Loyola University Chicago

Center for Experiential Learning

Building Your Scholarly Identity Workshop

Faculty work that engages the public is fundamentally integrative in nature. However, faculty devote the least time to reflecting on the integrative dimensions of their scholarly work. When this happens, it can produce role conflict, and a reduced sense of professional agency, which can lead to burnout, reduced productivity, and stunted advancement. Questions of fit, purpose and authenticity are particularly critical for publicly-engaged faculty given the diverse purposes, processes and products of this work and how it is perceived by peers. Come and join the conversation to inquire into your “why” using Scholarly Identity Mapping (SIM).

SIM is a reflective activity designed to aid faculty in (re)claiming professional agency, alignment and authenticity in their academic work. Through SIM, faculty examine and work to represent the nature of their “scholarly self,” including the public ends to which they work [their public why], the values that guide it and the distinctive ways each faculty enacts their scholarly self through their teaching, service and/or research. The resulting map provides a reflective product and touchstone that faculty can use to support their career planning, grant writing, promotion and tenure preparation. 

IMPORTANT: To make the most of our time together, please complete assigned pre-work by Wednesday, January 22nd.  Completing a draft of your SIM Map in advance will enable us to spend our more of the workshop on map refinement, peer feedback and action planning. Submit completed assignments online by end of day on Wednesday, January 22nd. If you encounter difficulties accessing pre-work materials, please email Mary Price at price6@iupui.edu.

Mary F. Price (price6@iupui.edu) is an anthropologist and Director of Faculty Development at the IUPUI Center for Service and Learning. Mary works with scholar-practitioners, students and community members as a thought partner and critical friend to strengthen practice, deepen learning and facilitate the creation of actionable knowledge through intentional and equitable community partnerships, grounded in the principles of democratic engagement. She has over 15 years’ experience working in the design of high impact educational practices including: service-learning, study abroad, learning communities and faculty-mentored undergraduate research.  Her interest in learner-centered and collaborative teaching practices extends to the use of community-engaged teaching methods in graduate and professional curricula. She holds a masters in Latin American Studies from the University of Florida, Gainesville and a doctorate in anthropology from Binghamton University, SUNY.

Mary’s current scholarly interests include a range of topics connected to service learning, civic pedagogy and community engagement. In particular, her research and scholarship emphasize the influence of community-academic partnership relationships on student learning and community outcomes, socialization of community-engaged faculty as part of campus equity, student success and civic agendas, and improving institutional climates for ethical and equitable community engagement locally and globally. 

Some of her current projects include: co-chair of Assessing the Practices of Public Scholarship [APPS], a research group sponsored by Imagining America: Artists and Scholars in Public Life, a national network of artists, designers, humanists and social scientists committed to strengthening and promoting public scholarship, cultural organizing, and campus change that inspires collective imagination, knowledge-making, and civic action on pressing public issues.  APPS recently developed a planning and evaluation framework, Democratically Engaged Assessment, to facilitate program planning and evaluation of processes and products generated through community-engagement.  At IUPUI she is part of the Public Scholarship Faculty Community (PSFLC). Over the last four years, the PSFLC has created a campuswide definition for public scholarship, identified criteria to assist faculty in documenting their community-engaged work and has successfully worked with deans and department chairs to adapt criteria into promotion and tenure materials within school and departmental guidelines.

In addition, she is currently a technical consultant on a 5 year, National Science Foundation CCESTEM grant that seeks to strengthen STEM learning enhancing faculty agency and efficacy to integrate community engagement and ethical reflection into program curricula.

Her recent publications include:

Bandy, J., Price, M. F., Clayton, P. H., Metzker, J., Nigro, G., Stanlick, S., Etheridge Woodson, S., Bartel, A., & Gale, S. (2018a). Democratically engaged assessment: Reimagining the purposes and practices of assessment in community engagement. Davis, CA: Imagining America. http://hdl.handle.net/1805/17729

Plaxton-Moore, S., Hatcher, J.A., Price, M.F., Borkoski, C., Jones, V., Levin, M. (2018b). Learning communities as a creative catalyst for professional development and institutional change, in Faculty development in the service of community engagement and service learning: Defining purpose and roles, developing models of practice. Eds. Green, P. & Berkey, B. Sterling, VA: Stylus Publishing, LLC.

Bandy, J., Bartel, A., Clayton, P., Gale, S., Mack, H., Metzker, J., Nigro, G., Price, M., Stanlick, S. (2016).  Values-Engaged Assessment: Reimagining assessment through the lens of democratic engagement [Special section on the Future Directions in Service-Learning and Community Engagement Project. Michigan Journal of Community Service Learning, 23(1): 96-101. 

Price, M.F., Hatcher, J.A., Whitehead, D.M. & Latz, G. (2015). Using a Partnership Approach in Study Abroad, Implications and strategies for program design and assessment, Assessing study abroad: Theory, tools and practice, pgs. 277-293. Eds. Savicki, V. & Brewer, E. Sterling, VA: Stylus Publishing, LLC.

Chism, N., Palmer, M. & Price, M.F. (2013). Investigating faculty development for service learning. In P.H. Clayton, R.G. Bringle, and J. H. Hatcher (Eds.), Research on Service Learning: Conceptual Frameworks and Assessment, Vol 2A: Students and Faculty. (pp. 187-214). Sterling, VA: Stylus Publishing, LLC.