Promotion & Tenure Guidelines for CES

UNCG-Specific Promotion and Tenure Resources

University Promotions and Tenure Guidelines

The Office of Research and Economic Development’s Community Engagement: Terms and Definitions for Promotion and Tenure Guidelines



Other Resources

This site is frequently updated. Please return soon!


  • Articles and Books on Promotion, Tenure and Peer Review
  • All Disciplines
  • Arts, Humanities and Design
  • Sociology and Anthropology
  • University Documents
  • Health and Wellness Professions
  • Business & Economics
  • Non-traditional Forms of Scholarship
  • Community-Based Research
  • Community-Engaged Teaching
  • Faculty Development Models to Support Engaged Scholarship

Special Issue: Institutionalizing Community Engagement in Higher Education: The First Wave of Carnegie Classified Institutions Volume 2009 Issue 147 , Pages 1 – 104, Autumn/Fall 2009. Issue Edited by Lorilee R. Sandmann, Courtney H. Thornton, Audrey J. Jaeger. Available online through UNCG library.


What Determines Faculty Engaged Scholarship? Lori J. Vogelgesang, Nida Denson, Uma M. Jayakumar. The Review of Higher Education, Volume 33, Number 4, Summer 2010, pp. 437-472. To access article, visit Developing of a Mechanism for the Peer Review and Dissemination of Innovative Products of Community-Engaged Scholarship. (2009).Catherine Jordan, Sarena Seifer, Lorilee Sandmann, and Sherril Gelmon. International Journal of Prevention Practice and Research, (1)1, 21-9. To access article, visit

Community Engagement in Research: Frameworks for Education and Peer Review. (2010). Syed Ahmed, Ann-Gel Palermo. American Journal of Public Health. To access article, visit

Peer Review Criteria for Assessing Community Engagement in Research Proposals

Community Engagement Framework for Peer Review Guidance

(see also Community Engagement Framework for Development of Education/Training for Researchers)

This table provides a list of criteria suggested for reviewers to be able to review community engagement research proposals effectively. Also included are suggested criteria for reviewer to use in assessing research applications involving community engagement.

In addition to the information in this table, peer reviewers who are assessing whether a study represents a true community engagement effort should consider the table of Values, Strategies, and Outcomes for Investigators Who Want to Engage the Community in their Research.

Principal investigators may come from an academic institution. Co-investigators may come from an academic institution or a community organization. This table addresses both types of investigators because an effective arrangement is for community engagement research projects to be led by a team of academic and community co-investigators as partners.

Research University Engaged Scholarship Toolkit



Section A: About Engaged Scholarship
1. What Is Engaged Scholarship?
2. How Does Engaged Scholarship Compare with Traditional (Discovery) Scholarship?
3. Why Do Engaged Scholarship?
4. How to Do Engaged Scholarship Well
5. How to do Community-Academic/University Partnerships Well
6. Ethics in Community Engaged Research and Working with Institutional Review Boards (IRBs)
7. Development of Scholars and Practitioners of Community-Engaged Research
8. Demonstrating Quality and Impacts of Engaged Scholarship
9. Institutionalizing Engaged Scholarship
10. Exemplars of Engaged Scholarship

Section B: Engaged Scholarship and Review, Promotion, and Tenure (RPT)
1. Rationales for Giving Engaged Scholarship Standing in Research Universities in RPT Processes
2. Policies for Encouraging and Assessing Engaged Scholarship in RPT Processes
3. Evaluation Criteria for Assessing Engaged Scholarship in RPT Processes
4. Demonstrating Quality and Impacts of Engaged Scholarship (in RPT Processes)
5. Tenure and Promotion Portfolio Exemplars
Section C: Resources for Engaged Scholarship at Research Universities
1. Original Essays on Engaged Scholarship Written for This Toolkit
2. Journals That Focus on Engaged Scholarship
3. Special Journal Issues Dedicated to Engaged Scholarship
4. National and International Resources for Promoting and/or Carrying Out Community Engaged Research in a Research University Context
5. Annotated Bibliographies


Faculty for the Engaged Campus, Community-Campus Partnerships for Health (CCPH)
All CCPH reports are available at
The Collaborative has developed tools for assessing institutional capacity for community engagement and community-engaged scholarship. Click on the title to open and view the tool in PDF Format:

1. Toolkit for community-engaged scholarship: Successfully navigating the faculty promotion and tenure process
The goal of this toolkit is to provide health professional faculty with a set of tools to carefully plan and document their community-engaged scholarship and produce strong portfolios for promotion and tenure.

  • Introduction
    • Scholarship Project
    • References & Resources
  • Unit 1: Planning for Promotion and Tenure
    • Section 1.1: Developing and Sustaining Your Vision
    • Section 1.2: Identifying and Working with Mentors & Communities of Practice
    • Section 1.3: Showcasing Your Work and Soliciting Peer Review
  • Unit 2: Creating a Strong Portfolio
    • Section 2.1: Career Statement
    • Section 2.2: Curriculum Vitae
    • Section 2.3: Teaching Portfolio
    • Section 2.4: Letters from External Reviewers
    • Section 2.5: Letters from Community Partners
    • Section 2.6: Table of Accomplishments
  • Appendix A: Porfolio Examples
  • Appendix B: References and Resources (Glossary of Relevant Terms)
  • Appendix C: The Community-Engaged Scholarship Review, Promotion and Tenure Package

2. Community-Engaged Scholarship Review, Promotion and Tenure Package
The Community-Engaged Scholarship Review, Promotion & Tenure Package has been developed as a resource and guide for community-engaged scholars and university Review, Promotion and Tenure (RPT) committees. Scholars will find this package to be most helpful when preparing their dossier for RPT. RPT committees can review the package to gain a greater understanding of how the scholarly rigor and impact of community-engaged scholarship (CES) can be documented for RPT. The package can also inform revisions of established RPT criteria to incorporate CES. Lastly, it is hoped that the package will play a role in establishing a common language and understanding of the definition, scholarly rigor, and applied impact of CES between scholars and RPT committees.

The package consists of the following items:
• Definitions – page 3
• Characteristics of Quality CES – page 5
• Dossier of Ann Brooks, PhD, a fictitious community-engaged scholar – page 13
• Answer Key: How does Dr. Brooks’ work align with the Characteristics of Quality CES? –page 36
• Table 1: The enhancement of scientific rigor in research through community engagement – page 42
• Table 2: The enhancement of scientific rigor in teaching through community engagement – page 49
• “Mock” RPT committee exercise instructions – page 55

3. Building Capacity for Community Engagement: Institutional Self-Assessment. Designed to assess the capacity of a given higher educational institution (or unit therein) for community engagement and community-engaged scholarship, and to identify opportunities for action.

Background: This assessment builds upon existing and validated prior work. It is intended to serve as a baseline for follow-up assessments, enabling institutions to track their progress and focus their work, while simultaneously enabling them to develop a longitudinal profile of their developing capacity for community engagement and community-engaged scholarship over time.

The Self-Assessment: The self-assessment is constructed around six dimensions:
I: Definition and Vision of Community Engagement (8 elements)
II: Faculty Support for and Involvement in Community Engagement (6 elements)
III: Student Support for and Involvement in Community Engagement (3 elements)
IV: Community Support for and Involvement in Community Engagement (6 elements)
V: Institutional Leadership and Support for Community Engagement (9 elements)
VI: Community-Engaged Scholarship (12 elements)

4. “Developing Criteria for Review of Community-Engaged Scholars for Promotion or Tenure” provides edited or distilled information from the websites of several institutions and entities that have recognized and seek to reward community-engaged scholarship.

Institutions and Entities Reviewed:
University of Arkansas College of Public Health
University of Colorado Health Sciences Center
University of North Carolina-Chapel Hill School of Public Health
University of North Carolina-Chapel Hill Department of Family Medicine
University of Minnesota Department of Family Social Science
Portland State University
University of Washington School of Public Health and Community Medicine
National Review Board for the Scholarship of Engagement

5. Review, Promotion and Tenure Analysis Protocol. Designed to assess an institution’s RPT guidelines against the set of criteria established by the Commission on Community-Engaged Scholarship in the Health Professions.

Arts, Humanities and Design

Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University: A Resource on Promotion and Tenure in the Arts, Humanities, and Design
Written by: Julie Ellison and Timothy K. Eatman (2008)


Tenure, Promotion, and the Publicly Engaged Historian
This report is the product of the Working Group on Evaluating Public History Scholarship (WGEPHS) convened by the American Historical Association, Organization of American Historians, and National Council on Public History. It is designed to help faculty members, personnel committees, department heads, deans, and other administrators develop a plan for evaluating historians who do public and collaborative scholarship. Drawing on a survey of existing promotion and tenure guidelines and input from public history faculty members, the report offers suggestions for evaluating public history work as community engagement, scholarship, teaching, and service. It defines a number of best practices and describes possible approaches to the hiring, review, and promotion of publicly engaged historians in the academy.

Modern Language Association’s Report of the MLA Task Force on Evaluating Scholarship for Tenure and Promotion


Sociology and Anthropology

Public Sociology and the Roots of American Sociology: Re-Establishing Our Connections to the Public. Report and Recommendations. American Sociological Association Task Force on Institutionalizing Public Sociologies

Public Anthropology: Promoting Report by the Consortium of Practicing and Applied Anthropology Programs (COPAA): Promoting Applied Scholarship for Tenure & Promotion (2008)

University Documents

Syracuse University

Motion to the University Senate from the Committee on Academic Affairs, March 25, 2009
This document is framed to honor traditional ways of doing scholarship while opening the door to new forms of scholarship (e.g., “Syracuse University is committed to longstanding traditions of scholarship as well as evolving perspectives on scholarship. Syracuse University recognizes that the role of academia is not static, and that methodologies, topics of interest, and boundaries within and between disciplines change over time.”)

University of Memphis
2007 Faculty Handbook
Excerpt: “Engaged scholarship . . . adds to existing knowledge in the process of applying intellectual expertise to collaborative problem-solving with urban, regional, state, national and/or global communities and results in a written work shared with others in the discipline or field of study. Engaged scholarship conceptualizes “community groups” as all those outside of academe and requires shared authority at all stages of the research process from defining the research problem, choosing theoretical and methodological approaches, conducting the research, developing the final product(s), to participating in peer evaluation. Departments should refine the definition as appropriate for their disciplines and incorporate evaluation guidelines in departmental tenure and promotion criteria” (Faculty Handbook, Ch. 4).

Indiana University-Purdue University Indianapolis
Dean of the Faculties’ Guidelines for Preparing and Reviewing Promotion and Tenure Dossiers, 2009-2010
Excerpt: Institutional Values . . . Civic Engagement

  • As an urban research university, IUPUI has a committed relationship to the local, state, and global community.
  • Civic engagement is consequently a significant part of our mission and our intellectual activity.
  • Faculty work that contributes to our role as a civically-engaged institution, including participation in service-learning projects and mentored internships is highly valued and should be acknowledged and rewarded in the review process.

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Health and Wellness Professions

Linking Scholarship and Communities Report of the Commission on Community-Engaged Scholarship in the Health Professions

Community Engaged Scholarship for Health Collaborative Annotated Bibliography

This CES Collaborative Annotated Bibliography is intended to serve as an aid in reviewing the issues related to promoting community engagement and community-engaged scholarship at health professional schools. Documents were selected based on those works that were found to be of use to the Commission on Community-Engaged Scholarship in the Health Professions in preparing their report, and on the experience of CCPH staff in researching issues related to community-engaged scholarship The listing of citations included here provide a sample of the important works published to date. Many more works could be included here, and the list is expected to expand as the work of the Collaborative evolves. For additional references on community-engaged scholarship and related issues, please refer to the references section of the report of the Commission on Community-Engaged Scholarship in the Health Professions, and in the Community-Engaged Scholarship Toolkit.

Faculty for the Engaged Campus, Community-Campus Partnerships for Health (CCPH)
All CCPH reports are available at

The Collaborative has developed tools for assessing institutional capacity for community engagement and community-engaged scholarship. Note: Additional content and links are available under the section above titled, “All Disciplines” because of its applicability to non-health related fields.


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Business and Economics

An overview of terms, definitions, and resources for Community Engaged Scholarship in Business & Economics created for UNCG.
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Non-Traditional Forms of Scholarship
One challenge for community-engaged scholars is the lack of mechanisms for peer review and dissemination of products of community-engaged scholarship that go beyond manuscripts published in journals. A team of community and academic advisors has developed such a mechanism, known as peer reviews and publishes such products as documentaries, training manuals, policy briefs, curricula, Powerpoint presentations and a variety of other products that result from health-related community-engaged research, teaching and service. Users of are able to search the portal for products and resources using keyword searches and browsing within categories.

The inaugural phase of was launched in winter 2009. This phase included formative evaluation of the submission and review processes. was publicly launched on Nov. 3, 2009.

Metropolitan Universities Journal
Issue 20.2, August 2009, features 9 articles from the Community-Engaged Scholarship for Health Collaborative, an initiative of Community-Campus Partnerships for Health (CCPH) supported by a grant from the Fund for the Improvement of Postsecondary Education (FIPSE) in the US Department of Education. Two articles were made available in PDF format:

“The Community-Engaged Scholarship for Health Collaborative: A National Change Initiative Focused on Faculty Roles and Rewards” by Sarena D. Seifer, Kristine Wong, Sherril B. Gelmon, and Miriam Lederer

“Why Faculty Promotion and Tenure Matters to Community Partners” by Elmer Freeman, Susan Gust, and Deborah Aloshen

Single issues may be purchased on the journal website at

“Getting the Word Out” – PowerPoint given by Tim Bucknall for the Brown Bag Lunch Series Nov. 10, 2009

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Community-Based Research

National Institutes of Health publication, Principles of Community Engagement, 2nd Edition updates and expands the 1997 booklet published by the Centers for Disease Control and Prevention and the Agency for Toxic Substances and Disease Registry. The executive summary describes the publication as a primer that “can serve as a guide for understanding the principles of community engagement for those who are developing or implementing a community engagement plan, or it can be a resource for students or faculty.”  The chapter headings appear below.  Copies may be ordered through the Government Printing Office at The full-text is available online at

  1. Community Engagement: Definitions and Organizing Concepts from the Literature
  2. Principles of Community Engagement
  3. Successful Examples in the Field
  4. Managing Organizational Support for Community Engagement
  5. Challenges in Improving Community Engagement in Research
  6. The Value of Social Networking in Community Engagement
  7. Program Evaluation and Evaluating Community Engagement
  8. Summary

The National Institutes of Health (NIH) is hosting the first Engaging the Public in Research Week Oct. 26-30 in recognition of the significance of public involvement in biomedical and behavioral research. The special week also celebrates the 10-year anniversary of the NIH Director’s Council of Public Representatives (COPR), a federal advisory council composed of public members representing a variety of cultural, professional and patient-centered communities across the nation. COPR’s recommendations on community-engaged research were featured on the Sept. 23 call in Community-Campus Partnerships for Healths’ monthly educational conference call series on “Building Community Capacaity for Research.” The audiofile, Powerpoint and handouts from the call are posted on the CCPH website at


Public Participation is based on the belief that those who are affected by a decision have a right to be involved in the decision-making process. Public participation is the process by which an organization consults with interested or affected individuals, organizations, and government entities before making a decision. Public participation is two-way communication and collaborative problem solving with the goal of achieving better and more acceptable decisions.

Community engagement is a dimension of Public Participation. In research, community engagement is a process of inclusive participation that supports mutual respect of values, strategies, and actions for authentic partnership of people affiliated with or self-identified by geographic proximity, special interest, or similar situations to address issues affecting the well-being of the community of focus.
Community engagement is a core element of any research effort involving communities. It requires academic members to become part of the community and community members to become part of the research team, thereby creating a unique working and learning environment before, during, and after the research.

Operating Principle for Community Engagement
Community engagement is a process that requires power sharing, maintenance of equity, and flexibility in pursuing goals, methods, and time frames to fit the priorities, needs, and capacities within the cultural context of communities. Community engagement in research is often operationalized in the form of partnerships, collaboratives, and coalitions that help mobilize resources and influence systems; change relationships among partners; and serve as catalysts for changing policies, programs, and practices.

Community Engagement Framework for Development of Education Training for Researchers
This report provides a table of values, strategies, and outcomes for investigators who want to engage communities in their research.
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Community-Engaged Teaching

Campus Compact Chief Academic Officers’ Colloquium on Engaged Teaching and Learning
In a framework of civic education, higher education would address the questions: To what extend does our institution create and sustain long-term partnerships with communities and civic bodies? To what extent can our civic partners point to long-term, positive experiences with our campus? Are these partnerships framed in ways which reflect the college or university’s commitments to and self-interests in community building and civic vitality, that integrate community experience into the learning of students and the professional service opportunities for staff, and that fully understand and appreciate the public dimensions of scholarly work? These are the questions at the heart of service-learning in the late 1990s. It is our hope that your work as educators will shape their answers in a way that deepens the practice of service-learning and makes our institutions of higher education more responsive to community renewal.
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Faculty Development Models to Support Engaged Scholarship

Faculty for the Engaged Campus – National Initiative
This national initiative of CCPH in partnership with the University of Minnesota and the University of North Carolina at Chapel Hill aims to strengthen community-engaged career paths in the academy by developing innovative competency-based models of faculty development, facilitating peer review and dissemination of products of community-engaged scholarship, and supporting community-engaged faculty through the promotion and tenure process. It is supported by a grant from the Fund for the Improvement of Postsecondary Education (FIPSE) in the US Department of Education.

Faculty for the Engaged Campus builds on the work of the Community-Engaged Scholarship for Health Collaborative, a FIPSE-funded group of health professional schools that have been working together to build capacity for community-engaged scholarship on their campuses and among their peers nationally.

Faculty Engaged Scholars Program at UNC-Chapel Hill
The Faculty Engaged Scholars Program is an initiative of the Carolina Center for Public Service to advance faculty involvement in the scholarship of engagement. Such scholarship, while fully grounded as disciplined inquiry according to the highest academic standards, also strengthens university-community relationships and contributes to the common good.

The goals of the program are to:

  • Recognize and reward faculty involved in engaged scholarship.
  • Create and sustain a community of engaged scholars from diverse perspectives.
  • Promote the scholarship of engagement at UNC-Chapel Hill across disciplines.
  • Continue to build UNC-Chapel Hill as an institution committed to and demonstrating strong university-community relationships.

Engagement and Outreach Scholars Academy at Eastern Carolina University
The EOSA’s purpose is to cultivate engaged scholars who can be leaders in their professions while working with communities to improve quality of life and foster economic prosperity. Scholars were chosen by a selection committee of faculty from the colleges and schools based on the following criteria: a demonstrated active research agenda that contributes to the discipline and an impact on the community; a desire for new learning about scholarship of engagement; experience in community; a commitment to actively participating in the program including planning and implementing an engaged scholarship project in collaboration with a community partner; and the capacity to effectively communicate and disseminate the results of their research and engaged scholarship to external audiences. The ECU Engagement and Outreach Scholars Academy (EOSA) inducted 10 faculty members into its inaugural class on February 2, 2009.

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