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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 3 rd Annual Meeting, February 23, 2007 Washington, DC. - PowerPoint PPT Presentation
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A National Collaboration: A National Collaboration: Re-Framing RPT Documents to Re-Framing RPT Documents to Facilitate the Transformation of Service Facilitate the Transformation of Service Learning Pedagogy to Community Learning Pedagogy to Community Based Participatory ResearchBased Participatory Research
Community-Engaged Scholarship for Health Collaborative 3rd Annual Meeting, February 23, 2007
Washington, DC
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
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
Major BarrierMajor Barrier
A major barrier to sustained faculty response to engagement is the risk associated with achieving promotion and tenure.
This is a summary to date of “our story” and progress
Kotter’s 8-step Process for ChangeKotter’s 8-step Process for Change
Establishing a Sense of Urgency
Urgency
Coalition
Cre
ate
Vis
ion Share Vision
Empowering
Short-term Wins
Con
solid
atin
g
Institutionalizing
Establish a need for change and a Establish a need for change and a sense of urgencysense 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
UC|21: Strategic ActionsUC|21: Strategic Actions
Grow Our Research Excellence:
“Establish high profile-centers that cross disciplines to best address societal changes”
Kotter Step 1
UC|21: Strategic ActionsUC|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”
Kotter Step 1
Forge Key Relationships and Partnerships
Kotter’s 8-step Process for ChangeKotter’s 8-step Process for Change
Forming a Powerful Guiding Coalition
Urgency
Coalition
Cre
ate
Vis
ion Share Vision
Empowering
Short-term Wins
Con
solid
atin
g
Institutionalizing
Forming a Guiding CoalitionForming 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
Forming a Guiding CoalitionForming 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
Kotter’s 8-step Process for ChangeKotter’s 8-step Process for Change
Creating a Vision
Urgency
Coalition
Create Vision
Share Vision
Empowering
Short-term Wins
Con
solid
atin
g
Institutionalizing
Create a clear vision and plan Create a clear vision and plan for achieving this visionfor 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
CAHS: Grow our Research ExcellenceCAHS: 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
CAHS: Grow our Research ExcellenceCAHS: 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
CAHS: Forge Key Relationships and CAHS: Forge Key Relationships and PartnershipsPartnerships
Increase participation in interdisciplinary grant seeking efforts, particularly those that bolster experiential learning among students
• CAHS Research Task Force
Kotter Step 3
CAHS: Forge Key Relationships and CAHS: Forge Key Relationships and PartnershipsPartnerships
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
CAHS: Forge Key Relationships and CAHS: Forge Key Relationships and PartnershipsPartnerships
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
Kotter’s 8-step Process for ChangeKotter’s 8-step Process for Change
Communicating the Vision
Urgency
Coalition
Cre
ate
Vis
ion
Share Vision
Empowering
Short-term Wins
Con
solid
atin
g
Institutionalizing
Communicating the VisionCommunicating 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
Communicating the VisionCommunicating 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
Communicating the VisionCommunicating 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
Kotter’s 8-step Process for ChangeKotter’s 8-step Process for Change
Empowering Others to Act on the Vision
Urgency
Coalition
Cre
ate
Vis
ion Share Vision
Empowering
Short-term Wins
Con
solid
atin
g
Institutionalizing
Empowering Others to Act on VisionEmpowering Others to Act on Vision
Mission Statement
RPT• Department level• College level
Kotter Step 5
CAHS Mission StatementCAHS 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.
Kotter’s 8-step Process for ChangeKotter’s 8-step Process for Change
Planning for and Creating Short-term Wins
Urgency
Coalition
Cre
ate
Vis
ion
Share Vision
Empowering
Short-term WinsCon
solid
atin
g
Institutionalizing
Planning for and Creating Planning for and Creating Short-Term WinsShort-Term Wins
The result of faculty development activities• Changed faculty perspective regarding
community engaged scholarship• Created clarity of faculty scholarly
agenda
Kotter Step 6
Planning for and Creating Planning for and Creating Short-Term WinsShort-Term Wins
• Marriage of• Teaching• Public service• Scholarship
• Application for grants [Woodward High School violence and obesity]
Kotter’s 8-step Process for ChangeKotter’s 8-step Process for Change
Consolidating Improvements and Producing Still More Changes
Urgency
Coalition
Cre
ate
Vis
ion
Share Vision
Empowering
Short-term Wins
Consolidating
Institutionalizing
Consolidating Improvements and Consolidating Improvements and Producing Still More Change 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
Kotter’s 8-step Process for ChangeKotter’s 8-step Process for Change
Institutionalizing New Approaches
Urgency
Coalition
Cre
ate
Vis
ion
Share Vision
Empowering
Short-term Wins
Con
solid
atin
g
Institutionalizing
Institutionalizing New ApproachesInstitutionalizing New Approaches
New position of Research Associate Dean for the CAHS
Looking for individual who values community engaged scholarship
Kotter Step 8
Urgency
Coalition
Cre
ate
Vis
ion
Share Vision
Empowering
Short-term Wins
Con
solid
atin
g
Institutionalizing
Kotter’s 8-step Process for ChangeKotter’s 8-step Process for Change
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.
It increases the relevance and the quality of teaching, learning and service.
It provides a framework for developing new relationships among the university, the community and state government.
It increases the consciousness of the social meaning of scholarly work.
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.
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.
CreditsCreditsThank 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
A Special Thank You To:A Special Thank You To:
Dr. Paul Bishop
Associate Vice President for Research
University of Cincinnati
Questions??Questions??
Thank you