Faculty Development: Scholars of Education as well as Scholars of Research

WWAMI Center for Advancing Faculty Excellence

Conference: October 8, 2008

Faculty Development: Scholars of Education as well as Scholars of Research

WWAMI Center for Advancing Faculty Excellence

Conference: October 8, 2008

Robert M. Klein, Ph.D.Robert M. Klein, Ph.D.Professor and Associate Dean for Professional Professor and Associate Dean for Professional

Development and Faculty Affairs, University of Development and Faculty Affairs, University of Kansas, School of MedicineKansas, School of Medicine

Principles of Good Practice: Supporting Early-Career Faculty

Clarity in the Tenure Process• Communicates expectations for performance• Provides feedback on progress• Enhances collegial review processes• Creates flexible timelines for tenure

Encouraging a Culture of Collegiality• Encourages mentoring by senior faculty• Extends mentoring and feedback to graduate students who aspire to

be faculty members• Recognizes the mentor as a career sponsor, department chair as

leader encouraging mentoring and career growth

• Easing Stresses of Time and Balance• Supports teaching• Supports scholarly development• Fosters a balance between professional and personal life

Adapted from Mary Deane Sorcinelli

RMK’s Principles of Faculty Development at KU School of Medicine

RMK’s Principles of Faculty Development at KU School of Medicine

• It is difficult to be a new faculty member. • Make a plan, early in your career! • Be aware of your ultimate goal. • Even though you've been at your institution a

short time, the quest for promotion and tenure should be in the forefront of your mind.  

RMK’s Principles of Faculty Development at KU School of Medicine

RMK’s Principles of Faculty Development at KU School of Medicine

• Early contact by my office staff (PDFA) meets with new tenure-track faculty members affords a one-one review of the expectations for P&T.

• Introduces the need for a mentor or group of mentors

• Provides welcome gifts with balance to help create the spirit of

scholar in teaching, scholar in research

New Professor HandbooksNew Professor Handbooks• Davidson, Cliff I. &

Ambrose, Susan A. 1994. The New Professor’s Handbook: A Guide to Teaching and Research in Engineering and Science. Bolton: Anker.

• Reis, Richard M. 1997. Tomorrow’s Professor: Preparing for Academic Careers in Science and Engineering. New York: IEEE.

New Professor HandbooksNew Professor Handbooks

• Wankat, Phillip C. 2002. The Effective, Efficient Professor: Teaching, Scholarship and Service. Boston: Allyn and Bacon

RMK’s Principles of Faculty Development at KU School of Medicine

RMK’s Principles of Faculty Development at KU School of Medicine

Orientation is critical to adapt to the culture of an institution:

• We offer a virtual orientation and an orientation breakfast.

University of Kansas School of Medicine

University of Kansas School of Medicine: New Faculty Virtual Orientation

• Follow-up is in process as an expanded orientation, 12-18 months later.

RMK’s Principles of Faculty Development at KU School of Medicine

RMK’s Principles of Faculty Development at KU School of Medicine

• Here are some specific areas to keep in mind.

TeachingTeaching

• Quality of teaching figures into decisions about academic tenure, even in the most research-oriented universities. 

• Just because you're striving for quality, though, does not mean you need to spend endless stretches of time on class preparation.

• Don't feel that you need to have complete, word-by-word scripts and complete PPTs for all your classes.  • Research has shown that interaction with the students, even in large

lectures, increases ratings and decreases rude behavior by students.  • Some class time should be spent in asking questions, soliciting opinions, or

any other technique that engages the students and gets them thinking.  • That means fewer lecture notes for you, and better teaching. • It also provides an opportunity to add creativity to your teaching and

develop your scholarship of education and your teaching “portfolio.”• Value of Mentors

Scholarship: Research and WritingScholarship: Research and Writing

• There's no question that publishing and funding for scholarship is critical to promotion. Make sure you haven't taken on a project that will only give you one publication.  Optimize both quality and quantity.  Think about a project with layers of publications, perhaps leading up to one larger publication that incorporates your earlier work.  This way you can build your reputation, avoid being scooped, and build up your number of publications and citations.

• Value of Mentors

ServiceService

• Minimal for junior faculty members!!• Most departments at KUSOM do a good

job of encouraging limited, but meaningful service:• Organizing seminar series• Committees with defined boundaries of

activity• IACUC • IRB, Human Subjects• Admissions

• Value of mentors

Developing RelationshipsDeveloping Relationships

• Work with your mentor to develop contacts and collaborations for teaching, research, and service.

• Would you want to have yourself as a colleague for the rest of your professional life?  If the answer isn't yes, think about the steps you need to take to change that answer.  Coaching can help you if you are having problems with difficult people.

• Value of Mentoring

Work-Life BalanceWork-Life Balance

• Health• Exercise• Personal Relationships• Value of Mentoring

MentoringMentoring• The original Mentor was a character in

Homer’s epic poem The Odyssey. When Odysseus, King of Ithaca went to fight in theTrojan War, he entrusted the care of his kingdom to Mentor. Mentor served as the teacher and overseer of Odysseuss’ son, Telemachus.

• Definition: The Merriam-Webster WWWebster Dictionary defines a mentor as "a trusted counselor or guide." For their Mentor/Protégé Program, the Anesthesiology Department of Cleveland’s MetroHealth System defines mentor as "a wise, loyal advisor or coach."

• Application: A mentor is an individual, usually older, always more experienced, who helps and guides another individual’s development. This guidance is not done for personal gain.

Mentoring at KUSOMMentoring at KUSOM

• University of Kansas School of Medicine

Faculty Affairs: Annual Assessment and Promotion and Tenure

Faculty Affairs: Annual Assessment and Promotion and Tenure

University of Kansas School of Medicine

Guidelines for Promotion are Specific to Track and

Rank

Guidelines for Promotion are Specific to Track and

Rank

Tenure Track Instructor

Assistant Professor Associate Professor

Professor

Minimum Guidelines for Promotion to Associate Professor

Minimum Guidelines for Promotion to Associate Professor

Tenure Track• Mid-career level achievements in

teaching and research/scholarship• Early career level or above

achievements in service

Professorial ExpectationsProfessorial Expectations

• Established career level credentials • Established career level

scholarship/research plus other achievements

• National and/or international reputation

The Basic Features of Scholarly and Professional WorkThe Basic Features of Scholarly and Professional Work

• The activity requires a high level of discipline- related expertise.

• The activity is innovative.• The activity can be replicated and/or expanded.• The work and its results can be documented.• The work and its results are peer-reviewed.• The activity has significance or impact.

Adapted from: Diamond R. & Adam, B. 1993. Recognizing faculty work: Reward systems for the year 2000. San Francisco, CA: Jossey-Bass.

Scholarship of Teaching and Learning (SoTL)Scholarship of Teaching and Learning (SoTL)

• Actually dates back three decades or more:• Journals like Teaching Sociology have been in

existence for over 30 years• Lee Shulman (1987): “pedagogical content

knowledge” • K.P. Cross (1986): “research on teaching and

learning should be done in …classrooms… What is needed if higher education is to move toward our goal of maximizing student learning is a new breed of college teacher… a classroom researcher.”

Ernest Boyer: Scholarship ReconsideredErnest Boyer: Scholarship Reconsidered

In 1990, Ernest Boyer, then President of the Carnegie Foundation for the Advancement of Teaching, called for a radical realignment of emphasis among the scholarly functions that make up the full scope of academic work. He argued that the term “scholarship” correctly applies to four domains, or areas of academic endeavor.

Ernest L. BoyerScholarship Reconsidered: Prioritiesof the Professoriate

Ernest L. BoyerScholarship Reconsidered: Prioritiesof the Professoriate

• The scholarship of discovery, which is consistent with traditional research;

• The scholarship of integration, which makes connections across disciplines and places specialties in a larger context;

• The scholarship of application, which demonstrates the vital interaction between research and practice, wherein the one continuously informs the other; and

• The scholarship of teaching (educational scholarship), which emphasizes the creation of new knowledge about teaching and learning in the presence of learners.

Glassick, Huber and Maeroff, 1997Glassick, Huber and Maeroff, 1997

• Clear goals Clear goals – the educator explicitly states the basic – the educator explicitly states the basic purposes for the work, and defines realistic, achievable purposes for the work, and defines realistic, achievable objectives, including desired goals and outcomes. objectives, including desired goals and outcomes.

• Adequate preparation Adequate preparation – the educator shows an – the educator shows an understanding of existing scholarship relevant to the understanding of existing scholarship relevant to the endeavor and has skills and resources drawn from this endeavor and has skills and resources drawn from this research and from prior experience to advance the research and from prior experience to advance the project. project.

  

Glassick et al. (cont.)Glassick et al. (cont.)

• Appropriate methods Appropriate methods – in conjunction with – in conjunction with the material and the context, the educator the material and the context, the educator chooses, applies and, if necessary, modifies chooses, applies and, if necessary, modifies methods wisely. methods wisely.

• Significant results Significant results – the educator achieves – the educator achieves the goals, and contributes notably to the the goals, and contributes notably to the field in a manner that invites further field in a manner that invites further exploration. exploration.

Glassick et al. (cont.)Glassick et al. (cont.)• Effective presentation Effective presentation – the educator uses a – the educator uses a

suitable style and organization to present the suitable style and organization to present the work with clarity and integrity in appropriate work with clarity and integrity in appropriate forums to reach the intended audience. forums to reach the intended audience.

• Reflective critique Reflective critique – the educator thoughtfully – the educator thoughtfully assesses the work him/herself and uses the assesses the work him/herself and uses the resulting perceptions, along with reviews and resulting perceptions, along with reviews and critique from others, to refine, enhance or expand critique from others, to refine, enhance or expand the original concept. the original concept.

  

Investment by Organizations in SoTL:Investment by Organizations in SoTL:

• Carnegie Foundation for the Advancement of Teaching• American Association for Higher Education• Carnegie Academy for the Scholarship of Teaching and

Learning (CASTL)• Carnegie Scholars Program• AAHE Summer Academy• Small grants to campus clusters• International Society for the Scholarship of Teaching and

Learning (ISSOTL)• New Journals: Journal of Political Science Education, New

Organizations: Association for Research in Undergraduate mathematics Education

• Numerous and ever increasing conferences on SoTL

SOTL OrganizationsSOTL Organizations

• POD Network | Professional and Organizational Development Network in Higher Education | Welcome

• International Journal for the Scholarship of Teaching and Learning

Teaching, Scholarly Teaching, SoTLTeaching, Scholarly Teaching, SoTL

SoTL

Why do SoTL?Why do SoTL?• Improve student learning• Assist with classroom and program assessment efforts• Use in program review and accreditation• Strengthen faculty development efforts• Establish new networks and partnerships between faculty, staff, and students• Provide research opportunities for students• Seek/obtain external funding (e.g. FIPSE and Foundations)• Add publications and presentations to faculty accomplishments• Improve reflection on teaching and learning• Strengthen budget requests for program funding• Broaden graduate student training and preparing future faculty• Increase faculty credentials for teaching recognition and awards• Demonstrate to recruited faculty, students, and current faculty that the

institution values teaching and improvement of student learning

Modified from “Scholarship of Teaching and Learning”-- Kathleen McKinney

SoTL JournalsSoTL Journals

• International Journal of Nursing Education Scholarship

SoTL QuizSoTL Quiz

• SOTL home

American Association of Medical Colleges (AAMC)American Association of Medical Colleges (AAMC)

Working to define the Scholarship of

Education (Teaching and Learning)

American Association of Medical Colleges (AAMC)American Association of Medical Colleges (AAMC)

Goals:• Educational Scholarship Guide for

Faculty• Promotion of Educational Resources as

Scholarship for Promotion and Tenure• Means for Evaluating Educational

Scholarship

AAMC—Educational Scholarship Guide for FacultyAAMC—Educational Scholarship Guide for Faculty

What is Educational Scholarship?Educational scholarship refers to anymaterial, product or resource originallydeveloped to fulfill a specific educational purpose that has been successfully• peer-reviewed and is subsequently made

public through • appropriate dissemination for use

by others.

MedEdPORTALMedEdPORTAL"The American Dental Education Association (ADEA) and the Association of American MedicalColleges (AAMC) have formed a partnership thatwill allow the AAMC to expand MedEdPORTALto include dental education resources. Thecollaboration represents the first time academicmedicine and dentistry have come together toshare teaching resources across universities and throughout the world."

AAMC—Educational Scholarship Guide for FacultyAAMC—Educational Scholarship Guide for Faculty

How has the AAMC taken a leadership rolein stimulating the scholarship of education? • Development of MedEdPORTAL

• Editor and editorial board• Peer-review policy• Rigorous peer review process• An educational resource successfully peer-reviewed

and published through MedEdPORTAL is comparable to a peer-reviewed research paper published through a reputable print-based journal.

• Authors who publish through MedEdPORTAL benefit from the credibility and authority of the AAMC

MedEdPORTALMedEdPORTAL

• MedEdPORTAL Home Main Page

Teacher’s PortfolioTeacher’s Portfolio

• http://www.gradschool.unh.edu/pff/portfolio.pdf

• TiPPS: Teacher Portfolios

• http://ftad.osu.edu/portfolio/

What Resources are Available? What Resources are Available? • Mentoring Team• Faculty Development Programs:

• Research• Teaching• Writing• Leadership• PROFESSIONAL DEVELOPMENT - Seminars and Events

• Center for Teaching and Learning Services/at KUSOM Office of Medical Education

• Department Chair/Head• Senior Colleagues• Professional Organizations - Disciplinary• Books

Promotion and Tenure GuidesPromotion and Tenure Guides

• Diamond, Robert M. 2004. Preparing for promotion and tenure review: A faculty guide, 2nd Ed. Bolton: Anker

• Diamond, Robert M. 2002. Serving on promotion and tenure committees: A faculty guide, 2nd Ed. Bolton: Anker.

Paradise Lost: How the Academy Converts Enthusiastic Recruits into Early-Career Doubters

Modified from Cathy A. Trower, Ann E. Austin & Mary Deane Sorcinelli

AAHE Bulletin, May 2001

What Can You/We Do?1. Provide consistency, clarity, and communication of reasonable

performance expectations (throughout graduate school and the probationary years).

2. Ensure formal orientation, mentoring, and feedback.3. Offer flexibility and choice, and help scholars understand various

career tracks (Ideally, we need to legitimize those tracks outside of the tenure system).

4. Afford support for ongoing self-reflection and dialogue with colleagues about the kind of work and life we want to have.

ReferencesReferences• Boyer, Ernest L. 1990. Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ:

The Carnegie Foundation for the Advancement of Teaching.• Diamond, R., “The Mission-Driven Faculty Reward System,” in R.M. Diamond, Ed., Field Guide to

Academic Leadership, San Francisco: Jossey-Bass, 2002 • Diamond R. & Adam, B. 1993. Recognizing faculty work: Reward systems for the year 2000. San

Francisco, CA: Jossey-Bass.• Glassick CE, Huber MR, Maeroff GI. Scholarship Assessed: Evaluation of the Professoriate. 1997;

San Francisco, CA: Jossey-Bass. • Hafler JP, Lovejoy FH Jr. Scholarly Activities Recorded in the Portfolios of Teacher-Clinician

Faculty. Acad Med. 2000; 75(6): 649-52. • Shapiro ED, Coleman DL. The Scholarship of Application. Acad Med. 2000; 75(9): 895-8. • Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17.• Simpson DE, Hafler J, Brown D, Wilkerson L. Documentation Systems for Educators Seeking

Academic Promotion in U.S. Medical Schools. Acad Med. 2004; 79(8): 783-90. • Smith, Karl A. 2000. Guidance for new faculty (and students). Journal of Engineering Education,

89 (1), 3-6.• Wankat, P.C., Felder, R.M., Smith, K.A. and Oreovicz, F. 2001. The scholarship of teaching and

learning in engineering. In Huber, M.T & Morreale, S. (Eds.), Disciplinary styles in the scholarship of teaching and learning: A conversation. San Francisco: Jossey-Bass.