalition Empowering Create Vision Share Vision

28. Planning for and Creating Short-Term Wins • The result of faculty development activities • Changed faculty perspective regarding community engaged scholarship • Created clarity of faculty scholarly agenda Kotter Step 6

29. Planning for and Creating Short-Term Wins • Marriage of • Teaching • Public service • Scholarship • Application for grants [Woodward High School violence and obesity]

30. Kotter’s 8-step Process for Change Consolidating Improvements and Producing Still More Changes Consolidating Institutionalizing Urgency Short-term Wins Coalition Empowering Create Vision Share Vision

31. Consolidating Improvements and Producing Still More Change • UC Internal Review Board Process • Inclusion of information in CAHS new faculty orientation materials • Team’s availability and willingness to collaborate and mentor colleagues Kotter Step 7

32. Kotter’s 8-step Process for Change Institutionalizing Institutionalizing New Approaches Consolidating Urgency Short-term Wins Coalition Empowering Create Vision Share Vision

33. Institutionalizing New Approaches • New position of Research Associate Dean for the CAHS • Looking for individual who values community engaged scholarship Kotter Step 8

34. Consolidating Institutionalizing Urgency Short-term Wins Coalition Empowering Create Vision Share Vision Kotter’s 8-step Process for Change

35. Involvement in community-engaged scholarship can positively integrate the professional life of a faculty member by integrating teaching, research and public service into a coherent whole.

36. It increases the relevance and the quality of teaching, learning and service.

37. It provides a framework for developing new relationships among the university, the community and state government.

38. It increases the consciousness of the social meaning of scholarly work.

39. It helps to respond to the charge of many prominent national groups that are calling on health profession schools to become more engaged in their communities, e.g. the Institute of Medicine, the Pew Health Professions Commission, and the Commission on Community-Engaged Scholarship in the Health Professions.

40. The Community-Engaged Scholarship for Health Collaborative is a project of Community-Campus Partnerships for Health funded by a grant from the Fund for the Improvement of Postsecondary Education in the US Department of Education.

41. Credits • Thank you to individuals and groups that have helped to guide us: • Serena Seifer, MD and CCPH • Sherril Gelmon, Ph.D. • FIPSE • Maralynne Mitcham, Ph.D., OTR/L, University of South Carolina • Wright State University’s Center for Healthy Communities

42. A Special Thank You To: • Dr. Paul Bishop • Associate Vice President for Research • University of Cincinnati

43. Questions?? • Thank you