Community Engaged Scholarship and Faculty Assessment: A Review of Canadian Practices

Posted:October 30, 2014

A new report has just been released from CES Partnership’s Faculty Assessment Workgroup, highlighting Canadian practices in community engaged scholarship and faculty assessment.


Across Canada, universities and other post-secondary institutions are grappling with promises and challenges of community engaged scholarship (CES). Spurred by a combination of new funding incentives and a general call for greater public accountability and relevance, university administrators have increasingly adopted the language of community engagement in their speeches and mission statements in recent years (Randall, 2010, p. 262). For many scholars who have been actively involved in community-rooted teaching, research and public service, or who would like to do this type of academic work, this is a very welcome development indeed. However, growing expectations of community engagement have not yet been fully matched by a growth in institutional supports for community-engaged scholarship, including professional recognition. This research report provides a review of policies and practices at selected Canadian universities regarding CES recognition in tenure and promotion policies and practices. It finds that although CES is unevenly represented in written documents, Canada enjoys a rich ground of practice and experience upon which to build improved policies.

Full text is attached.

The challenge of tenure and promotion procedures should not be permitted to unduly limit the growth of the movement for community-university engagement in Canada. A dialogue for action on this issue should be launched and sustained until this obstacle is permanently removed.*