scholarly journals Intense, Pervasive and Shared Faculty Dialogue: Generating Understanding and Identifying “Hotspots” in Five Days

2016 ◽  
Vol 27 (2) ◽  
pp. 19-35
Author(s):  
Emily Janke ◽  
Barbara Holland ◽  
Kristin Medlin
Keyword(s):  
North Carolina ◽  
Faculty Support ◽  
University Of North Carolina ◽  
Engaged Scholarship ◽  
Policy And Practice ◽  
Promotion And Tenure ◽  
Community Engaged Scholarship ◽  
The University

Once an institution has chosen to recognize and reward community-engaged scholarship in its university-wide promotion and tenure policy, what are some strategies for aligning unit and department policies as well? This chapter describes the path followed at The University of North Carolina at Greensboro to align policies across all units and departments. Discussed are core strategies used to generate faculty support for community-engaged scholarship in promotion and tenure policy and practice, the themes revealed as a result of a weeklong dialogue initiative, and recommendations for continued improvement.

scholarly journals A Decade of Building the Community-Engaged School of Health and Human Sciences at The University of North Carolina at Greensboro

2019 ◽  
Vol 8 (3) ◽  
Keyword(s):  
North Carolina ◽  
New England ◽  
Community Engagement ◽  
School Level ◽  
Administrative Leadership ◽  
Special Importance ◽  
Human Sciences ◽  
University Of North Carolina ◽  
Policy And Practice ◽  
The University

This case example illustrates key opportunities, processes, and outcomes of nearly a decade of intentional efforts to build and support community-engaged faculty culture and institutionalization in the School of Health and Human Sciences at The University of North Carolina at Greensboro (UNC Greensboro). Situated within a university-wide, faculty-led movement to institutionalize support for community engagement in the school through policy and practice, the authors describe the motivation of faculty and administrative leadership to integrate support for community engagement across teaching, research, and service roles in the health and human sciences unit at UNC Greensboro. The authors present critical moments of opportunity that were leveraged by faculty and administrative leadership to integrate community engagement into visioning and planning documents, faculty rewards and awards, curricular programming, and transdisciplinary scholarly work through community-engaged partnerships. Using information collected through faculty focus groups and document analysis, and as part of a multi-institutional research program sponsored by the American Association of State Colleges and Universities and the New England Resource Center for Higher Education, the authors describe key outcomes of efforts to institutionalize community engagement at the school level and highlight areas in which community engagement has been integrated into the school’s strategic plan. Of special importance are areas related to tenure and non-tenure-track faculty recruitment, faculty promotion and tenure policies, faculty grants and awards programs, and school-level strategic planning. The authors also describe various decisions regarding where to locate specific activities, efforts, and resources, whether at the department, school, or university-wide level.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

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