Pelco, L.E. & Howard, C. (2016). Incorporating community engagement language into promotion and tenure policies: One university’s journey. Metropolitan Universities, 27(2), 87-98, DOI: 10.18060/21129 https://journals.iupui.edu/index.php/muj/article/view/21234 Abstract This case study describes the campus context and process for successfully including community engagement language into promotion and tenure policies at Virginia Commonwealth University, a high research,Read More
Bowen, S. J. & Graham, I. D. (2013). From knowledge translation to engaged scholarship: Promoting research relevance and utilization. Archives of Physical Medicine and Rehabilitation, 94(1 Suppl 1), S3-8. doi:10.1016/j.apmr.2012.04.037 http://www.sciencedirect.com/science/article/pii/S0003999312009227 Abstract It is now accepted within health care that clinicians and managers should base their practice and decision making on evidence. One would thinkRead More
Institutionalization of Community-Engaged Scholarship at Institutions That are Both Land-Grant and Research Universities
Jaeger, A. J., Katz Jameson, J. & Clayton, P. (2012). Institutionalization of community-engaged scholarship at institutions that are both land-grant and research universities. Journal of Higher Education Outreach and Engagement, 16(1), 149-167 http://openjournals.libs.uga.edu/index.php/jheoe/article/view/753/540 Abstract This case study examines North Carolina State University's community-engaged scholarship faculty development program established in 2009-2010. Reflections by the programRead More
Jensen, P., Rouquier, J-B., Kreimer, P. and Coissant, Y. (2008). Scientists who engage with society perform better academically. Science and public policy 7, 35. 527-541. http://arxiv.org/pdf/0810.4672v2.pdf Abstract Today, most scientific institutions acknowledge the importance of opening the so-called "ivory tower" of academic research through popularization, industrial innovation or teaching. However, little is knownRead More
Shawna Reibling, RIR – Guelph
Shawna Reibling, Knowledge Mobilization Coordinator at the Institute for Community Engaged Scholarship (ICES) at the University of Guelph, describes her journey to becoming a knowledge mobilizer.
Shawna Reibling, Coordonnatrice de la mobilisation des connaissances à l’Institute for Community Engaged Scholarship (ICES) de l’Université de Guelph, décrit le cheminement qui l’a menée à devenir mobilisatrice de connaissances.
I discovered to the field of knowledge mobilization by way of biology. In my Grade 11 year of high school I was a naturalist assistant in Neys Provincial Park. In this position I discovered that sharing hands-on knowledge about lichen, garter snakes and lamprey, was something that park visitors could appreciate. The ability to share the information about the wonders of the park, to transfer knowledge, was my passion. Recently, when I was writing a clear language summary of Dr. Hanner’s work entitled “Genetic calibration of species diversity among North America’s freshwater fishes”, he mentioned lamprey and I was immediately engaged – there is still so much to learn about fresh water ecosystems. This is one of the drivers of a knowledge mobilizer – the desire to spread information and allow people to wonder with you. Engaging knowledge translation and exchange may lead to co-creation of knowledge. Did some of those kids who held the garter snake go on to be biologists, working with park rangers?
I rediscovered knowledge mobilization in graduate school. My work at the School of Communication at Simon Fraser University focused on technology policy and analysis. I was assigned was to write a mock SSHRC grant to fund my thesis proposal and convince a Committee that my thesis was fundable. The classic “So what? For whom?” questions of knowledge mobilization were made clear to me in my first steps as a researcher. I believe that it is never too early to embed knowledge mobilization in education!Read More
Siemens, L. (2012). The impact of a community-university collaboration: Opening the "black box". Canadian Journal of Nonprofit and Social Economy Research, 3(1), 5-25. http://anserj.ca/anser/index.php/cjnser/article/download/94/53 Abstract Within the Social Economy, universities are working with community representatives to undertake research projects, service learning opportunities, and increasingly, academic program development, all with the objective of addressing socialRead More