1. The other things you do: teaching and service (or: How to juggle with pleasure) Esther Dupont-Versteegden, Ph.D. Associate Professor University of Kentucky, College of Health Sciences Dept. Rehabilitation Sciences, Div. Physical Therapy

2. Research Service Teaching 10% 7.5% 5% 20% 75% 50% 150%? 50% 30% 10% 40%

3. Research the Expectations Consider: Your academic home: division, department, college, university Your academic home: division, department, college, university Expectations can differ between and within each level Expectations can differ between and within each level Are there minimum expectations/requirements? Are there minimum expectations/requirements? Your academic appointment: Your academic appointment: Which track are you on? Which track are you on? Your career level Your career level Assistant/Associate/Full Professor Assistant/Associate/Full Professor

4. College of Health Sciences University of Kentucky (example) 5 tracks Tenure tracks: Tenure tracks: Regular title series Regular title series Special title series Special title series Non-tenure tracks: Non-tenure tracks: Lecturer title series Lecturer title series Research title series Research title series Clinical title series Clinical title series 3 levels Assistant Professor Associate Professor/Senior Lecturer Professor

5. Where to find the expectations? Your offer letter Your offer letter (DOE: distribution of effort) (DOE: distribution of effort) Administrative Regulations Administrative Regulations Department Chair/Dean Department Chair/Dean Talk to colleagues! Talk to colleagues! Don’t use more senior faculty (mentors) as examples, because they are usually at a different career level. Don’t use more senior faculty (mentors) as examples, because they are usually at a different career level.

6. Expectations in teaching (example from our College) To be promoted to Associate Professor in the Regular Title Series To be promoted to Associate Professor in the Regular Title Series Expected: Expected: Growth in teaching as evidenced through student or peer evaluations, teaching portfolio, and/or CV Growth in teaching as evidenced through student or peer evaluations, teaching portfolio, and/or CV Recognition in teaching expertise through evaluations, awards, commendations and/or invited consultations and presentations Recognition in teaching expertise through evaluations, awards, commendations and/or invited consultations and presentations Additional Evidences: Additional Evidences: Teaching contributions outside primary appointment Teaching contributions outside primary appointment Educational contributions to other professional or community members Educational contributions to other professional or community members Development of innovative instructional materials/technologies/aids Development of innovative instructional materials/technologies/aids Development of and/or participation in education/training grants Development of and/or participation in education/training grants

7. Expectations in teaching (example from our College) To be promoted to Professor in the Regular Title Series: To be promoted to Professor in the Regular Title Series: Expected: Expected: Continued growth in teaching using same evidence as above Continued growth in teaching using same evidence as above Recognition of teaching expertise, as above Recognition of teaching expertise, as above Demonstrated mentorship of faculty, staff and students in teaching Demonstrated mentorship of faculty, staff and students in teaching Additional Evidences: Additional Evidences: Teaching contributions outside primary appointment Teaching contributions outside primary appointment Teaching contributions to other professional/community members Teaching contributions to other professional/community members Leadership role in teaching mission Leadership role in teaching mission Development of innovative instructional materials Development of innovative instructional materials PI, multi-PI or significant role on educational grant PI, multi-PI or significant role on educational grant Significant participation in accreditation activities Significant participation in accreditation activities Major role in substantial curriculum revision or development of new educational programs/initiatives Major role in substantial curriculum revision or development of new educational programs/initiatives These are the “Just say NO!” boxes for junior faculty

8. Expectations in Service (example from our College) To be promoted to Associate Professor in the Regular Title Series: To be promoted to Associate Professor in the Regular Title Series: Participation in Departmental/College committees Participation in Departmental/College committees Participation in community activities related to professional expertise and University mission Participation in community activities related to professional expertise and University mission Contributions to relevant regional and/or national professional organizations Contributions to relevant regional and/or national professional organizations

9. Expectations in Service (example from our College) To be promoted to Professor in the Regular Title Series: To be promoted to Professor in the Regular Title Series: Participation in Departmental/College committees Participation in Departmental/College committees Administrative leadership role at University Administrative leadership role at University Substantial participation in community activities related to professional expertise and University mission Substantial participation in community activities related to professional expertise and University mission Contributions to relevant national and/or international professional organizations Contributions to relevant national and/or international professional organizations

10. What does it really come down to? Distribution of Effort (DOE) Distribution of Effort (DOE) Research Research Teaching Teaching Service Service Administration Administration Professional Development Professional Development Research/Scholarship and Teaching are generally most emphasized Research/Scholarship and Teaching are generally most emphasized For promotion and/or tenure: PRODUCTS COUNT! For promotion and/or tenure: PRODUCTS COUNT!

11. Set goals! Investigate what is expected. Investigate what is expected. Determine what you want to get out of your new faculty experience. Determine what you want to get out of your new faculty experience. Set goals for research, teaching, and service and discuss them with chair/director/dean. Set goals for research, teaching, and service and discuss them with chair/director/dean. Stick to your goals. Stick to your goals.

12. Is successful juggling possible? Teaching Scholarship of teaching Scholarship of teaching “The impact of peer-reviewed, publicly disseminated educational innovations may be far greater than that of an article published in an esoteric journal” (Fincher, R.E., and J.A. Work. The scholarship of teaching in health science schools. J.Vet. Med. Educ., 32(1): 1-4, 2005) “The impact of peer-reviewed, publicly disseminated educational innovations may be far greater than that of an article published in an esoteric journal” (Fincher, R.E., and J.A. Work. The scholarship of teaching in health science schools. J.Vet. Med. Educ., 32(1): 1-4, 2005) Broadened scope of scholarship according to Boyer (Boyer, E.L. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1990) Broadened scope of scholarship according to Boyer (Boyer, E.L. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1990) If possible: pick classes from which you will learn yourself or on a topic you really enjoy (be forced to revisit the literature often) or will help in your research If possible: pick classes from which you will learn yourself or on a topic you really enjoy (be forced to revisit the literature often) or will help in your research

13. Is successful juggling possible? Service Service Service Two thoughts on service: Two thoughts on service: Negative: Negative: “Don’t bring a pen and paper to the meeting” “Don’t bring a pen and paper to the meeting” “Don’t serve on a committee where you have technical expertise: you will be (ab)used” “Don’t serve on a committee where you have technical expertise: you will be (ab)used” Positive: Positive: Volunteer (ask to be appointed!) to a committee that you personally find worthwhile Volunteer (ask to be appointed!) to a committee that you personally find worthwhile Volunteer for services from which you can learn or your research agenda can gain from Volunteer for services from which you can learn or your research agenda can gain from Pick committees and activities in which you meet people that might be helpful to you. Pick committees and activities in which you meet people that might be helpful to you. Networking is very important!

14. Time Management (Eisenhower matrix) I: stress quadrantII: value quadrant III: deception quadrantIV: regret quadrant

15. Time Management I: Important and Urgent Lectures, personnel/lab issues, grants, crises III: Not important but Urgent Some meetings, phone calls, visitors, e-mail, some crises IV: Not important and not urgent Some e-mail, some phone calls, gossip II: Important but not Urgent Write manuscripts, design new experiments, poster presentations/conference abstracts Triage and it is okay to just say no!

16. How to become a happy juggler? Be informed Be informed Stick to your goals Stick to your goals Be proactive and intentional Be proactive and intentional Choose carefully Choose carefully Build teams Build teams Manage time efficiently Manage time efficiently research service teaching