Beginning fall 2016, the College of Education faculty have been approved to incorporate engaged scholarship in the retention, tenure and promotion process. The Faculty Roles Committee has put together this website to help guide you as you explore this new option as a faulty member, as a chair and a member of the DPC. Please note that the work on this site just represents a possible example (see the checklist under the "criteria" tab for information about what is required as a part of an engaged scholarship submission and for examples of what various components may look like). In no way is it meant to represent the only possible approach to address this new policy.

After a 6 year journey we are excited about the policy, and we strongly believe that incorporating this work into the RTP process helps the faculty in the COE to truly live our mission.

Faculty Roles and Expectations Strategic Planning Task Force Members:

  • Lisa Kirtman, Associate Dean, Task Force Chair
  • Erica Bowers, Associate Professor and Chair, Department of Literacy and Reading Education
  • John Hoffman, Associate Professor and Chair, Department of Educational Leadership
  • Adrian Jung, Professor, Department of Special Education
  • Christopher Street, Professor, Department of Secondary Education

For an overview of the responsibilities, policies, and criteria related to this subject, please use the module below:

“…Engaged scholarship is defined by the collaboration between academics and individuals outside the academy - knowledgeable professionals and the lay public (local, regional/state national, global) - for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. The scholarship of engagement includes explicitly democratic dimensions which encourage the participation of non-academics in ways that enhance and broaden engagement and deliberation about major social issues inside and outside the university. It seeks to facilitate a more active and engaged democracy by bringing affected publics into problem-solving work in ways that advance the public good with and not merely for the public” (New England Resource Center for Higher Education, 2011).

Submitted evidence will be reviewed to determine whether a given project is consistent with the definition and guidelines of engaged scholarship. Faculty are encouraged to submit multiple forms of evidence, and assure any letters of validation refer concretely to practices of engaged scholarship and reflect the criteria and standards of engaged scholarship as outlined in this document.

The faculty member must make a case for why this work should be accepted as engaged scholarship. Engaged scholarship and traditional scholarship include a theoretical basis for the work. The quality of traditional scholarship, as determined by the retention, tenure and promotion process, is typically evaluated by peer review journal dissemination. The quality of engaged scholarship is evaluated by the impact on community partners. When submitting traditional forms of scholarship such as a journal article, it is the responsibility of the faculty member to document peer review by external individuals (e.g. journal reviewers and editors)--this demonstrates their mark of approval for the quality of the work (additional information may include the acceptance rate or impact factor for the journal). With engaged scholarship, RTP reviewers (DPC, chair, dean, etc.) will not be considering peer reviews from other scholars; faculty submitting engaged scholarship items must include compelling evidence to document the quality of the engaged scholarship project.

The faculty member must also include the completed engaged scholarship checklist form in his/her portfolio. In addition for any collaborate projects, the Co-Authorship Disclosure Form provided by the University must be completed.

A meaningful, high quality, Engaged Scholarship project, as defined per the criteria that follow, may be substituted for one high quality peer-reviewed publication for the purpose of meeting department standards for a rating of excellent in scholarly and creative activities. Engaged scholarship cannot be used to achieve a rating of good or lower.

For more information, please review your Department Personnel Standards.

A meaningful, high quality, Engaged Scholarship project includes a narrative that must addresses the five following criteria (Faculty must submit multiple forms of evidence for each area):

  1. A clear rationale demonstrating the need for the work addressed and for the strategies and/or tools with which the work is carried out (The plan must be supported by evidence-based practices). Demonstration that the work is reciprocal in nature.
  2. Work must have a conceptual or theoretical basis; i.e., is conducted within the context of existing peer reviewed knowledge. Normally, this is accomplished through a review of related work in an area showing what has been done in the past and providing a rationale as to why additional work is needed in this area.
  3. Demonstration of the quantitative and/or qualitative impact of the project. A clear impact on a district/community partner is required. This could include a letter from partners with documentation of measured impact on outcomes.
  4. A description of the evaluation process and outcomes that includes the following: research questions informed by and situated within the literature; an analysis of findings that is contextualized within the particular community/district/school/classroom needs and the discipline; implications that illustrate the practical ways in which the project shaped or is shaping lived realities for the better; and directions for future work. Evaluation results and implemented changes based on this evaluation must be completed and disseminated before the faculty member can submit this work for the RTP process.
  5. Evidence of dissemination activities and feedback from stakeholders must be included. Dissemination may be accomplished in various ways, including formal presentations to partnership groups and reports for partners.

Please note: "It is essential that community engaged scholars document their work to be scholarly, in that it creates, advances, or extends knowledge. Mere provision of community service, while being a form of community engagement, cannot be considered to be community-engaged scholarship."
https://depts.washington.edu/ccph/pdf_files/CES_RPT_Package.pdf

Review Checklist and Q and A Document for more information