1. 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

2. 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

3. 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.

4. RMK’s Principles of Faculty Development at KU School of Medicine Early contact by my office staff (PDFA) meets with new tenure- track 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

5. 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.

6. New Professor Handbooks Wankat, Phillip C. 2002. The Effective, Efficient Professor: Teaching, Scholarship and Service. Boston: Allyn and Bacon

7. 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.

8. RMK’s Principles of Faculty Development at KU School of Medicine Here are some specific areas to keep in mind.

9. 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

10. 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

11. 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

12. 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

13. Work-Life Balance Health Exercise Personal Relationships Value of Mentoring

14. 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."WWWebster DictionaryAnesthesiology Department 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.

15. Mentoring at KUSOM University of Kansas School of Medicine

16. Faculty Affairs: Annual Assessment and Promotion and Tenure University of Kansas School of Medicine

17. Guidelines for Promotion are Specific to Track and Rank Tenure Track Instructor Assistant Professor Associate Professor Professor

18. 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

19. Professorial Expectations Established career level credentials Established career level scholarship/research plus other achievements National and/or international reputation

20. The Basic Features of Scholarly and Professional Work The activity requires a high level of discipline- related 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.

21. 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.”

22. 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.

23. 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.

24. 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. 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. 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.

25. Glassick et al. (cont.) Appropriate methods – in conjunction with the material and the context, the educator chooses, applies and, if necessary, modifies methods wisely. 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. Significant results – the educator achieves the goals, and contributes notably to the field in a manner that invites further exploration.

26. 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. 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. 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.

27. 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

28. SOTL Organizations POD Network | Professional and Organizational Development Network in Higher Education | Welcome POD Network | Professional and Organizational Development Network in Higher Education | Welcome International Journal for the Scholarship of Teaching and Learning International Journal for the Scholarship of Teaching and Learning

29. Teaching, Scholarly Teaching, SoTL SoTL

30. 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

31. SoTL Journals International Journal of Nursing Education Scholarship International Journal of Nursing Education Scholarship

32. SoTL Quiz SOTL home

33. American Association of Medical Colleges (AAMC) Working to define the Scholarship of Education (Teaching and Learning)

34. 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

35. 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.

36. 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."

37. 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

38. MedEdPORTAL MedEdPORTAL Home Main Page

39. Teacher’s Portfolio http://www.gradschool.unh.edu/pff/por tfolio.pdf http://www.gradschool.unh.edu/pff/por tfolio.pdf TiPPS: Teacher Portfolios http://ftad.osu.edu/portfolio/

40. What Resources are Available? Mentoring Team Faculty Development Programs: Research Teaching Writing Leadership PROFESSIONAL DEVELOPMENT - Seminars and EventsPROFESSIONAL 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

41. 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.

42. 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.

43. 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 Teacher- Clinician 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): 783- 90. 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.