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.
Professor and Associate Dean for Professional
Development and Faculty Affairs, University of
Kansas, 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
•
•
•
•
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
•
•
•
Early contact by my office staff (PDFA) meets with new tenuretrack 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 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 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
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
•
Here are some specific areas to keep in mind.
Teaching
•
•
•
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
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
Service
•
•
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 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 Balance
•
•
•
•
Health
Exercise
Personal Relationships
Value of Mentoring
Mentoring
•
•
•
The original Mentor was a character in
Homer’s epic poem The Odyssey. When
Odysseus, King of Ithaca went to fight in the
Trojan 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 KUSOM
•
University of Kansas School of Medicine
Faculty Affairs: Annual
Assessment and Promotion
and Tenure
University of Kansas School of Medicine
Guidelines for Promotion
are Specific to Track and
Rank
Tenure Track
Instructor
Assistant Professor
Associate Professor
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 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 Work
•
•
•
•
•
•
The activity requires a high level of disciplinerelated 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)
•
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
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. Boyer
Scholarship Reconsidered: Priorities
of 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, 1997
•
•
Clear goals – the educator explicitly states the basic
purposes for the work, and defines realistic,
achievable objectives, including desired goals and
outcomes.
Adequate preparation – the educator shows an
understanding of existing scholarship relevant to the
endeavor and has skills and resources drawn from this
research and from prior experience to advance the
project.
Glassick et al. (cont.)
•
•
Appropriate methods – in conjunction with
the material and the context, the educator
chooses, applies and, if necessary, modifies
methods wisely.
Significant results – the educator achieves
the goals, and contributes notably to the
field in a manner that invites further
exploration.
Glassick et al. (cont.)
•
•
Effective presentation – the educator uses a
suitable style and organization to present the
work with clarity and integrity in
appropriate forums to reach the intended
audience.
Reflective critique – the educator
thoughtfully assesses the work him/herself
and uses the resulting perceptions, along
with reviews and critique from others, to
refine, enhance or expand the original
concept.
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 Organizations
•
•
POD Network | Professional and
Organizational Development Network
in Higher Education | Welcome
International Journal for the
Scholarship of Teaching and Learning
Teaching, Scholarly Teaching, SoTL
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 Journals
•
International Journal of Nursing
Education Scholarship
SoTL Quiz
•
SOTL home
American Association of
Medical Colleges (AAMC)
Working to define the Scholarship of
Education (Teaching and Learning)
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 Faculty
What is Educational Scholarship?
Educational scholarship refers to any
material, product or resource originally
developed to fulfill a specific educational
purpose that has been successfully
• peer-reviewed and is subsequently made
public through
• appropriate dissemination for use
by others.
MedEdPORTAL
"The American Dental Education Association
(ADEA) and the Association of American Medical
Colleges (AAMC) have formed a partnership that
will allow the AAMC to expand MedEdPORTAL
to include dental education resources. The
collaboration represents the first time academic
medicine and dentistry have come together to
share teaching resources across universities and
throughout the world."
AAMC—Educational
Scholarship Guide for Faculty
How has the AAMC taken a leadership role
in 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
MedEdPORTAL
•
MedEdPORTAL Home Main Page
Teacher’s Portfolio
•
http://www.gradschool.unh.edu/pff/por
tfolio.pdf
•
TiPPS: Teacher Portfolios
•
http://ftad.osu.edu/portfolio/
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 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.
References
•
•
•
•
•
•
•
•
•
•
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 TeacherClinician 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): 78390.
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.