1. Strengthening the Scholarship of Engagement
by Focusing on Faculty, Departments, and
Reappointment, Promotion, and Tenure
Decision Making Processes
November 4, 2010
North Carolina State University
Dr. Pat Sobrero, Associate Vice
Chancellor, Extension, Engagement, and
Economic Development, and Professor
Dr. Ellis Cowling, University Distinguished
Professor At-Large Emeritus

2. 2
Agenda for Presentation
• Study of the History and Culture of the Institution and
Community
• Using Democratic Methods to Include a Broad Range of
Faculty, Staff, Students, and Stakeholders.
• Share Recommendations through University Wide
Symposia, Forums, and with Small Faculty Groups,
Administrators, and Leaders. (Face-to-Face & Online)
• Implement Recommendations from Reports to Strengthen
the Integration of Learning, Discovery, and Engagement.

3. 3
Engagement Movement
• 1995 Dillman Study
• 1995 North Carolina Progress Board
• 1999 W. K. Kellogg Commission
ØEngaged University
ØEnvisioned reciprocal partnerships that were defined
by mutual respect and mutual learning among
collaborating partners.
ØSeven Part Test of
Engagement

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Engagement Movement at NC State
1999 - “Commission of the Future of NC State”
2000 - Six Realms of Faculty Responsibility –
Reappointment, Promotion, and Tenure
2001 – Vice Chancellor for Extension, Engagement,
and Economic Development
2006 – Carnegie Classification for both “Community
Engagement” and “Outreach and Partnerships”
by the Carnegie Foundation for the Advancement
of Teaching
2008 Community Engagement Classification2008 Community Engagement Classification

5. UNC Tomorrow
Report

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Seven Goals of the UNC Tomorrow Initiative
1. Increase global readiness and competitiveness.
2. Improve access to higher education, especially for
underserved populations and regions.
3. Help solve North Carolina’s continuing public
educational challenges.
4. Enhance economic and community development
everywhere in North Carolina.
5. Improve public health, wellness, and well being
6. Provide leadership in energy and environment.
7. Become more directly engaged and connected with the
people of North Carolina.

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Get On With It! - BEDI
Benchmarking Economic
Development Impacts
January 2008 report
See: http://www.ncsu.edu/extension/events/
documents/IES_Benchmark_FINAL.pdf

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Essential Parts of the Logic Model
INPUTS ACTIVITIES OUTPUTS SHORT-TERM
OUTCOMES
*
LONG-TERM
OUTCOMES
IMPACT
• Economic
• Infrastructure
• Resources
• Empowerment
• Enhanced
Quality of Life

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Engagement Program Categories
• Logic models are useful in all categories
• On what outcomes & societal impacts
would you and your group like to be evaluated?
Tech Transfer &
Commercialization
INPUTS
ACTIVITIES
OUTPUTS
OUTCOMES
IMPACTS
Knowledge
Creation/Transfer
Discovery
Classes &
Programs
Clinical &
Testing Services
Engagement
Learning
Co-Curricular
Service Learning
Technical &
Expert Assistance
University &
Industry
Cooperative
Research
Public Events
& Understanding

10. 10
BEDI-II
BEDI-II Expanded the
Scope to Include
Non-monetary
Quality of Life Impacts
January 2010 report
See: http://www.ncsu.edu/extension/events/
documents/Impact_2_fulldraft_1.pdf

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“Community Capitals: A Tool for Evaluating Strategic Interventions and Projects” Cornelia Butler Flora, Mary Emery, Susan Fey
and Carry Bregendahl North Central Regional Center for Rural Development Iowa State University

12. Integrating Learning, Discovery, and Engagement
through the Scholarship of Engagement
• Task Force Co-Chaired by Natural Resource Scientist and
Social Scientist (Cowling and Pennell)
• Multi-disciplinary team with representation from NC
State’s10 colleges & EEED units
Colleges:
§ Agriculture and Life Sciences
§ Design
§ Education
§ Engineering
§ Humanities and Social
Sciences
§ Management
§ Natural Resources
§ Physical and Mathematical
Sciences
§ Textiles
§ Veterinary Medicine
EEED Units:
§ Cooperative Extension
§ Economic Development Partnership Program
§ General Henry Hugh Shelton Leadership Initiative
§ Industrial Extension Service
§ McKimmon Center for Extension & Continuing
Education
§ Small Business and Technology Development
Center

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Task Force Charge 1
Develop recommendations regarding Evidence
of the Scholarship of Engagement that can be
included in documentation developed for Faculty
Annual Performance Reviews and for Decisions
about Faculty Reappointments, Promotions, and
Conferral of Tenure.

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Task Force Charge 2
Develop recommendations regarding
Institutional Performance Indicators that can
be used to record and evaluate accomplishments
in the scholarship of engagement across the
various colleges, departments, and other units
with NC State University.

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Task Force Charge 3
Review and develop recommendations
regarding the language currently being used
to track engagement (integration of learning,
discovery & engagement) and the language that
should be used in the future to track
engagement within NC State University’s
Institutional research offices and budget offices.

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Definition of Scholarship of Engagement
The scholarship of engagement is the
collaborative generation, refinement,
conservation, and exchange of mutually
beneficial and societally relevant
knowledge that is communicated to and
validated by peers in academe and the
community.

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What are Attitudes in Your Department
toward Engagement?
• Supportive
– Very positive attitude but need to broaden understanding of
engagement
– Very positive. Need though to translate into scholarship and
research
• Variable Support
– Treats engagement as a potential income stream [but] for P&T
and faculty evaluation we mostly ignore engagement, treat it as
a distraction from the real important business of research
– Continuum from NO knowledge or respect for the work . . . to
total respect for the scholarship of engagement
• Unsupportive
– Frustrated that it is so hard to make the case successfully
– Need for shared discourse

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Widening Concept of Scholarship
• Challenging narrow definitions of academic
scholarship,
• Going beyond products of discipline-based
research,
• Identifying how the integrated scholarship creates a
uniquely valuable intellectual environment.
• Developing new knowledge through integration of
learning, discovery and engagement.

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Importance of “Values” and “Measures”
Every truly outstanding university must
“Measure what it values”,
rather than
“Value what it can readily measure”.
Provost Kermit Hall, 1999

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Values N.C. State Holds Dear
“Above all, North Carolina State University
values excellence and distinction in creative
scholarship that facilitates the increase and
diffusion of knowledge, wisdom, and the
moral dimension of intelligence.”
This statement now provides the foundation and definition for:
Ø “Six Realms of Faculty Responsibility”, and
Ø Individual Faculty “Statements of Mutual Expectations”

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Six Realms of Faculty Responsibility
1. Teaching and Mentoring of Undergraduate
and Graduate Students
2. Discovery of Knowledge Through
Discipline-Guided Inquiring
3. Creative Artistry and Literature
4. Technological and Managerial Innovation
5. Extension and Engagement with
Constituencies Outside the University
6. Service in Professional Societies and
Service and Engagement Within the
University Itself

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Statement of Mutual Expectations
Beginning in 2000-2003, individual faculty members
worked with department heads to develop
“Statements of Mutual Expectations” (SMEs) that:
ØOutline mutually agreed upon aspirations of the faculty
member and expected contributions to goals of the
department,
ØInclude approximate distribution-of-effort among one or
more of “Realms of Faculty Responsibility,”
ØAre used as part of criteria for decisions about salary
increments, promotion, and conferral of tenure.

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Integrating Learning, Discovery, and
Engagement through the Scholarship of
Engagement
Report on the Scholarship
Of Engagement
Task Force
See:
http://www.ncsu.edu/exten
sion/documents/SET2010.
pdf

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Recommendations
Guidelines for Evaluation the Quality of
Scholarship
•The National Review Board Standards, p. 19
Scholarship of Engagement Criteria
• Recommendation 1.d., page 20, and Appendix D., Page
36 (Glassick Standards)
Institutional Performance Indicators
• Pages 22-24, Appendix C, pages 32-33.

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Recommendations
Dossier Template
• Appendix F, Pages 39-40.
Language & Evaluation
• Implement BEDI I & II Recommendations
Scholarship of Engagement Exemplars
• Appendix B., Pages 28-32.

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Conclusions & Questions
If we Integrate Learning, Discovery, and Engagement:
• What are the next steps for each institution
to continue to strengthen engagement and
address the critical needs and issues of
the people in society?
• How do we strengthen multi-institution best
practices, learning, and think-tank
recommendations to address major
societal issues?
ØA National Academy of Community Engaged
Scholarship?

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For Continued Dialogue, Learning,
and Collaboration:
Contact:
• Ellis Cowling, Co-Chair -
ellis_cowling@ncsu.edu
• Pat Sobrero -
pat_sobrero@ncsu.edu

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Eight Categories of Engagement
Curricular in Classes and Programs
• Courses and instructional programs that offer student academic
credit hours, certificates of completion or continuing education
units, or meet requirements of occupational licensure.
• These classes have an outreach component if they are designed
and marketed specifically to serve those who are neither traditional
campus degree seekers nor campus staff.
• It also includes civic or community service that students perform in
conjunction with an academic course or program that incorporates
frequent, structured, and disciplined reflection on the linkages
between the activity and the content of the academic experience.
• Other forms of experiential learning may include career-oriented
practical and internships, or volunteer community service.

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Eight Categories of Engagement
Co-curricular Service Activities
• Organized, extra-curricular civic or community service that NCSU
students perform in addition to academic coursework or programs.
(Examples: Student Affairs, University Scholars Program, Study
Abroad)
Knowledge Creation and Diffusion
• Activities that develop, share, analyze, test and demonstrate new
knowledge. Such activities are considered engagement when they
are conducted in collaboration or partnership with external
constituents. (Examples: Wood Science, Forestry Tree
Improvement Cooperative, Center for Innovation Management
Studies)

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Eight Categories of Engagement
Technology Transfer and Commercialization
• Activities include applied research, capacity building, evaluation
studies, policy analysis, demonstration projects, technology
commercialization and technology transfer embedded in Intellectual
Property. Such activities are considered engagement when they are
conducted in collaboration or partnership with schools, health
organizations, nonprofit organizations, businesses, industries,
government agencies, and other external constituents. Most
generally they are intended to directly impact external entities or
constituents while developing new knowledge and commercial
enterprises. (Examples: Office of Technology Transfer,
Management, Innovation & Entrepreneurship, Networking
Technology Institute)

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Eight Categories of Engagement
Clinical /Diagnostic and Testing Services
• All client and patient (human and animal) care provided by
university faculty through unit-sponsored group practice or as part
of clinical instruction and by medical and graduate students as part
of their professional education. For example, this may include
medical/veterinary clinical practice, counseling or crisis center
services, and tax or legal clinic services.
University / Industry Research Programs
• All collaborative and cooperative activities whereby university and
multiple industries resources are pooled for shared results such as
membership consortia and resource centers.
Activities include applied research, capacity building, evaluation studies, policy analysis, demonstration projects, technology commercialization and techno

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Logic Models
• The task force employed logic models to determine
outcomes leading to societal impacts.
• Logic models are analytical tools widely used in many
fields to envision the relationships between planned
work and expected outcomes (changed societal
behavior).
• The WK Kellogg Foundation recommends the use of
logic models to provide a visual roadmap so that
stakeholders can fully participate in planning and
evaluating programs.
• Building logic models became a core function of
engagement programs across the university.

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Recommendations from our Faculty Task
Force on the Scholarship of Engagement
• Recommendation 1.a. -- Develop Statements
of Mutual Expectations in the six realms of
faculty responsibility that are relevant to:
-- the Goals of the UNC Tomorrow Initiative,
-- N.C. State University’s response to this Initiative, and
-- N.C. State University’s current priorities.

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Recommendations from our Faculty Task
Force on the Scholarship of Engagement
Recommendation 1.b. Connect the faculty’s
Statements of Mutual Expectations to the
departmental rules for reappointment,
promotion, and tenure.
Recommendation 1.c. Use the published
(2002) criteria developed by the National
Review Board for the Scholarship of
Engagement in evaluating scholarly
achievements in any discipline.

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Recommendations from our Faculty Task
Force on the Scholarship of Engagement
• Recommendation 1.e. Create guidance for
documenting extension and engagement program
accomplishments in the RPT dossiers.
• Recommendation 1.f. Promote faculty, staff, and
students professional development in the
scholarship of engagement.
• Recommendation 1 g. Support faculty, staff, and
student mentoring programs in the scholarship of
engagement.

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Recommendations from our Faculty Task
Force on the Scholarship of Engagement
• Recommendation 3. a. Recognize the importance of
both economic and noneconomic social
engagement impacts of university outreach,
extension, and engagement programs.
• Recommendation 3.g. Increase transparency
regarding budget allocations and accounting
procedures to support achievements in the
scholarship of engagement.