\documentclass[10pt]{article}

\usepackage{fullpage}
\usepackage{setspace}
\usepackage{parskip}
\usepackage{titlesec}
\usepackage[section]{placeins}
\usepackage{xcolor}
\usepackage{breakcites}
\usepackage{lineno}
\usepackage{hyphenat}





\PassOptionsToPackage{hyphens}{url}
\usepackage[colorlinks = true,
            linkcolor = blue,
            urlcolor  = blue,
            citecolor = blue,
            anchorcolor = blue]{hyperref}
\usepackage{etoolbox}
\makeatletter
\patchcmd\@combinedblfloats{\box\@outputbox}{\unvbox\@outputbox}{}{%
  \errmessage{\noexpand\@combinedblfloats could not be patched}%
}%
\makeatother


\usepackage[round]{natbib}
\let\cite\citep




\renewenvironment{abstract}
  {{\bfseries\noindent{\abstractname}\par\nobreak}\footnotesize}
  {\bigskip}

\titlespacing{\section}{0pt}{*3}{*1}
\titlespacing{\subsection}{0pt}{*2}{*0.5}
\titlespacing{\subsubsection}{0pt}{*1.5}{0pt}


\usepackage{authblk}


\usepackage{graphicx}
\usepackage[space]{grffile}
\usepackage{latexsym}
\usepackage{textcomp}
\usepackage{longtable}
\usepackage{tabulary}
\usepackage{booktabs,array,multirow}
\usepackage{amsfonts,amsmath,amssymb}
\providecommand\citet{\cite}
\providecommand\citep{\cite}
\providecommand\citealt{\cite}
% You can conditionalize code for latexml or normal latex using this.
\newif\iflatexml\latexmlfalse
\providecommand{\tightlist}{\setlength{\itemsep}{0pt}\setlength{\parskip}{0pt}}%

\AtBeginDocument{\DeclareGraphicsExtensions{.pdf,.PDF,.eps,.EPS,.png,.PNG,.tif,.TIF,.jpg,.JPG,.jpeg,.JPEG}}

\usepackage[utf8]{inputenc}
\usepackage[ngerman,english]{babel}










\begin{document}

\title{Moving Away From Anecdotal Responses to Questions Faculty Have
Concerning Broader Impacts~~~~~}



\author[1]{Michael Thompson}%
\affil[1]{University of Oklahoma}%


\vspace{-1em}



  
  \date{May 26, 2024}


\begingroup
\let\center\flushleft
\let\endcenter\endflushleft
\maketitle
\endgroup








\sloppy


\subsection*{Abstract}

{\label{977593}}

Many faculty researchers, University administrators, proposal
development individuals and organizations, engagement specialists,
Societal Benefit Organizations (SBOs), and Societal Benefit
Professionals (SBPs) have asked and indicated the need for a researched
evidence-based response to the following question: What is one of the
most important keys to developing broader impacts for the National
Science Foundation (NSF)?~This question has become especially salient
for faculty submitting proposals to NSF or other agencies, foundations,
and organizations with different types of broader impacts foci. Faculty
know it is vital to develop broader impacts, but they do not necessarily
know what the deeper meaning of broader impacts is. To truly understand
the scope of broader impacts, we need to go beyond anecdotal
descriptions of what others have done.~~This article introduces a
research-based framework for understanding, practicing, and starting to
operate in a broader impacts paradigm. This response is a brief synopsis
based off several works-in-progress that either have been or will be
submitted for publication in peer-reviewed journals.~

\par\null

~

\subsection*{Brief Introduction, Background, and
Methodology}

{\label{885833}}

Many do not realize that the concept, meaning, and methodology of
broader impacts represent an international phenomenon. An investigation
into this phenomenon revealed that at least eighty-two percent (82\%) of
the countries around the world utilize a range of names, terms, or
phrases (NTP's) to describe broader impacts. Broader impacts-like NTP's
were originally identified based on three overarching features.~

The first feature was that the NTP had to be focused on achieving
something societally desirable. The second feature was that it had to
encompass a process function. The third feature was that it needed to
encourage achieving a specific goal\textsuperscript{{[}1{]}}. Examples
of these NTP's are found in Figure 1 (Fig.1) and organized by country,
except for the European Unions (EU's) Responsible Research and
Innovation (RRI) and the Research Excellence Framework (REF).~\selectlanguage{english}
\begin{figure}[h!]
\begin{center}
\includegraphics[width=1.00\columnwidth]{figures/Broader-Impacts-like-names-terms-and-phrases/Broader-Impacts-like-names-terms-and-phrases}
\caption{{Broader Impacts-Like or Societal Benefitting-Like NTPs Aligned With
Country and Entity
{\label{175675}}%
}}
\end{center}
\end{figure}

\par\null

Given that countries have their own unique words that can be equivalent
to broader impacts, broader impacts-like NTPs could be also
characterized as societal benefitting-like NTPs. This is a more
accessible, politically correct, and universal classification system
compared to categorizing these NTPs as broader impacts-like
\textsuperscript{(CN1)}.~\textbf{Note}: CN stands for content notes and
are located~at the bottom of this article.

\par\null

After the NTPs from around the world were identified, collected and
organized, an NTP cross-case analysis was performed in 2014-2015 and
again in 2016-2017. This was done to elucidate a definition of broader
impacts using an established research methodology. This methodology is
an extension of the previous work performed by Davis and Laas in 2013,
which compared the European Union's (EU's) Responsible Research and
Innovation (RRI) to NSF Broader Impacts (BI)\textsuperscript{{[}1{]}}.~

The definition resulting from this cross-case analysis is
that~\emph{broader impacts} is a process involving people/stakeholders
to achieve a societal benefit that is measured or assessed and is
accomplished in a finite amount of time. This process can be done
through one's teaching, research, service, and occupation. There can be
broader impacts of almost anything. If done appropriately, broader
impacts can lead to sustainable positive impacts
\textsuperscript{{[}2{]}, {[}3{]}, {[}4{]}, {[}5{]}}.~

Stakeholders is not used here in a traditional imperialistic or
colonized sense. The word stakeholders, is used to refer to almost
anyone or anything involved in this process. Thus, all those involved in
the process should be considered stakeholders and be treated equitably
as partners and not subjects.~

\par\null

~

\subsection*{\texorpdfstring{Beginning to Understand the ``Nature of
Broader
Impacts''}{Beginning to Understand the Nature of Broader Impacts}}

{\label{964619}}

This research-based definition enables one to better understand how to
think in a broader impacts paradigm. This definition aligns with
engagement frameworks and activities, including but not limited to:
community engagement, engaged scholarship, outreach, and empowerment
theory \textsuperscript{{[}6{]}, {[}7{]}}. It also encompasses the
aspects many researchers associate with NSF Broader Impacts (BI)
\textsuperscript{{[}8{]}, {[}9{]}, {[}10{]}}.~

The definition, and its similar basis to engagement theory provides the
foundation for constructing a broader impacts conceptual
framework~\textsuperscript{{[}6{]}, {[}7{]}, {[}8{]}, {[}9{]}}. This new
framework adheres to an engagement-outcome-impact paradigm (Fig. 2) that
is societally-centric in the context of an
individual's\textsuperscript{{[}11{]}} and group's developing identity
and ``living legacy''~\textsuperscript{(CN2)}.~\selectlanguage{english}
\begin{figure}[h!]
\begin{center}
\includegraphics[width=1.00\columnwidth]{figures/Engagement-Outcome-Impact-Paradigm/Engagement-Outcome-Impact-Paradigm}
\caption{{Engagement-Outcome-Impact Function of Broader Impacts
{\label{367285}}%
}}
\end{center}
\end{figure}

\par\null

This thinking and the conceptual framework described below, provides
insight into the unique ``Nature of Broader Impacts''
\textsuperscript{(CN3)}. ~The conceptual framework illustrates that
broader impacts is a way of thinking, knowing, understanding, and
acting.~

Accepting the Nature of Broader Impacts (NBI) can help faculty and
everyone in the academy move beyond a defensive response to a perceived
agency requirement. This way of thinking, knowing, understanding, and
acting helps all, meaning irrespective of discipline and research,
teaching, service, or occupational focus, to acknowledge their role in
positively impacting the present and the future.~

\par\null\par\null

\subsection*{The Broader Impacts Conceptual Framework
(BICF)}

{\label{686597}}

In the Broader Impacts Conceptual Framework (BICF) there are four (4)
major domains, each having seven (7) subdomains. The four major domains
are research, teaching, service, and society. The central domain being
society.~

The seven subdomains found in each major domain are: i) developing
knowledge; ii) communicating knowledge; iii) disseminating or sharing
knowledge; iv) change learning; v) changing behavior; vi) changing
condition; and vii) discovering knowledge. ~As we enter any one of the
subdomains, we first have to ask: ``Why have I selected this subdomain?
What specific purpose and impact will this subdomain support?''. Figure
3 (Fig 3.) provides an overview of the entire framework.

\par\null\selectlanguage{english}
\begin{figure}[h!]
\begin{center}
\includegraphics[width=1.00\columnwidth]{figures/BICF-Overview-II/BICF-Overview-II}
\caption{{BICF Overview: The BICF is an Explicit Societal Centric Framework That
Accounts For Engagement From Outside Into the Institution and Engagement
From The Institution Into Society
{\label{169136}}%
}}
\end{center}
\end{figure}

\par\null

While these questions must be considered for each subdomain, they also
must be considered for each subdomain space. The subdomain space
includes as well as represents smaller tasks, items, etc., which could
be used, completed or done to accomplish an aspect of each respective
subdomain.~

Therefore, the subdomain space feature of the BICF suggests that there
is an almost infinite set of activities that could be performed to
accomplish any aspect of or a subdomain itself. This aligns with the
perceived endless number of activities that could be used to accomplish
a broader impact for NSF \textsuperscript{(CN4)}. This also includes the
activities that could be done for any other type of foundation, agency,
and organization with different broader impacts foci.~

Both the major domains and their subdomains are all guided by an
individual's or a group's professional/broader impacts identity and lead
to the development of an individual's or group's impact
identity\textsuperscript{(CN5)}. ``Impact Identity/ies'' was originally
coined by Julie Risien at Oregon State
University\textsuperscript{{[}12{]}, {[}13{]}}.~

Within this framework, supporting each subdomain in their respective
domain spaces are five basic structures. The five basic structures that
undergird these subdomains and that are found in each major domain are:
a) professional/broader impacts identity, which is the guiding principle
for the five basic structures; b) outcomes; c) outputs, d) activities;
and e) inputs~\textsuperscript{{[}14{]}, {[}15{]}}. Figure 4 (Fig. 4)
shows these 5 basic structures in the context of the
BICF.~\textbf{Note}: These ``Five (5) Basic Structures of Broader
Impacts'' are also used to write a broader impacts narrative section in
an NSF proposal. This will be discussed at another time.

\par\null\selectlanguage{english}
\begin{figure}[h!]
\begin{center}
\includegraphics[width=1.00\columnwidth]{figures/Five-Basic-Structures-in-BICF/Five-Basic-Structures-in-BICF}
\caption{{The Five (5) Basic Structures In the Context of the Domains, Subdomains,
Subdomain Spaces, and Impact Identities as It Relates to Sustainable
Positive Impacts
{\label{673085}}%
}}
\end{center}
\end{figure}

\par\null

When all of this is combined with engagement assumptions, internal and
external relevance parameters, and legacy, the framework inherently acts
like a Theory of Change (ToC). The inherent ToC nature of this framework
can help researchers see or develop mechanisms for facilitating
sustainable positive impacts and create a positive impact identity.
Inevitably, broader impacts should lead to sustainable positive impacts
for society, which is the idea that NSF is trying to achieve through its
BI 1-9 desired societal outcomes\textsuperscript{{[}16{]}, {[}17{]}}.~

\par\null

~

\subsection*{A Critical Step}

{\label{243098}}

Communicating knowledge, one of the seven subdomains, is a critical and
major rate-determining step to effectively move through all four
domains, move through the remaining corresponding subdomains, and move
toward the development of sustainable positive impacts. In other words,
communication and communicating knowledge are key.

Your ability to communicate and relate to different audiences depends on
knowing who you are and how you plan to engage and benefit others
through a living legacy in the context of your teaching, research,
service, and occupation. This also means you should start to reflect,
think about, and begin to answer the following question: What is your
professional/broader impacts identity?~

\par\null\par\null

\subsection*{Recommendations~}

{\label{657361}}

When you come into the University, first begin to reflect on your
professional/broader impacts identity in the context of how you want to
communicate your work. Second, select the individuals and groups in the
public and in your field that align with your work and passions. Third,
seek available training to improve your communication skills.~

For those in the Science, Technology, Engineering, and Mathematics
(STEM), Social Science, and STEM Education fields, this audience
embodies your Science Communication (Sci-COMM) Ecosystem. For those of
you who are not in these areas, consider it your Communication (COMM)
Ecosystem. Sci-COMM Ecosystem is a phrase and model that was coined and
developed by Melanie Harrison Okoro, PhD.~In my opinion, it is one of
the best upcoming science communication models under development that is
relevant for today's knowledge abundance economy.~~

The members of your Sci-COMM Ecosystem or COMM-Ecosystem are called your
stakeholders. Make sure to think about, treat with respect, communicate
with, and listen to their ideas, suggestions, and advice. Those who
share your Ecosystem space (educators, students, funding agencies, NGOs,
colleagues, underrepresented ethnic groups, etc.) will help you identify
the ideas that matter to society. Their input also will help you refine
your professional/broader impacts identity and create a powerful broader
impacts program or portfolio for your NSF-funded work.~

\par\null\par\null\par\null

\subsection*{References}

{\label{510615}}

{[}1{]} Davis M. and Laas K. (2013). ``Broader Impacts'' or
``Responsible Research and Innovation''? A Comparison of Two Criteria
for Funding Research in Science and Engineering. Science and Engineering
Ethics, DOI 10.1007/s11948-013-9480-1.

{[}2{]}. Adetunji, O. and Renoe, S. (2017). Assessing Broader Impacts.
MRS Advances, 1-6. Doi: 10.1557/ adv.2017.136.

{[}3{]}. Adetunji, O. and Thompson, M. (2016). The Broader Impacts
Conceptual Framework (BICF) 2014 Lexicon Modification for the Brown
University Engaged Scholarship and Broader Impacts Joint Committee Year
End Report of 2015-2016. Brown University.

{[}4{]}. Thompson, M. (2014). The Broader Impacts in Research (BIR)
Organization. BI Definitions Guide: An abbreviated collection of
explanations that begins to provide a common language when discussing,
practicing, understanding, and better articulating the dimensions of
broader impacts (BI). {[}Brochure{]}. {[}Norman, Oklahoma{]}.

{[}5{]}. Thompson, M. (2014). The Broader Impacts in Research (BIR)
Organization. The Broader Impacts Conceptual Framework (BICF) Lexicon.
The University of Oklahoma.
\url{http://bir.ou.edu/content/broader-impacts-conceptual-framework-bicf}.

{[}6{]}. Franz, N. (2009). A Holistic model of engaged scholarship
telling the story across higher education's Missions. Journal of Higher
Education Outreach and Engagement, Volume 13, number 4, p. 31- 50.

{[}7{]}. Franz, N. (2016). The Legacy and Future of a Model for Engaged
Scholarship: Supporting a Broader Range of Scholarship. Journal of
Higher Education Outreach and Engagement, Volume 20, Number 1, p. 217.

{[}8{]}. National Alliance for Broader Impacts (NABI). (2015). Broader
Impacts Guiding Principles and Questions for National Science Foundation
Proposals. {[}Tri-fold{]}. {[}Columbia, MO{]}: Adentunji, O., Coakley,
C., Dawe, J., Dugan, C., Fields, J., Kobilka, S., Koroly, M., Menninger,
H., Renoe, S., Ristvey, J., Scowcroft, G., Spohr, K., Sundararajan, S.,
Thompson, M., and Youngblood, T.

{[}9{]}. Nagy, D. (2016). Evaluating the Broader Impacts of Sponsored
Research through the Lens of Engaged Scholarship, Journal of Research
Administration. Vol. 47 Issue 1, p68-93.

{[}10{]}. Verd\selectlanguage{ngerman}ín, D. (2017). Quantifying and Assessing Trends on the
National Science Foundation's Broader Impact Criterion Paper presented
at 2017 ASEE Annual Conference \& Exposition, Columbus,
Ohio.~\url{https://peer.asee.org/28778}.~

{[}11{]}. Kail, R., and Cavanaugh. J. (2000). ''Identity and
Self-Development''. Human Development: A Lifespan View, 2nd edition.
Belmont, CA: Wadsworth.

{[}12{]}. Risien, J. (2015). Unveiling Identities and Enhancing Impacts.
STEM-Fit Conference. Evanston, IL.

{[}13{]}. Risien, J. and Storksdieck, M. (2018). Unveiling Impact
Identities: A Path for Connecting Science and Society. Integrative and
Comparative Biology. in press.

{[}14{]}. College of Continuing Education, Division of Public and
Community Services. (2007). Framework for the Mid-Continent
Comprehensive Center (MC3), an Educational Technical Assistance Center,
Planning Documentation. The University of Oklahoma.

\par\null

{[}15{]}. Thompson, M. (2018). The Broader Impacts in Research (BIR)
Organization. Faculty Success: A brief description of our research-based
scholarly approach to practice in assisting faculty with broader impacts
on their National Science Foundation (NSF) proposals and how faculty who
receive this assistance perform compared to their peers. {[}Brochure{]}.
{[}Norman, Oklahoma{]}. Electronic details:~
\url{http://bir.ou.edu/content/evaluating-return-investment-roi}.

{[}16{]}. National Science Foundation (NSF). (2018). Proposal \& Awards
Policies and Procedures Guide (PAPPG) 18-1. OMB Control Number
3145-0058, p. 45, Chapter II-12.

\par\null

{[}17{]}. National Science Foundation. (2012). NSF at a
glance.~\url{http://www.nsf.gov/about/glance.jsp}. Accessed May 1, 2018.

\par\null\par\null\par\null

\subsection*{Content Notes (CN)}

{\label{518207}}

CN1.\textbf{~}Currently we have not been able to investigate as to
whether this phenomenon has occurred in the Middle East.

CN2. Living legacy implies how you are known while living and is not in
terms of death.

CN3. The ``Nature of Broader Impacts'' refers to key principles and
ideas which provide a description, understanding, and the action of
broader impacts as a way of knowing. It also applies to the
characteristics of broader impacts knowledge.

CN4\textbf{.~}There are some features of the BICF which limit what
activities are plausible and would provide a greater societal benefit.~
This suggests that there are broader impacts quality levels.

CN5. In the BICF, professional/broader impacts identity is based on the
research-based definition of broader impacts. According to this
definition, broader impacts must be done with stakeholders, measurable,
time dependent, positive, and societally beneficial. Impacts are not
required to have any of these aspects. Therefore, there is a distinction
between professional/broader impacts identity and impact identity in the
BICF. These are two related but distinct concepts. This will be
discussed in detail at another time.

\par\null

\selectlanguage{english}
\FloatBarrier
\end{document}

