Nurturing Faculty toward Scholarly Life: Nurturing Faculty Toward Scholarly Life: Administrative Roles & Realities

1. Nurturing Faculty toward Scholarly Life: Nurturing Faculty Toward Scholarly Life: Administrative Roles & Realities Roles and Realities Ellen Bull, Dr. Patrick Kelly, Maija Saari, and Barry Waite CDOG June 2013

2. What does it take to engender a culture of scholarship amongst a community unfamiliar with scholarly life? This panel of managers and faculty from Centennial College will reflect upon some of the practical approaches they’ve adopted to help faculty members overcome personal reservations to engage in this brave new world. Diverse faculty cultures between schools, scarce resources and the limits of institutional policy tools require creative and constructive leadership to reorient faculty to the new academic realities of the teaching appointment.

3. School of Engineering Technology & Applied Science (SETAS) • Centennial College Academic Organizational Structure • Schools of Community & Health Studies, Hospitality & Tourism, Advancement, Transportation, Business, Creative Communications and Engineering & Applied Science • School of Engineering Technology and Applied Science • Department of Applied Biological & Environmental Science • Department of Advanced Manufacturing & Automation Engineering Technology • Department of Information & Communication Engineering Technology • Faculty Team • 65 full time faculty, contract faculty • program coordinators and student advisors • 12 technical support staff • Modern Laboratory Facilities & Technology/Instrumentation

4. SCHOOL OF ENGINEERING TECHNOLOGY & APPLIED SCIENCE Applied Research and Innovation Center (ARIC) • Created in 2004 through funding received from an Ontario Innovation Trust infrastructure grant. • ARIC’s team is dedicated to working with Ontario Small and Medium-sized Enterprises (SMEs) to help design, develop and launch market-ready solutions in partnership with Centennial’s faculty, staff and students • Focus on collaboration with industry through research & innovation: • develop new products and processes • improve existing products and processes • review standards and guidelines • facilitate partnership development between key academic, governmental, non-governmental, community and industry sectors • write grant applications and project proposals

5. SETAS – Applied Research Background • Winter 2010 – three Applied Research & Training professors join SETAS • Fall 2010 – additional professor joins research team as research lead • Summer 2011 – additional professor joins research team bringing the total number to 5 • Since Applied Research Team’s inception, there have been a number of successes • Moving forward, need to consider… • ROI = Fall 2011 release time measured in comparison to 14 hr average TCH • 26 hours of TCH release scattered across the research team = 2 FTE= $$$ • Increase applied research activities and expand SETAS faculty engagement

6. SETAS – Applied Research Opportunities within respective area of expertise for AR activities • renewable energy sources • product development/testing ( automotive & construction sectors; ex. friction non-asbestos composite materials) • water quality and testing (drinking water/waste water) • advanced manufacturing processes • food industry • bio-fuels • health/pharmaceutical sectors • biotechnology sector

7. SETAS – Applied Research Strategies for leveraging course-based research activities linking industry partners, students, and other post-secondary institutions • secure involvement of industry partners in growth sectors and utilize project courses that can extend over several terms • utilize clinical placement partners to promote research opportunities across programs • joint programs may provide venue for involvement in research activities with UTSC

8. SETAS – Applied Research Additional tools/resources needed to move forward with AR activities • capacity to deliver: • availability of labs: research activities cannot be relegated to the weekend • equipment/technology: research is capital intensive, often requiring sophisticated instruments that is costly • validity of experimental results: • lab staff: equipment/technology must be maintained/calibrated in order to generate valid results • authentic lab-based research methodologies can require significant amount of time to plan appropriately • computer-based technology and support to perform appropriate statistical work-ups to analyze data

9. SETAS – Applied Research Current barriers to faculty involvement in applied research initiatives • dedicated administrative support to attend to course-based research • applied research often perceived as separate to courses teachers are assigned • historic mandate of college, teaching institute, and assigned workload primary focus, no time for to take on additional initiatives • training required in the areas of project management and current research methodologies • applied research in the area of health often requires clinical/animal studies for which we are not currently set-up

10. Scholarship Dimensions(School of Community and Health Studies) Discovery Integration Engagement (Application) Teaching & Learning Service Boyer, 1990; Riley et al., 2002

11. Plans for Fostering a Scholarly Culture College Support- Applied Research and Innovation Centre College and School funded Projects- Mini-projects Release time for scholarly activities & projects: Mentorship Celebrate success with peer sharing days!

12. Plans for Fostering a Scholarly Culture School Strategic Research Plan School Strategic Plan for Continuing Education & Professional Development Accreditation Short PD Sessions Writing new CVs

13. Scholarship CV Templates Canadian Common CV https://ccv-cvc.ca/ CASN Template

14. SCHS Current Research Projects • Developing an Evidence-based Faculty Mentoring Model • Incident Management System: Simulation Evaluation • Development of the Royal College of Physician and Surgeons of Canada Simulation Educator Training Course • Exploring the Association Between and Comparing the Reliability of Simulation and Workplace Based Assessments of Clinical Competence • Gaming for Health- (Fed-Dev Project) • Short and Long Term Outcomes of a Bridging RPN-BScN Program • Development and Critical Appraisal of a Global Rating Scale for the Assessment of Paramedic Clinical Competence (Top EMS Research Award 2012) • Knowledge to Action in Interprofessional Education: The Global Research Initiative

15. Faculty Perspective (School of Communications, Media and Design) Challenge: Finding a PhD in a haystack

16. Theory versus Practice: Meeting in the Middle Opportunities with the Applied Degree

17. The Centennial Experience: Building a new degree in this space

18. 4th Perspective – (SCMD Management) • Creating a culture that nurtures knowledge production Challenges in our media, arts & design landscape: • Low/no PhDs • Reflective practice not typically engaged reflexively w/ research • Fields with “theory versus practice” ideological divides For non-scholarly faculty: • Anxiety over 3yr and 4-yr degrees • Concern regarding marginalization and sense of irrelevance of pursuit of “higher knowledge”

19. 4th Perspective - continued Theoretical interpretation • Boundary-work (Gieryn, 1983) • Anxieties and affective responses (Goffman’s work on stigma & saving face) • New Managerial Framework -- a focus on knowledge stewardship and leadership rather than researchers versus practitioners • More dialogue (using ‘neutral’ frame of stewardship of expertise and knowledge – and the imperative on ongoing inquiry) • A catalogue (Knowledge inventory) capturing all profile-building work beyond traditional academic conferences & publications • Open PD funding competitions (and more base funding) to encourage all to begin to venture into these spaces

20. 4th Perspective, continued • Results (6 months in) • More inquiries during one-on-one meetings about reflective and action research approaches from non-scholarly faculty • More openness where resistance had been the ‘first reaction’

21. Overall -- • Importance of sensitivity to the diversity of various: • Department/school cultures • Historical disciplinary divides within professional fields • Anxieties of individuals who had been ‘safe’/welcome in the college system • No ”one-size, fits all” managerial response • Room to grow and learn more as managers • Need to consider institutional/structural elements that help/hinder research productivity in the college system (workload, funding, cultural work conventions, language & framing)

22. Questions & Final Thoughts… ebull pkelly bwaite@centennialcollege.ca msaari