Presentation on theme: "A Perspective on Strategic Planning for Promotion Badran A. Badran, Ph.D. College of Communication and Media Sciences Zayed University."— Presentation transcript:
A Perspective on Strategic Planning for Promotion Badran A. Badran, Ph.D. College of Communication and Media Sciences Zayed University
Disclaimer The 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
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, s, 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 s 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 ofinnovation incoursedesignand delivery, including appropriateuseof 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 ofcommandof the subjectmatterand 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 ofprovision of appropriate assessment that iscongruentwith courseoutcomesand the provisionof worthwhilefeedback to studentsin 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 University %20you%20want%20to%20assess%20or%2 0evaluate.pdf %20you%20want%20to%20assess%20or%2 0evaluate.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 ofparticipation 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 improvementinformed 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 ofkeen 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 ofability to organize teaching and curriculummaterials so that they arouse curiosity,stimulate independent learning anddevelop the skills and attitudes ofscholarly 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 ofinterest and enthusiasm in undertaking andpromotingstudent 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 BrawleyS. (2008) Internationalizing peer review in teaching and learning, International Journal on Scholarship of Teaching and Learning, vol. 2(1), Retrieved on 12/12/2013 from y_Brawley.pdf “Creating a Teaching Portfolio,” Derek Bok Center for Teaching and Learning, Harvard University. Retrieved on 13/12/2013 from 436
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: 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 X Others 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!