J. K. Haynes
April 8, 2011
LSU
Expectations of Faculty
at Different Ranks
Rank
Expectation
Reality
Assistant Professor
Research & Teaching
Research
Teaching
Associate Professor
Research & Teaching
Research
Teaching Service
Professor
Research & Teaching
Research
Teaching Service
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Morehouse College
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Morehouse College Annual
Performance Evaluation Scale
for Faculty Members
Performance Area
Teaching
Scholarship
Service
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Morehouse College
Relative Weight
40 – 70%
15 – 45%
15 – 40%
3
If the concept were fully
embraced, it should be central
to faculty development
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4
Research is important but faculty
members should have options and
should be fully supported in
pursuing these options.
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Morehouse College
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Provost’s statement to me during
my annual performance
evaluation:
“J. K., I like what you have done
overall, but fault you for not doing
succession planning”
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Morehouse College
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Three Divisions
at Morehouse College
Business and Economics
Humanities and Social Science
Science and Mathematics
Biology
Chemistry
Computer Science
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Morehouse College
Mathematics
Physics
Psychology
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Support for New Faculty to
achieve Teacher-Scholar Model
$50,000 start-up funding
50% teaching load for 1st two years (4.5
credit hours per semester)
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Success of New Faculty
12 new tenure-track faculty members have been hired
over the last 7 years
The 1st two to become eligible to apply for tenure
received it
One faculty member is considering applying for tenure
after just 3 years at the College
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Morehouse College
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A Sample of workshops on
Instruction sponsored by the
Division

John Junck, Professor of Biology and director of Bioquest
at Beloit College

Robert Reiser, Robert Morgan Professor of Instructional
Systems, Department of Educational Psychology and Learning
Systems, Florida State University
“Ten equations that changed Biology
and should change Biology education”
“Effective Teaching: A Professor’s
suggestions for instructional planning
and classroom practices”
“Genetic codes as codes: towards a
theoretical basis for Bioinformatics”
•
Richard Felder and Rebecca Brent, North Carolina State University
“Active and cooperative learning in the
college classroom
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Morehouse College
”
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A Sample of workshops on
Instruction sponsored by the
Division (cont’d)
 Pratibha Varma-Nelson, Professor and
chair of Chemistry, Earth science and
Physics, Northeastern Illinois University
 W. James Popham, Professor emeritus,
U.C.L.A.
“Using assessment to improve
college-level education”
“Peer-Led Team Learning”
 Margaret Waterman, Professor of
Biology, Southeastern Missouri State
University, and Ethel Stanley, Director of
Bioquest curriculum committee, Beloit
College

Karen L. Sirum, Assistant Professor of
Biology, Bowling Green University
“Evidence-Based teaching strategies:
how do we know there is learning?”
“Investigative Case Base Learning”
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Morehouse College
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The FIRST Post-doctoral
Program at Emory University
 6/12 new faculty joined the
faculty after completing the
FIRST Post-doctoral
Fellowship at Emory
University
 This Program is 1 of over 15
Teaching/Research PostDoctoral Programs in the
Country sponsored by NIH
 Post-docs have both research
 Research mentors are located
at research-intensive
institutions; Teaching
mentors are located at
minority serving (primarily
teaching institutions) in the
Atlanta University Center
(Clark-Atlanta, Morehouse,
Spelman)
 Post-docs teach a course in
the AUC in the 3rd year of the
program
and teaching mentors
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Seminar course that FIRST fellows
take in the first year
of the Program
•
Teaching Portfolios
•
How do we learn
•
Your teaching
Philosophy
•
•
What is Learning?
Given what learning is
and how we learn, how
do we teach more
effectively?
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 We hire new faculty members who are able to hit the
ground running in both research and teaching
 The College provides the support necessary to make
them highly productive at the earliest stage of their
careers
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The Leadership Initiative at
Morehouse College
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Academic Leadership has in
general been devalued in the
Academy
 Heavy emphasis on research and the time that it
consumes
 Administrators have not been asked to create change;
they have been charged with simply maintaining the
status quo (“paper pusher”)
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Morehouse College
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Issues Facing Faculty that
Require Enlightened Leadership
 Shifting economics leading to an increasing percentage of non-
tenure track faculty members
 Changing nature of instruction, due to:
 Technology
 Introduction of new approaches to instruction: the shift from
teacher-centered learning to active learning or student-centered
learning
 Increasing emphasis on research (scholarship) by undergraduates
 Internationalization of the educational experience
 Increasing number of calls to eliminate tenure or change it in
fundamental ways
 Increasing diversity of student bodies
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Participants in the Leadership
Initiative at Morehouse College
 Dr. Jann Adams,
Associate Dean and
Director of the project
 Dr. Delorese Ambrose,
consultant, deceased
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Morehouse College
 A Design team
consisting of faculty and
staff
 Target groups
 Women faculty
 Junior faculty
 Administrative staff
 Senior faculty
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Definition of Leadership that was
adopted to guide the Initiative
 We use the term “leadership” to describe a set of attitudes
and interpersonal behaviors that empower self and others
to influence outcomes for the better.
 Leadership is not exclusive to those with executive or
formal authority. While formal leaders play particular roles
in setting strategic direction and providing resources and
oversight, all members of high performing organizations
share in the process of leadership.
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Morehouse College
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Focus groups that were convened
during the first retreat to
initiate the project
 Alumni Faculty
 Junior Faculty
 Non-alumni Faculty
 Senior Faculty
 Male Faculty
 Administrative Staff
 Instructors
 Program Directors
 Chairs
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Findings of the Retreat
1. This is a good place to work due
to Dean Haynes’ leadership, and
employees’ deep commitment
to students and sense of pride in
the Morehouse legacy
2. All respondents see themselves
as dedicated to the students,
hard working, busy, and faculty
see themselves as committed to
the best service, research, and
teaching
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Morehouse College
3.
Most feel slowed by
inefficiency both internally
and campus-wide and, at
times, by a lack of clarity
about direction. Result: high
stress, a tendency by some to
hunker down and “go it alone,”
and, at times, an inability to
create and innovate to the best
of one’s abilities
4. Some observe a tension of two
cultures: “old school” and “new
school”- generational
differences in expectations and
approach to work and
institutional life
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Proposed Topics for Second Retreat and
Breakout Groups
TOPICS
 “Developing the Key Practices




of Exemplary Leaders”
Leadership challengecreating an inclusive culture
Leadership styles and their
impact; giving and getting
feedback
Setting and renegotiating
expectations of others
Communicating with candor
and care
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Morehouse College
BREAKOUT GROUPS
 Leadership in the support
staff role
 The Junior Faculty/Research
leader
 The Manager as leader
 Academic governance (for
Deans, chairs and senior
faculty)
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Junior Faculty
Curriculum for Breakout Sessions
1. Purpose: This session
addresses the unique leadership
challenges junior faculty face as
they juggle the roles of
scientists, research leader (PI)
and manager of grants, projects
and people, teaching faculty,
mentor, committee
commitments-while vying for
tenure
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Morehouse College
2.
Learning goals
A. Develop more effective skills
in managing priorities and
setting boundaries as
research, teaching, students,
community service and other
demands compete for the
limited time of faculty.
B. Learn to balance leadership
capabilities with managing
skills: planning, organizing,
staffing or collaborating with
colleagues while conducting
research, monitoring, and
controlling time, resources,
activities, etc.
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Senior Faculty
Curriculum for Breakout Sessions
1. Purpose: the session addresses the
unique leadership challenges faced by
senior leadership who must set and
constantly clarify strategic vision and
direction and whose actions ultimately
shape the organization’s culture
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Morehouse College
2.
A.
Learning goals:
Offer feedback and opportunities for
personal leadership development
using the Leadership Practice
Inventory and the Interpersonal Trust
Profile. Participants will use this input
to prepare personal leadership
development goals.
B.
Engage deans and chairs in a higher
level review of the findings as they
relate to perceptions about the
Division’s vision, values and goals.
C.
Using the creating Strategic Change
Model, reflect on ways to strengthen
engagement around the strategic goals
of the Division
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Proposed new tracks between
Associate and Full Professor
Assistant Professor
Traditional Expectations
Associate professor
New Tracks
Traditional
Full Professor
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Full Professor
Morehouse College
Full Professor
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Concerns About the New Tracks
• The track that does not involve research deemphasizes the
scholarly contribution of a faculty member, and may put
him/her out of touch with the latest developments in the field
• How will you evaluate the path that does not require research?
• How will faculty develop skills and expertise to do research in
pedagogy and/or educational administration?
• The model is better suited for liberal arts colleges or primarily
teaching institutions than for research intensive universities
• What are some other variations on this model for changes in
faculty work after tenure?
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Summary
 The faculty reward system needs to be more consistent
with the “natural” progression of faculty work from
research to service.
 Faculty Development plans should more intentionally aim
to provide appropriate support at different career stages.
 Leadership training is woefully lacking in the Academy,
and should be included in Faculty Development
 A new optional leadership track is proposed for associate
professors leading to promotion to full professor.
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