A Perspective on Strategic Planning for Promotion

Badran A. Badran, Ph.D.

College of Communication and Media Sciences

Zayed University

DisclaimerThe ideas and recommendations

presented during this session are the speaker’s only and do not represent the

views of Zayed University or the University Faculty Promotion Advisory

Committee

Strategic Planning for Promotion

• Promotion is a cumulative process

• Promotion preparedness starts very early

• The strongest promotion cases are the result of meticulous planning, consistent hard work (in all three areas) and a great dossier or portfolio that makes a strong case

Recordkeeping

• Learning to keep one’s records over the years is very important

• Use a combination of paper and e-database of facts and artifacts

Recordkeeping

www.dropbox.com

Recordkeeping

Recordkeeping

• Keep records of your teaching, scholarship and service in separate folders and update them weekly or monthly. Don’t rely on your memory alone!

• Gather evidence of your contributions: letters, minutes, reports, e-mails, press clips, etc. Request what you don’t have

Key e-Portfolio Documents

• SEDONA CV

• Personal Statement

• Teaching Philosophy

• Scholarship Foci and Outputs

• Service Values and Contributions

Key e-Portfolio Documents II

• Teaching Effectiveness:

• exhibits

• SELES & grade distributions

• Scholarship

• exhibits

• Reviews by external evaluators

• Service

• exhibits

Key e-Portfolio Documents III

• Recommendation by the College/Institute Faculty Promotion Committee

• Recommendation by the Dean

• Recommendation by the University Faculty Promotion Advisory Committee

Creating a Teaching Portfolio

• Spend time reflecting on and articulating your teaching philosophy

• Write frequent notes about your efforts to reflect on and improve your teaching. These notes will come in handy for your personal statement

• Document how you use technology in teaching

• Document all classes that you teach, including semester, course number, level, enrollment, class time and whether each is required or elective, undergraduate or graduate, female or male

Creating a Teaching Portfolio

• Save all syllabi, handouts, exams, projects and other assignments from courses you teach, indicating which ones you authored yourself

• Keep representative samples of student work with accompanying evaluation

• Keep all student evaluations of your teaching (@ ZU: SELES)

• Keep all administrator and peer reviews of your teaching

Creating a Teaching Portfolio

• Save any teaching & learning-related journal articles that you authored

• If possible, videotape segments of your teaching from different courses

• Keep any unsolicited thank you e-mails from your students

Creating a Teaching Portfolio

• Keep a record of your grade distributions each semester (preferably in table and chart forms)

• Keep records of your advisees each year, including numbers, levels, graduation rates and document any special cases

• Document teaching honors and awards by academic or professional associations, peers and students (where applicable)

More On Teaching Effectiveness

• Evidence of innovation in course design and delivery, including appropriate use of information and communication technologies to achieve improved student learning outcomes.

• Course content corresponds to Catalog description and has measurable LOs

• Course content is current and covers most topics/themes usually covered in similar/aspirational institutions

• Teaching and learning involve use of appropriate technologies

More On Teaching Effectiveness

• Evidence of command of the subject matter and use of recent developments in the field of study

• Usually articulated by Dean, Associate/Assistant Dean and peers

• Seminal and current course resources are mentioned in syllabus for use by students

More On Teaching Effectiveness

• Evidence of provision of appropriate assessment that iscongruent with course outcomes and the provision of worthwhile feedback to students in their learning

• Use of assessment methods appropriate to subject, course LOs

• Where appropriate, assessment should measure knowledge, comprehension, application, analysis, synthesis and evaluation (Bloom’s Taxonomy)

Source: “What do you want to

assess or evaluate?” Duke

Universityhttp://duke.edu/arc/documents/What%20do%20you%20want%20to%20assess%20or%20evaluate.pdf

Measuring Bloom’s Taxonomy

• To measure KNOWLEDGE (common terms, facts, principles, procedures), ask these kinds of questions: Define, Describe, Identify, Label, List, Match, Name, Outline, Reproduce, Select, State.

• To measure COMPREHENSION (understanding of facts and principles, interpretation of material), ask these kinds of questions: Convert, Defend, Distinguish, Estimate, Explain, Extend, Generalize, Give examples, Infer, Predict, Summarize.

Measuring Bloom’s Taxonomy

• To measure APPLICATION (solving problems, applying concepts and principles to new situations), ask these kinds of questions: Demonstrate, Modify, Operate, Prepare, Produce, Relate, Show, Solve, Use.

• To measure ANALYSIS (recognition of unstated assumptions or logical fallacies, ability to distinguish between facts and inferences), ask these kinds of questions Differentiate, Distinguish, Illustrate, Infer, Point out, Relate, Select, Separate, Subdivide.

Measuring Bloom’s Taxonomy

• To measure SYNTHESIS (integrate learning from different areas or solve problems by creative thinking), ask these kinds of questions: Categorize, Combine, Compile, Devise, Design, Explain, Generate, Organize, Plan, Rearrange, Reconstruct, Revise, Tell.

• To measure EVALUATION (judging and assessing), ask these kinds of questions: Appraise, Compare, Conclude, Contrast, Criticize, Describe, Discriminate, Explain, Justify, Interpret, Support.

More On Teaching Effectiveness

• Evidence of participation in and/or contribution to professionalactivities and scholarship related to teaching.

• Attending workshops and seminars related to teaching & learning

• Making scholarly (research and/or creative) contributions to teaching & learning

• Authoring textbooks and/or apps

More On Teaching Effectiveness

• Record of professional, systematic and reflective approach to teaching improvement informed from feedback from a variety of sources

• Use of feedback from peers and students to improve teaching and assessment

• Using different teaching & learning approaches appropriate for UAE learners

More On Teaching Effectiveness

• Evidence of keen and sympathetic participation in guiding and advising students and understanding their needs

• Effective interactive approaches to academic advising that result in improved learning and academic success

• Informed career advising that leads to job placements

• Successful internship placement and supervision

More On Teaching Effectiveness • Evidence of ability to organize teaching and curriculum

materials so that they arouse curiosity, stimulate independent learning and develop theskills and attitudes of scholarly inquiry.

• Learn from best practices by experienced colleagues

• Develop/use appropriate classroom resources that aid learning (power points, prezzi, handouts, multimedia, online, etc.)

• Encourage and reward frequent contributions by your students

• Present subject matter in exciting, interesting ways appropriate to students

More On Teaching Effectiveness

• Evidence of interest and enthusiasm in undertaking andpromoting student learning in the discipline area

• Personal statement on teaching & learning

• Creating curricular and extra-curricular opportunities for learning (e.g., field trips planned with LOs, arranging professional work opportunities for students)

• Student testimonials

Useful Sources on Teaching Effectiveness

• Brawley S. (2008) Internationalizing peer review in teaching and learning, International Journal on Scholarship of Teaching and Learning, vol. 2(1), 2008. Retrieved on 12/12/2013 from http://academics.georgiasouthern.edu/ijsotl/v2n1/essays_about_sotl/Brawley/Essay_Brawley.pdf

• “Creating a Teaching Portfolio,” Derek Bok Center for Teaching and Learning, Harvard University. Retrieved on 13/12/2013 from http://isites.harvard.edu/icb/icb.do?keyword=k1985&tabgroupid=icb.tabgroup146436

Scholarship

• Spend time reflecting on and articulating your scholarship foci (research and/or creative endeavors)

• Plan your scholarship agenda carefully and develop a five-year plan with goals

• Scholarship and creative activity derive from many activities , including but not limited to:

• research contributing to a body of knowledge;

• development of new technologies, materials, methods, or educational approaches;

More On Scholarship

• integration of knowledge or technology leading to new interpretations or applications;

• creation and interpretation in the arts, including the performing arts;

• work on steering committees, funding agency panels and editorships where the outcome is a fundamental change in the field’s direction.

More On Scholarship• “While the kinds of scholarship for faculty across the range of

positions at the University will vary, the requirement that the significance of the scholarship be validated and be communicated to publics beyond the University will sustain a uniformly high standard.”

• “In some fields, refereed journals and monographs are the traditional media for communication and peer validation; in others, exhibitions and performances. In still other fields, emerging technologies are creating, and will continue to create, entirely new media and methods. In consideration for promotion…, scholarship and creative activity are not merely to be enumerated but are to be carefully, objectively, and rigorously evaluated by professional peers, including ones external to the University.”

More On Scholarship

• “When work that is the product of joint effort is presented as evidence of scholarship, clarification of the candidate's role in the joint effort should be provided in the dossier.”

• Source: Oregon State University: http://oregonstate.edu/admin/aa/faculty-handbook-promotion-and-tenure-guidelines

More On Scholarship

• Keep in mind the cycle of deadlines for journals, conferences and grant proposal submissions; keep in mind the long cycle involved in publishing

• Pursue significant areas of research, production or performance in your field

• Whatever particular track you follow, be sure to work in ways that clearly identify you and your intellectual contributions in moving forward the agenda of your discipline

More On Scholarship

• Aim for the top international journals in your field for publishing your research. For most reviewers of promotion applications, papers published in top refereed journals carry the most weight. Reviewers usually look for journals that have high reputation in the field, a competitive acceptance rate and wide circulation

• For the creative track, works of art, such as film, painting, sculpture, design, architecture, poetry, etc. must be peer-reviewed and exhibited or displayed or performed in public in reputed venues

More On Scholarship

• Work for a steady record of outstanding scholarship that establishes you as a scholar with a known track record and a solid reputation in a discipline/research area

• Explain any gaps in scholarship productivity

• Avoid pay-for publication journals

• Avoid the pre-promotion bubble

More on Scholarship• Tip: For your e-portfolio, prepare a summary table of your

scholarship

Scholarship Summary

Refereed Papers in academic journals

3

Book chapters 1

Refereed conference paper presentations

3

Non-refereed conference paper presentations

2

Funded grants 1 (AED 50,000)

Book reviews 1

Scholarship Requirements for Promotion: Examples from ZU Units

• CSSH: Publication of books, chapters and articles; funded grants; presentations at professional conferences; exhibitions of creative works…”

• CCMS: Publication in an established refereed scholarly journal, present research papers at conferences,… production of creative works such as audio-visual, graphic, video, film, scripts or photographic productions that require original research

Scholarship Requirements for Promotion: Examples from Units

• CBS: Publications in blind referred journals, publications in refereed journals…, professional conference presentations and related proceedings, authoring academic books, textbooks, chapters, serving as editor for scholarly books…data collection and data analysis which supports UAE national development

• IIWS: Publishing in refereed journals, presentations at scholarly or professional conferences, authoring textbooks, research synopses, or other syntheses of knowledge, publishing reviews of professional publications, winning grants and contracts, serving as the editor for scholarly books or a scholarly journal, refereeing of manuscripts in the discipline

III. Service

• If teaching effectiveness and scholarship are the Jupiter and Saturn of your portfolio, service may be either Earth or Venus

Service: The Earth Option

The Earth option: Develop a long-term commitment to serve the university, the college, the profession and the community in ways that are compatible with your knowledge, expertise, skills and interests.

• Balance the three spheres carefully

Service: The Venus Option

XOthers determine your service contributions; you chair or serve on multiple university and college committees; you are called upon to help in emergency situations; your service agenda is demanding, time-consuming and takes precious time away from your scholarship

More on Service

• The ideal service portfolio include documented sustained and significant contributions to the University and College/Institute (including leadership positions), to the profession and to the community

• Roles, personal contributions, accomplishments and impact should be clarified where possible

• Keep thorough records of your efforts from the first year

More on Service

• Tip: Focus from the start on one area of university service, excel in it and develop a reputation as an expert (e.g., academic affairs)

• Plan on one or more significant contributions to the profession and to the community annually. Examples include assisting an NGO, public lectures, membership in a professional association, consulting with the public or private sector, training, etc.

The Best e-Portfolio is

• Complete

• Accurate

• Well-organized

• Well-documented

• Neatly designed

• Easy to navigate

• Well-written, including spell-checked

• Inspiring!