Summary Report

This presentation examined communityengaged scholarship (CES) and internationalization as two complementary frameworks for producing meaningful, highimpact scholarship in higher education. Framed within the missions of researchintensive universities worldwide, the talk emphasized that faculty are increasingly expected to generate scholarship that both advances disciplinary knowledge and contributes to societal wellbeing—often through global or international collaboration. 

The presentation began by situating CES and internationalization as approaches to how scholarship is produced, rather than as specific research methods. Although faculty are typically well trained in disciplinary methodologies, there is often less attention to broader frameworks that shape collaboration, impact, and knowledge production. The speaker proposed that CES and internationalization offer valuable lenses for addressing this gap. 

Drawing on the presenter’s professional background in school and educational psychology, the talk highlighted a longstanding focus on educational equity, intervention science, and implementation science. Concrete examples illustrated how research can be designed to be rigorous while remaining responsive to realworld needs, particularly in educational settings facing significant societal challenges such as literacy gaps, inequality, and mental health concerns. 

The section on communityengaged scholarship defined CES as a collaborative process involving faculty, students, and community partners as colearners and cocreators of knowledge. Key features include reciprocity, mutual benefit, scholarly rigor, and capacity building in nonuniversity settings. CES was also presented as a highimpact teaching and learning practice, offering students accessible opportunities for applied learning and civic engagement. An extended example described a longterm partnership with a U.S. school district that led to the development, evaluation, and dissemination of the HELPS reading intervention, demonstrating tangible benefits for schools, students, researchers, and university trainees. 

The presentation then turned to internationalization, emphasizing that international presence (“internationality”) is not the same as intentional internationalization. Internationalization was defined as a process aimed at promoting equity, cultural respect, reciprocity, inclusivity, and cocreation of knowledge within a discipline. Empirical studies reviewed in the talk revealed substantial geographic disproportionality in published scholarship within school and educational psychology, with authors and participants overwhelmingly concentrated in North America and Western Europe. 

A case study was then shared to illustrate internationalization in practice through the adaptation and evaluation of the HELPS intervention in Brazil, highlighting sustained crossnational collaboration, cultural adaptation, openaccess dissemination, and shared scholarly outputs. 

The presentation also reviewed emerging literature at the intersection of CES and internationalization. Although scholarship connecting these frameworks remains limited, especially in relation to research production, existing work suggests strong alignment around “glocal” engagement—addressing local and global challenges simultaneously. 

In conclusion, the talk identified overlapping values between CES and internationalization, including equity, reciprocity, intentional collaboration, and benefits for both scholarship and student learning. Differences were also noted, such as the centrality of community partners in CES and the disciplinespecific nature of internationalization. The presentation closed with implications for higher education, limitations of the current evidence base, and a call for broader, more globally inclusive research collaborations in future work.