Document Type
Article
Publication Date
2023
Abstract
This study examines how community-engaged scholarship (CES) was defined and described in promotion and tenure policies at a university. Examining 67 policies across university, unit and department levels, findings show meaningful variability with regards to whether and how CES was defined or described. Analysis categorizes the types of descriptions used as outputs, outcomes, and/or processes related to or enacting CES. We address the importance of not just naming, but fully describing the core values of CES. We discuss the importance of process as a definitional characteristics, and relationships and epistemology in particular; and, the importance of continuing to explicate the interconnectivity and distinctions between CES and diversity, equity, inclusion, and epistemic justice.
DOI
https://doi.org/10.3998/mjcsl.2734
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Repository Citation
Jenkins, Isabelle; Janke, Emily; Saltmarsh, John; and Quan, Melissa, "We’re Talking About Process: The Primacy of Relationship and Epistemology in Defining Community-engaged Scholarship in Promotion and Tenure Policy" (2023). Scholarship and Professional Writing from the J.D. Power Center and Donelan Office. 8.
https://crossworks.holycross.edu/claw_fac_scholarship/8
Comments
This article was originally published in the Michigan Journal of Community Service Learning. Citation:
Janke, E., Quan, M., Jenkins, I. & Saltmarsh, J., (2023) “We’re Talking About Process: The Primacy of Relationship and Epistemology in Defining Community-engaged Scholarship in Promotion and Tenure Policy”, Michigan Journal of Community Service Learning 29(1). doi: https://doi.org/10.3998/mjcsl.2734