1. Documenting Your Teaching for Promotion and Tenure Karl A. Smith Civil Engineering - University of Minnesota ksmith@umn.edu http://www.ce.umn.edu/~smith University of Minnesota Early Career Teaching Program: Pursuing Excellence in Multicultural Education March 2006

2. Scholarship Reconsidered: Priorities of the Professoriate Ernest L. Boyer The Scholarship of Discovery, research that increases the storehouse of new knowledge within the disciplines; The Scholarship of Integration, including efforts by faculty to explore the connectedness of knowledge within and across disciplines, and thereby bring new insights to original research; The Scholarship of Application, which leads faculty to explore how knowledge can be applied to consequential problems in service to the community and society; and The Scholarship of Teaching, which views teaching not as a routine task, but as perhaps the highest form of scholarly enterprise, involving the constant interplay of teaching and learning.

3. The Basic Features of Scholarly and Professional Work The activity requires a high level of discipline- related expertise. The activity breaks new ground, is innovative. The activity can be replicated or elaborated. The work and its results can be documented. The work and its results can be 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.

4. Basic Features of Professional and Scholarly Work It requires a high level of discipline-related expertise It is conducted in a scholarly manner with clear goals, adequate preparation, and appropriate methodology The work and its results are appropriately and effectively documented and disseminated. This reporting should include a reflective critique that addresses the significance of the work, the process that was used, and what was learned. It has significance beyond the individual context. It breaks new ground or is innovative. It can be replicated or elaborated on. The work both process and product or result is reviewed and judged to be meritorious and significant by a panel of ones peers. Bob Diamond (2002)

5. What Resources are Available? Early Career Colleagues Early Career Resource Teachers Center for Teaching and Learning Services Department Chair/Head Senior Colleagues Professional Organizations - Disciplinary Books

6. 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.

7. New Professor Handbooks Wankat, Phillip C. 2002. The effective, efficient professor: Teaching, scholarship and service. Boston: Allyn and Bacon

8. Promotion and Tenure Guides Diamond, Robert M. 2004. Preparing for promotion and tenure review: A faculty guide, 2 nd Ed. Bolton: Anker Diamond, Robert M. 2002. Serving on promotion and tenure committees: A faculty guide, 2 nd Ed. Bolton: Anker.

9. Principles of Good Practice: Supporting Early-Career Faculty Mary Deane Sorcinelli Improving Tenure Process 1.Good practice communicates expectations for performance 2.Good practice gives feedback on progress 3.Good practice enhances collegial review processes 4.Good practice creates flexible timelines for tenure Encouraging Collegial Relations 5.Good practice encourages mentoring by senior faculty 6.Good practice extends mentoring and feedback to graduate students who aspire to be faculty members 7.Good practice recognizes the department chair as a career sponsor Easing Stresses of Time and Balance 8.Good practice supports teaching, particularly at the undergraduate level 9.Good practice supports scholarly development 10.Good practice fosters a balance between professional and personal life

10. Paradise Lost: How the Academy Converts Enthusiastic Recruits into Early-Career Doubters Cathy A. Trower, Ann E. Austin & Mary Deane Sorcinelli AAHE Bulletin, May 2001 What We Can 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.

11. Heeding New Voices: Academic Careers for a New Generation R. Eugene Rice, Mary Deane Sorcinelli and Ann E. Austin. AAHE Inquiry #7, 2000 Three core, consistent, and interwoven concerns on the minds of early-career faculty: 1.Lack of a comprehensible tenure system 2.Lack of community 3.Lack of an integrated life

12. Additional 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. Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. 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.