Publishing Engaged Scholarship

Amanda Wittman, PhDManager of Academic and Strategic Initiatives

Campus CompactOct. 14, 2011

Welcome

• Introductions• Definitions, outputs and topics

• Small group discussion• Getting started writing, authorship• Writing intro, methods, results and

discussion• Abstract activity• Where to publish

Definitions

• Community based research• Participatory/action research• Engaged scholarship

• Be strategic– For the article– For your discipline

Topics

• Process• Reflection• Methods• Framework• Results

"I once asked this literary agent what writing paid the best, and he said, 'ransom notes.'"Harry Zimm, character in the movie Get Shorty

Types of Outputs

• Articles• Books• Curriculum tools• Creative writing• Writing for non-academics• Reports• Industry journal publications• Art performances/displays

Examples of OutputPublic 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 Project’s Kennesaw Mountain site. This multiyear project developed a theoretical and critical framework for community-engaged research and teaching for K-12 teachers. Two books—one composed of critical essays, the other of teaching models—resulted from the project.– Writing America: Classroom Literacy and Public Engagement. Eds. Sarah Robbins and

Mimi Dyer. New York: Teachers College Press of Columbia University, 2004– Teachers’ 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 Elements

• Talks about mistakes author makes in her collaborations• Connects real-life advocacy in the classroom• Highlights reflection• It’s a good story!• Engaging format• Connects to the readers passion• Captures the non-linear process• Contains recommendations• Talks about the controversy – courageous!• Doesn’t claim to be the final word• Reflects the author’s learning process – the act of writing was developmental• Short and sweet – v. well written• Accessible language• Easy to read• Added picture evidence

Getting Started

• Define specific aim of paper • Identify targeted audience • Pick appropriate journal

– Biomedical or social science – Check journal’s instructions & editorial board – Call editor if in doubt• Outline basic structure of paper

Authorship

• Discuss expectations for authorship early• Give partners an opportunity to contribute• Establish a publication protocol or committee• Don’t assume partners understand the academic

approach to authorship & writing • Use acknowledgments liberally

Engaging Authors

• Embrace a participatory process for writing• Ask 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

Introduction

• General Principles– Succinctly 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 hypotheses

• Why engaged scholarship?– What is the problem & its

prevalence– Are specific groups affected

disproportionately?– Are affected groups difficult

to reach, poorly understood, or disenfranchised?

– What are limitations of traditional research

– What are advantages of using engaged methods for this study?

– Remember to define ‘engaged methods’

Methodology – General Principles

• Identify study design• Create appropriate subsections

– Study population & setting – Participatory methods – Intervention – Study variables & measurement methods – Analysis methods– IRB approval

• Cite references for established methods• Document how human subject & community concerns were

addressed• Explain financial support & incentives for participants

• Don’t 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 succinctly• Don’t repeat in text all data in tables & figures• Don’t put methods in Results! • Save commentary for Discussion!

Results – focus on engagement

• What’s unique about CBPR? – Report both process & outcome measures – Include community-level findings & responses to study– Explain what is happening in the community as a result

of study

Discussion

General Principles• Summarize key findings, emphasizing

what’s unique or innovative• Identify and explain strengths &

weaknesses relative to other work, noting differences between studies

• Discuss implications for clinical care, education, research and/or health policy in communities of interest

• Don’t surprise reader with results in Discussion!

• Cite pertinent references & do so appropriately

• Avoid conclusions not supported by results!

Adding engagement• Strengths & 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?

Summary

• Pay attention to principles for each part of a paper• Reinforce text with strategically selected & clearly labeled

tables & figures• Explain why an engaged approach used• Specify how community-based methods were used• Specify what an engaged approach added to results

Title and Abstract

• Keep title simple & succinct – Avoid jargon – Use it to grab attention – Pose a question – Highlight the main

finding

• Write abstract last but well!

• Use structured format whenever possible

• Make sure abstract consistent with results

• Remember your targeted audience

Publishing Outlets