Measuring Capacity for Community-Engaged Scholarship: Results from an Institutional Self-Assessment at the University of Saskatchewan

  • Jethro Cheng University of Saskatchewan
  • Nazeem Muhajarine University of Saskatchewan
  • Linda McMullen University of Saskatchewan
  • Andrew Dunlop University of Saskatchewan
Keywords: community-engaged scholarship, institutional capacity, selfassessment, tenure and promotion

Abstract

 

 The University of Saskatchewan conducted an institutional self-assessment survey in the fall of 2013 and winter of 2014 to measure its capacity for community-engaged scholarship. This effort is part of a national initiative of eight Canadian universities (Community-Engaged Scholarship Partnership), working to change institutional policies and practices around community-engaged scholarship. This paper reports on the results of the University of Saskatchewan’s self-assessment survey completed by 159 participants across campus that include administrators, faculty, and professional staff. The participants report that there are strong practices of community-engaged scholarship throughout the University. However, there are also many opportunities to strengthen the support and capacity for community-engaged scholarship. Institutional leadership and support, for example, that is consistent and effective is required at multiple levels (department, college or school, university) in order for community-engaged scholarship to be recognized and rewarded in all academic processes. The University’s Community Engagement and Outreach Office at Station 20 West is one notable exemplar of community-engaged scholarship and practice; it is a good example of how students, faculty, and community are effectively supported in these activities.

Published
2016-01-26
How to Cite
Cheng, J., Muhajarine, N., McMullen, L., & Dunlop, A. (2016). Measuring Capacity for Community-Engaged Scholarship: Results from an Institutional Self-Assessment at the University of Saskatchewan. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 1(2). https://doi.org/10.15402/esj.v1i2.108