ERIC ED441392: Making Outreach Visible: A Guide to Documenting Professional Service and Outreach. AAHE Forum on Faculty Roles and Rewards.

233 Pages·1999·2.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 441 392
HE 032 881
AUTHOR
Driscoll, Amy; Lynton, Ernest A.
TITLE
Making Outreach Visible: A Guide to Documenting Professional
Service and Outreach. AAHE Forum on Faculty Roles and
Rewards.
INSTITUTION
American Association for Higher Education, Washington, DC.
SPONS AGENCY
Kellogg Foundation, Battle Creek, MI.; Massachusetts Univ.,
Boston. New England Resource Center for Higher Education.
ISBN
ISBN-1-56377-045-8
PUB DATE
1999-00-00
NOTE
232p.; For a companion volume, "Making the Case for
Professional Service," see ED 406 956.
AVAILABLE FROM
American Association for Higher Education, One Dupont
Circle, Suite 360, Washington, DC 20036-1110 ($19). Tel:
202-293-6440; Fax: [phone]; e-mail: pubs®aahe.org; Web
site: http://www.aahe.org.
PUB TYPE
Collected Works
Guides
Non-Classroom
General (020)
(055)
EDRS PRICE
MF01/PC10 Plus Postage.
DESCRIPTORS
Administrator Role; *College Faculty; College Role;
Community Services; *Documentation; Higher Education;
*Outreach Programs; Portfolios (Background Materials);
*Professional Services; Scholarship; Teacher Role
ABSTRACT
This guidebook is intended to help faculty and
administrators, and departments and schools, document faculty professional
service and outreach, offering detailed examples of work from various
universities. Following a Foreword by R. Eugene Rice, short introductory
chapters make the case for professional service, define professional
service/outreach, offer recommendations for study and development of
documentation, examine the issues from an administrative perspective, and
look at future challenges. Sixteen prototype portfolios covering the
following disciplines make up the bulk of the document: anthropology, art,
biology, business, education, engineering, history, landscape architecture,
nursing, political science, psychology/research, public affairs, and
veterinary science. Titles include: "Challenges to Community Building in
Memphis--Hearing New Voices and Charting New Paths for Urban Development"
(Stan Hyland); "Creating Identity" (Susan Agre-Kippenhan); "A Professional
Development Workshop for High School Biology Teachers" (Florence Juillerat);
"Faculty Development in International Business" (Ben L. Kedia); "The 'Swampy
Lowlands' or Academic 'High Grounds': Where Is the Scholarship in New Faculty
Roles?" (Dannelle D. Stevens); "Tapping into Teachers' Dedication: The
Tropical Rain Forest Field Experience" (Michael R. Cohen); "Enhancing Teacher
and Student Learning through Collaborative Inquiry" (Cheryl L. Rosaen);
"Earthquake Loss Estimation and Mitigation in Portland, Oregon: A Methodology
for Estimating Earthquake Losses, and Retrofit Prioritization of Buildings"
(Franz Rad); "Collaborations: The Portland YWCA and Women's History,
1901-2001" (Patricia A. Schechter); "Bringing Scholarship to the Public: The
Academic Practitioner" (Warren J. Rauhe); "The Broadway Shalom Wellness
Center: Reaching Traditionally Difficult-to-Access Inner City Population"
(Sandy C. Burgener); "Free the Children: Testing the Capacity and Methods for
Locally Based Efforts To Address Poverty" (David N. Cox); "Evaluation of
Reproductions supplied by EDRS are the best that can be made
from the original document.
School Restructuring" (Steven M. Ross); "Reforming the Process of Change"
(Pennie G. Foster-Fishman); "Delinquent Youths and Their Futures: Can
Outreach on the Part of the University Make a Difference?"
(G. Roger
Jarjoura); and "Professional Development for Michigan Veterinarians" (James
W. Lloyd). Appended are an annotated bibliography of documents from Michigan
State University, Portland State University (Oregon), Indiana
University--Purdue University, Indianapolis, University of Illinois at
Urbana-Champaign, University of Georgia, California State University Monterey
Bay, University of California-Davis, Montclair. State University (New Jersey),
University of Wisconsin, and University of Alabama at Birmingham covering
faculty reward systems; an annotated list of selected resources; and examples
of supporting evidence. (Contains 14 references.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
VI
uide to Documenting Pro essional
and Outreach
ervice,
rby. AMY. DAIscoix
and EgNEsT A. LYNTON;
companion volume to
Making the. Case for Proftssional Sethiee
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
MThis document has been reproduced as
received from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
*FORUM ON,*
A
AC C
acuky.
.-Roles&-
TO THE EDUCATIONAL RESOURCES
Rewards
AMERICAN ASSOCIATION
INFORMATION CENTER (ERIC)
FOR HIGHER EDUCATION
1
A Publication of the AAHE Forum on Faculty Roles 6- Rewards
:American Association for Higher Education
2
A Publication of the AAHE Forum on Faculty Roles & Rewards
OUTREACH
UUTREACH
VISIBLE
A Guide to Documenting Professional
Service and Outreach
by AMY DRISCOLL
and ERNEST A. LYNTON
companion volume to
Making the Case for Professional Service
3
American Association for Higher Education
MAKING OUTREACH VISIBLE: A GUIDE TO DOCUMENTING
PROFESSIONAL SERVICE AND OUTREACH
by Amy Driscoll and Ernest A. Lynton
1999 American Association for Higher Education. All rights reserved.
Printed in the United States of America.
The opinions expressed in this volume are its contributors' and do not necessarily
represent those of the American Association for Higher Education or its members.
For more about AAHE, see pp. 46-47.
Additional copies of this publication or Ernest Lynton's
Making the Case for Professional Service are available from:
AMERICAN ASSOCIATION FOR HIGHER EDUCATION
One Dupont Circle, Suite 360
Washington, DC 20036-1110
Ph: 202/293 -6440 x11, fax: [phone], email: [email protected]
Website: www.aahe.org
ISBN 1-56377-045-8
4
DEDICATION
his publication is dedicated to Ernest Lynton, whose
vision and spirit guided the work of all who contributed
T
to the thinking and wisdom evident herein. Ernest, who
I
died while we were working on this manuscript, had
devoted these last years to advocacy of recognition and
reward for the scholarship of professional service/out-
reach. His writing promoted a national understanding
ti
of professional service and its importance for the future
"It is the increasing
of higher education. His words
responsibility of the university not merely to be a prin-
cipal source of new knowledge but also to be instru-
mental in analyzing and applying this knowledge and in making it rapidly useful to all
inspired a growing movement in universities and colleges
-societal sectors" (1983: 53)
across the country.
In response to his ideas and those of his contemporaries, among them Ernest
Boyer, Donald Schon, Russ Edgerton, Gene Rice, and William Greiner, institutions of
higher education are reframing priorities, rethinking faculty roles and rewards, and
reconceptualizing outreach and community service as important scholarly activities.
Ernest Lynton has been called a "gentle giant" by those who collaborated with him on
this work to promote and document the scholarship of professional service. He brought
wisdom and strength to our collaboration, and as a leader left deep footprints for high-
er education to follow.
A.D.
ill
THE AUTHORS
my Driscoll is director of teaching, learning, and assessment at California State
University, Monterey Bay. Previously, she was director of community/university part-
A
nerships and professor of education at Portland State University. She has presented
extensively at conferences of the American Association for Higher Education and the
American Educational Research Association and has published on the topics of assess-
ment of service-learning and the scholarship of service, including articles in the
Michigan Journal of Public Service, the Journal of Public Service and Outreach,
Metropolitan Universities, and the Journal of Adult Learning and Higher Education.
rnest A. Lynton was Commonwealth Professor and senior associate of the New England
Resource Center for Higher Education, at the University of Massachusetts at Boston.
E
He had previously been senior vice president for academic affairs for the University of
Massachusetts. He was a longtime advocate for greater attention to professional service,
publishing and presenting extensively on that topic. He worked on both Scholarship
Assessed and Scholarship Reconsidered with Ernest Boyer.
In his first book with the American Association for Higher Education, Making the
Case for Professional Service (1995), Ernest Lynton laid out his central thesis: that the
key to elevating the status of professional service was to capture evidence of its "schol-
arship" for review by peers. The current volume takes the next step, reporting the expe-
riences of faculty and campuses that undertook to make such documentation of ser-
vice/outreach part of their reward structures and offering guidance to others that would
attempt to do so.
Their work on this publication was supported by the W.K. Kellogg Foundation and the
New England Resource Center for Higher Education.
6
V
CONTENTS
ix
Foreword
by R. Eugene Rice
xi
Acknowledgments
Chapter One
1
Introduction: Beyond Making the Case for Professional Service
Chapter Two
5
Defining Professional Service/Outreach
Chapter Three
9
Documentation: Guidance for Development and Review
21
Chapter Four
Issues From an Administrative Perspective
27
Chapter Five
Sixteen Prototype Service/Outreach Portfolios
29
Chapter Six
Reflections and Future Challenges
33
References
Appendix
A. A Collection of Documents for Rewarding
35
Faculty Professional Service/Outreach
40
B. Faculty Professional Service/Outreach: Selected Resources
45
C. Examples of Supporting Evidence
46
D. About AAHE and Its Forum on Faculty Roles & Rewards
7
vii
by R. Eugene Rice
FOREWORD
and speaking about the "crisis of purpose" in the
n 1983, Ernest Lynton began writing
American university. I was particularly struck by his contention that many universities
I
"falling short of being what they could be." His
are striving to be what they are not, and
special concern was with the disconnection developing between the academic knowl-
edge generated by faculty in the university and the growing needs for applied knowl-
edge in a society increasingly dependent on its citizens' intellectual capital and capacity
to learn.
Ernest Lynton led the way in recognizing that in order to reconnect the generat-
ing of academic knowledge to the needs of a knowledge-dependent society we would
have to broaden our understanding of what counts as scholarly work for faculty and
what is rewarded. Ernest was a major contributor to the development of the Carnegie
role in launching AAHE's Forum on
report Scholarship Reconsidered and played a key
Faculty Roles & Rewards. He resolutely devoted the latter part of his life and career to
professional service, its recognition
faculty
one critical aspect of the scholarly role of
and reward.
Publication of Lynton's Making the Case for Professional Service set forth the dimen-
sions of the debate, began to define key terms, and established an action agenda for us
logical step. The professional
to follow. This guidebook with Amy Driscoll is the next
service and outreach of faculty will never be fully honored as legitimate scholarly work
until the hard, pragmatic task of documenting this form of applied academic scholar-
ship is completed. This Guide shows faculty and administrators, departments and
schools, the way. It is a concrete, practical guide that, with its detailed examples of
exemplary work from distinguished universities we all know, breaths vitality into a
bureaucratic or abstractly philosophical.
process that could be blandly mechanical and
The discussion of the criteria to be used in making judgments about the quality of
the scholarly work of faculty found in Chapter Three will be especially helpful to insti-
tutions developing fresh guidelines for tenure and promotion. The examples from
Michigan State and Indiana University Purdue University Indianapolis demonstrate
that we are already moving toward a consensus.
The power of the individual faculty statements found in Chapter Five introduces
and practice, research and community devel-
us to new ways of thinking about theory
faculty involvement in program devel-
opment, policy analysis, technical assistance, and
help us recognize and document
opment and evaluation. This Guide will not only
scholarly work of faculty that has for years gone unappreciated; it also can lead to
makes to society, which
greater appreciation of the special contribution the university
continues to be largely unacknowledged and both underdeveloped and underutilized.
One of the purposes of this Guide is to contribute to making the professional ser-
vice of faculty a scholarly activity that is publicly shared, as is the case now with tradi-
tional research. Just as Lee Shulman, Pat Hutchings, and others have aspired to make
teaching "community property," so Driscoll and Lynton's work is intended to make the
8
ix
FOREWORD continued
professional service and outreach of faculty a matter of public debate and rich intel-
lectual exchange. The faculty statements in this Guide demonstrate that this is already
happening.
The work of this guidebook is grounded in a fundamental challenge
to what
Donald Schon referred to as the "institutional epistemology" that has dominated the
American university since the opening years of this century. Its overarching assumption
is that theory and research have precedence over the applied
practice is regarded as
secondary and derivative. Making the Case for Professional Service and the
current vol-
ume press for the righting of this imbalance in the assessment and rewarding of the
scholarly work of faculty. What is being called for is
a new honoring of practice and the
applied. In this endeavor the support of the W.K. Kellogg Foundation is much
appre-
ciated. We are also indebted to the New England Resource Center for Higher
Education and the leadership of its director, Zelda Gamson.
Amy Driscoll brings to this Guide her rich experience at Portland State, where pio-
neering work in establishing university/community partnerships has been advanced.
Her direct, hands-on experience with faculty grappling with the challenge of docu-
menting professional service complemented nicely Ernest Lynton's broader, national
effort to "make the case."
A personal word: Ernest Lynton, to whom this guide is dedicated, will be sorely
missed. He cared deeply about faculty and their role in the university and society, and
was a cherished colleague and friend.
R. Eugene Rice is director of the AAHE Forum on Faculty Roles 6- Rewards.
9
X