Call for Abstracts for the Metropolitan Universities journal
Thursday, January 29, 2015
Call for Abstracts: Special Metropolitan Universities issue on “Faculty Recognition of Engaged Scholarship”
Metropolitan Universities is soliciting article proposals for an upcoming issue that will examine institutional approaches to the recognition of engaged scholarship in faculty promotion and tenure processes. We are interested in evidence-based approaches to defining and evaluating the quality of engaged scholarship, as well as analyses of the processes and outcomes associated with adoption and implementation of engaged scholarship in faculty retention, promotion and tenure (RPT) policies.
The following questions suggest some potential themes:
- How is engaged scholarship defined and how is it differentiated from or integrated into the review teaching, service, and conventional forms of scholarship?
- How is engaged scholarship presented and evaluated?
- To what degree are “traditional” outputs expected from engaged scholarship?
- What criteria or standards are used to evaluate nontraditional products arising from engaged scholarship (e.g., white papers, policy papers, evaluation reports, recognition by external entities, etc.)?
- How is the impact of engaged scholarship described or assessed?
- What constitutes “peer review?” Who are the reviewers? Is external academic peer review of engaged scholarship required and if so, how is it designed/conducted?
- Do community members and stakeholders contribute to the review process? If not, how is community impact described or considered?
- What is the role of faculty self-assessment?
- What challenges has your institution encountered and what strategies are successful in achieving institutional change related to engaged scholarship?
- What faculty development strategies help engaged scholars present their work effectively or help members of RPT committees acquire the skills to review engaged scholarship?
- What are the outcomes or consequences of recognizing CES in RPT standards, in terms of impact on institutional performance, academic culture, or impacts/outcomes for faculty, students, and communities?
Anyone interested in submitting a paper for this special issue should first submit a one-page single-spaced abstract. It should include the name(s) of prospective author(s) and relevant contact information.
Abstracts should be emailed to the guest editor, Claire C. Cavallaro at firstname.lastname@example.org.
Abstracts are due June 15, 2015. Editorial guidelines can be found here.