Publishing Engaged ScholarshipAmanda Wittman, PhDManager of Academic and Strategic InitiativesCampus CompactOct. 14, 2011

WelcomeIntroductionsDefinitions, outputs and topicsSmall group discussionGetting started writing, authorshipWriting intro, methods, results and discussionAbstract activityWhere to publish

DefinitionsCommunity based researchParticipatory/action researchEngaged scholarship

Be strategicFor the articleFor your discipline

TopicsProcessReflectionMethodsFrameworkResults

Types of OutputsArticlesBooksCurriculum toolsCreative writingWriting for non-academicsReportsIndustry journal publicationsArt performances/displays

Examples of Output

Public History of Slavery: At Brown University, Professor James Campbell (working at the instigation of President Ruth Simmons) led the Steering Committee on Slavery and Justice in a research project on the university as a site of conscience inseparable from its city and region. This effort led to the production of rich documentary and curricular resources.Campbell, J. The Public History of Slavery and Justice: An Introduction, The Public Historian 29,2 (2007), pp. 13-34.Arts and Civic Dialogue: The Animating Democracy Initiative funded the participation of writers from both academic and nonacademic backgrounds in three arts and civic dialogue projects. The writers interacted with creative teams during projects such as the Dentalium Project, which explored political and cultural issues surrounding the construction of a Native American casino in the rural community of Blue Lake, California. Resulting essays, with responses from the arts organizations and community collaborators, were published as Critical Perspectives: Writings on Art and Civic Dialogue and have been used in a number of college classes.Teachers as Public Scholars: Sarah Robbins of Kennesaw State University led the Keeping and Creating American Communities Project, based at the National Writing Projects Kennesaw Mountain site. This multiyear project developed a theoretical and critical framework for community-engaged research and teaching for K-12 teachers. Two booksone composed of critical essays, the other of teaching modelsresulted from the project.Writing America: Classroom Literacy and Public Engagement. Eds. Sarah Robbins and Mimi Dyer. New York: Teachers College Press of Columbia University, 2004Teachers Writing Groups: Inquiry, Reflection, and Communities of Practice .Eds. Sarah Robbins, George Seaman, Kathleen Blake Yancey and Dede Yow. Kennesaw: Kennesaw State University Press, 2006.Examples adapted from Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University (Ellison and Eatman 2008).

Compelling ElementsTalks about mistakes author makes in her collaborationsConnects real-life advocacy in the classroomHighlights reflectionIts a good story!Engaging formatConnects to the readers passionCaptures the non-linear processContains recommendationsTalks about the controversy courageous!Doesnt claim to be the final wordReflects the authors learning process the act of writing was developmentalShort and sweet v. well writtenAccessible languageEasy to readAdded picture evidence

Getting StartedDefine specific aim of paper Identify targeted audience Pick appropriate journal Biomedical or social science Check journals instructions & editorial board Call editor if in doubtOutline basic structure of paper

AuthorshipDiscuss expectations for authorship earlyGive partners an opportunity to contributeEstablish a publication protocol or committeeDont assume partners understand the academic approach to authorship & writing Use acknowledgments liberally

Engaging AuthorsEmbrace a participatory process for writingAsk what partners want to write about Explain how journals differ from magazines Consider options for capturing thoughts of partners Warn partners that editing will be necessary

IntroductionGeneral PrinciplesSuccinctly explain rationale for work including conceptual model or theory Provide just enough information to orient targeted audience Cite the most pertinent references Clearly state aims, questions, or hypothesesWhy engaged scholarship?What is the problem & its prevalenceAre specific groups affected disproportionately?Are affected groups difficult to reach, poorly understood, or disenfranchised?What are limitations of traditional researchWhat are advantages of using engaged methods for this study?Remember to define engaged methods

Methodology General PrinciplesIdentify study designCreate appropriate subsections Study population & setting Participatory methods Intervention Study variables & measurement methods Analysis methodsIRB approvalCite references for established methodsDocument how human subject & community concerns were addressedExplain financial support & incentives for participantsDont put results in Methods!

Methodology Community Involvement Study Population & Setting How does study define the community?How is community organized or structured?What are points of contact?What are the means of influence?How is setting relevant to community of interest?How did community participate?Who were community partners?Why/how were they chosen?What roles did they have in design, implementation, analysis, interpretation & dissemination?What was done to ensure data integrity & methodological rigor?

Results General Principles Use appropriate subheadings For original research: Characteristics of study population Results of main analysis:univariate then multivariate for quantitative themes or patterns for qualitative Results of secondary analyses Use tables & figures to present key information succinctlyDont repeat in text all data in tables & figuresDont put methods in Results! Save commentary for Discussion!

Results focus on engagementWhats unique about CBPR? Report both process & outcome measures Include community-level findings & responses to studyExplain what is happening in the community as a result of study

DiscussionGeneral PrinciplesSummarize key findings, emphasizing whats unique or innovativeIdentify and explain strengths & weaknesses relative to other work, noting differences between studiesDiscuss implications for clinical care, education, research and/or health policy in communities of interestDont surprise reader with results in Discussion! Cite pertinent references & do so appropriatelyAvoid conclusions not supported by results!Adding engagementStrengths & Weaknesses What were strengths of using an engaged approach?How did partners influence interpretation of findings?What challenges & opportunities were created by using an engaged approach?Implications How were results shared with community?How did community respond?How do findings apply to other communities? What recommendations & limitations do community leaders need to know about?

SummaryPay attention to principles for each part of a paperReinforce text with strategically selected & clearly labeled tables & figuresExplain why an engaged approach usedSpecify how community-based methods were usedSpecify what an engaged approach added to results

Title and AbstractKeep title simple & succinct Avoid jargon Use it to grab attention Pose a question Highlight the main findingWrite abstract last but well!Use structured format whenever possible Make sure abstract consistent with results Remember your targeted audience

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