Program
PDFs of the presentations can be downloaded here.
Nov 4, 2010
| 7:30 – 8:30 | Registration & Breakfast |
| 8:30 | Welcome:
Kerry Daly, Dean, College of Social & Applied Human Sciences Maureen Mancuso, Provost and Vice-President Academic, University of Guelph Sarena Seifer, Exec. Director, Community Campus Partnerships for Health |
| 9:00 | Sherril Gelmon
Portland State University Setting the Stage: The Landscape of Community Engaged-Scholarship |
| 10-10:15 | Break |
| 10:15 -11:15 | Panel 1: The Development of Community Engaged Scholars:
Lead Paper & Discussant: Lynn Blanchard, Co-Director, Faculty for the Engaged Campus, Community-Campus Partnerships for Health and Director, Carolina Center for Public Service, University of North Carolina at Chapel Hill Paper presentations: Ann C Macaulay; McGill University Building Academic Capacity for Community Engaged Scholars at McGill University. Connie H. Nelson, Mirella Stroink; Lakehead University Faculty and Community Engagement Through a University Wide Food Security Partnership Model. Denise Nepveux, Zack Marshall, Tess Vo, Devon Proudfoot, Stephanie Nixon, & Sarah Flicker; Syracuse University |
| 11:15-12:00 | Table Discussion on the Development of Community Engaged Scholars |
| 12:00-1:00 | Lunch |
| 1:00-2:00 | Panel 2: Structures and Policies that Support Community-Engaged Scholarship I Lead paper and Discussant Barbara Holland, Director of Academic Initiatives in Social Inclusion Office of the Deputy Vice-Chancellor (Education) and Registrar, University of Sydney Paper Presentations: Lesley Beagrie, Sue Levesque, Yvette Munro, Cheryl Prescod, Barry Rieder, Brenda Spotton Visano, & Varun Vig Patricia M. Sobrero & Ellis Cowling |
| 2:00-2:45 | Table Discussion on Structures and Policies that Support Community Engaged Scholarship |
| 2:45-3:00 | Break |
| 3:00-4:00 | Panel 3: Structures and Policies that Support Community-Engaged Scholarship, II Lead Paper & Discussant: Barbara Holland, Director of Academic Initiatives in Social Inclusion Office of the Deputy Vice-Chancellor (Education) and Registrar, University of Sydney Paper Presentations: Paul Watson, Dee Ann Benard, Judy Ferguson, & Leslie Ayre-Jaschke Melinda Forthofer, John Clarkson, Alyssa Mackelprang, & Bob Roscoe |
| 4:45-5:00 | Reflections |
| 5:00-6:30 | Posters and Reception |
Nov 5, 2010
| 7:30 – 8:30 | Breakfast. |
| 8:30- 9:30 | Welcome and presentation of critical themes emerging Linda Hawkins, Director, Institute for Community Engaged Scholarship/the Research Shop, University of Guelph |
| 9:30 – 10:30 | Panel 4: Strategies for Institutional Change Lead Paper & Discussant: Rhonda Lenton, Associate Vice President Academic & Vice Provost, York University Paper Presentations: Terry Mitchell, Jane Hennig, Maria Liegghio, & Lindsay Buckingham-Rivard Dr. Alejandro Rojas, Will Valley, & Yona Sipos |
| 10:30-11:00 | Break |
| 11:00-11:45 | Table Discussion: |
| 11:45-12:15 | Closing Comments |
| 12:15-1:15 | Lunch & Good-byes |
Sherril Gelmon (Keynote)
This opening plenary address will identify key issues related to the four themes of the conference, and provide participants with an overview to set the stage for the continuing conference discussions about community-engaged scholarship with an emphasis on research, practice and policy, as articulated in the conference theme. The address will draw upon experiences and practices domestically and internationally, with specific reference to Canadian examples and application, and will highlight a set of core areas that should be considered in the subsequent discussions throughout the conference. Specifically, the address will give attention to conceptual and definitional models of understanding and articulating community-engaged scholarship; research to date on faculty motivation and professional development to become highly competent scholars engaging with communities; models of structures and policies that promote community-engaged scholarship with particular reference to faculty recognition and reward policies and practices; and examples of higher education institutional change strategies.
Lynn Blanchard (Panel 1 Lead Discussant, The Development of Community Engaged Scholars)
Community-engaged scholarship (CES) is gaining legitimacy in higher education. However, challenges of institutionalizing and sustaining it as a core value remain. Significant barriers exist for faculty choosing to incorporate community engagement into their teaching and research.
Competency-based faculty development is a key mechanism for advancing faculty skills as well as increasing institutional support. This presentation will provide a framework and core competencies for faculty pursuing CES, examples of evidence-based faculty development programs and strategies for developing, evaluating and sustaining campus-wide faculty development for CES.
Barbara Holland (Panel 2 & 3 Lead Discussant, Structures and Policies that Support Community-Engaged Scholarship I, II)
The engaged institution is committed to direct interaction with external constituencies and communities through the mutually-beneficial exchange, exploration, and application of knowledge, expertise and information. These interactions enrich and expand the learning and discovery functions of the academic institution while also enhancing community capacity. The work of the engaged campus is responsive to community-identified needs, opportunities, and goals in ways that are appropriate to the campus mission and academic strengths. The interaction also builds greater public understanding of the role of the campus as a knowledge asset and resource. This presentation will review the evidence and lessons learned from over a decade of experience studying engaged institutions in North America, Australia and Europe, with a focus on the institutional structures and policies that support the engaged campus. The benefits and drawbacks of different institutional structures and approaches to faculty promotion and tenure will be examined.
Rhonda Lenton (Panel 4 Lead Discussant, Strategies for Institutional Change)
Large-scale change can result from a financial or governance crisis, a leadership change, or can be generated intentionally through an internal process. If planned systemic change of a developmental nature is the goal, it is more likely to occur with the strong support of top leadership, within the context of a strong and clear mission statement, an environment that promotes a candid assessment of the current institutional conditions, and a pattern of faculty roles and responsibilities that support the institutional mission. Fears still remain that the broader definition of scholarship inherent in CES will water down “real” scholarly activity, with particular questions about whether community engagement is a legitimate approach to scholarly activity. This presentation will review theories and models of change in higher education, examine cases of institutions that are moving along the continuum to becoming community-engaged, and identify strategies for leveraging strengths and opportunities for change.
