Are All Forms Of Scholarship Considered Equal?

2011 ◽  
Vol 2 (2) ◽  
pp. 45 ◽  
Author(s):  
Chris Ward ◽  
Martin Carrigan
Keyword(s):  
Faculty Members ◽  
Review Committee ◽  
Promotion And Tenure ◽  
Institutional Barrier ◽  
Scholarship Of Engagement ◽  
The University ◽  
Accepted Form ◽  
Scholarship Reconsidered

Boyer’s four forms of scholarship were detailed in his 1990 book Scholarship Reconsidered: Priorities of the Professoriate.  In the 18 years since publication of that book, universities struggle with changing the promotion and tenure criteria to include all four forms of scholarship.  Faculty members often focus on publications as they prepare for promotion and tenure.  They are not comfortable immersing themselves in other forms of scholarship, like engagement, for fear it may be viewed unfavorably by the university and/or the review committee.  This paper focuses on the scholarship of engagement as it struggles to break through the institutional barrier and become an accepted form of scholarship.

scholarly journals Community-Engaged Scholarship and Promotion and Tenure: Lessons from Lynton Award Recipients

2018 ◽  
Vol 29 (4) ◽  
Author(s):  
Elaine Ward
Keyword(s):  
External Validation ◽  
Associate Professor ◽  
Faculty Members ◽  
Professional Service ◽  
Private Institutions ◽  
Engaged Scholarship ◽  
Internal Validation ◽  
Promotion And Tenure ◽  
Scholarship Of Engagement ◽  
Community Engaged Scholarship

In 2008, for my dissertation research, I interviewed 11 faculty members who received the Ernest Lynton Award for the Scholarship of Engagement to examine their experiences with promotion and tenure.  There were 3 assistant professors, 1 associate professor, and 7 full professors.  All faculty members were female and represented 8 4-year public institutions (4 RU/VH, 2 Master’s and 2 Doctoral Granting Universities) and 3 4-year private institutions (2 Bac/A&S and 1 RU/VH).  They represented the humanities (8) and the sciences (3).   Through qualitative, semi-structured, opened ended interviews I aimed to understand their experiences with engaged scholarship in the context of promotion and tenure. Many community-engaged scholars fight to receive the internal validation that Ernest advocated for with Amy Driscoll via Making Outreach Visible: A Guide to Documenting Professional Service and Outreach (1999). Ernest might be somewhat content to know that the award in his name provides external validation that helps legitimize their scholarship at their home institution. I say ‘somewhat content’, because it is clear that Ernest had greater expectations for institutions to value the work of engaged faculty.  Amy Driscoll has helped advance Ernest’s vision through her leadership of the collaborative process of that produced the Carnegie Elective Classification for Community Engagement (2008), and its requirement that applicants must show how they address promotion of community engaged scholarship formally via personnel policy i.e. faculty handbooks and contracts.  While we find more and more evidence of rewards that value community-engaged scholarship, there is still work to be done to reach broad and consistent equivalence of recognition and rewards across all faculty roles.

scholarly journals The HeART of Listening

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
Eric DeMeulenaere
Keyword(s):  
Positive Impact ◽  
Ways Of Knowing ◽  
Assistant Professor ◽  
Associate Professor ◽  
Community Partners ◽  
Promotion And Tenure ◽  
Scholarship Of Engagement ◽  
Metropolitan Universities ◽  
University Of Massachusetts ◽  
The University

Dr. Eric DeMeulenaere is Associate Professor of Education at Clark University in Worcester, MA. When he received the Ernest A. Lynton Award for the Scholarship of Engagement in 2015, he was an Assistant Professor coming up for promotion and tenure. He received the Lynton award because his scholarly work exemplifies deep collaboration with community partners across the faculty roles of teaching, research, and service. That reciprocity and valuing of the knowledge assets in the community comes across strongly in this essay. His essay is fundamentally about engagement that disrupts the dominant epistemology of the academy, which narrowly constrains ways of knowing and passes for legitimate knowledge. Much of this essay reflects the keynote address that Eric gave at the Lynton Colloquium at the University of Massachusetts, Boston in September of 2015. He received the Lynton Award at the annual meeting of the Coalition of Urban and Metropolitan Universities in Omaha, Nebraska the following month. Scholars like Eric, and all Lynton Award recipients, need supportive institutional environments of campuses—like those of CUMU—that redefine excellence through demonstrated engagement with and positive impact across their local cities and communities, valuing and nurturing their epistemic orientations and those of their students. —John Saltmarsh, University of Massachusetts, Boston.

Combining the Love of Art, Science, Business and Medicine to Innovate and Enhance Patient Health. Highlights from the 7th Annual Leaders in Medicine Symposium of the Cummings School of Medicine, Calgary, AB

2018 ◽  
pp. E51-E54
Author(s):  
Jennifer Beatty ◽  
Michael Peplowski ◽  
Noreen Singh ◽  
Craig Beers ◽  
Evan M Beck ◽  
...  
Keyword(s):  
Hospital Admissions ◽  
Clinical Care ◽  
Clinical Problem ◽  
Faculty Members ◽  
Guest Speaker ◽  
School Of Medicine ◽  
University Of Calgary ◽  
Patient Health ◽  
The University ◽  
Care Costs

The Leader in Medicine (LIM) Program of the Cumming School of Medicine, University of Calgary, hosted its 7th Annual LIM Research Symposium on October 30, 2015 and participation grew once again, with a total of six oral and 99 posters presentations! Over 45 of our Faculty members also participated in the symposium. This year’s LIM Symposium theme was “Innovations in Medicine” and the invited guest speaker was our own Dr. Breanne Everett (MD/MBA). She completed her residency in plastic surgery at University of Calgary and holds both a medical degree and an MBA from the University of Calgary. In her inspiring talk, entitled “Marrying Business and Medicine: Toe-ing a Fine Line”, she described how she dealt with a clinical problem (diabetic foot ulcers), came up with an innovation that optimized patient care, started her own company and delivered her product to market to enhance the health of the community. She clearly illustrated how to complete the full circle, from identifying a clinical problem to developing and providing a solution that both enhances clinical care and patient health as well as reduces health care costs and hospital admissions. The research symposium was an outstanding success and the abstracts are included in companion article in CIM.

Impact Of Transformational Leadership On Motivating Faculty Members

2019 ◽  
Vol 118 (11) ◽  
pp. 303-312
Author(s):  
Jamal Asad Mezel ◽  
Adnan Fadhil Khaleel ◽  
Kiran Das Naik Eslavath
Keyword(s):  
Transformational Leadership ◽  
Empirical Study ◽  
Leadership Styles ◽  
Faculty Members ◽  
Traditional Form ◽  
Lack Of Information ◽  
University Leaders ◽  
The University ◽  
The Impact

This empirical study show that the impact of all styles was well moderate. The means of effect of all styles were less than 3 out of 5. It means the expected impact of transformational affect upon the all dimensions of the activities, are not expected due to the traditional styles of leadership and the lack of information about the transformational leadership styles which can guide leaders to use such styles in the organization which may be this results due to lack of trained leaders and necessary knowledge with the leaders in all universities about transformational styles the traditional form of the leadership styles which used by the university leaders affect the communication between all levels of the administration and the faculty members which has consequence because decrease in motivation and a self-consideration from the administration.

An Investigation of Faculty Members' Engagement in Saudi Arabia

2018 ◽  
Vol 3 (2) ◽  
pp. 114-136
Author(s):  
Eman I AHMED
Keyword(s):  
Employee Engagement ◽  
Faculty Perceptions ◽  
Cognitive Engagement ◽  
Faculty Members ◽  
University Administrators ◽  
Point Scale ◽  
Policy Makers ◽  
Efficiency And Effectiveness ◽  
The University ◽  
The Relationship

Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The first step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variablesand their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

scholarly journals Concepts and Roles of Faculty in the Palestinian Universities in the Light of Knowledge Economy

2017 ◽  
Vol 7 (6) ◽  
pp. 80
Author(s):  
Ahlam Mustafa Hasan Awajneh ◽  
Suhair Sulaiman Mohammed Sabbah ◽  
Inas Aref Saleh Naser
Keyword(s):  
Knowledge Economy ◽  
Faculty Members ◽  
Years Of Experience ◽  
Concepts Of Knowledge ◽  
Associate Teacher ◽  
Educational Degree ◽  
Palestinian Universities ◽  
The University

The study aims to recognizing the concepts of knowledge economy and the roles of faculty members in the light ofknowledge economy from the perspectives of its members, it was clear that the concept of the knowledge economywas high, it was (2.7,) and there were differences in years of experience in favor of (1-5 years) class, and in favor ofthe associate teacher in the educational degree, and the university in favor of Bier Ziet University. Whereas the meanof the faculty members’ roles was (2.26) with differences in gender in favor of the females and as for the university,in was in favor of Bier Ziet University.

International and Multidisciplinary Experiences in Engineering Courses at UNAM

2012 ◽  
Author(s):  
Vicente Borja ◽  
Alejandro Ramírez-Reivich ◽  
Marcelo López-Parra ◽  
Arturo Treviño Arizmendi ◽  
Luis F. Equihua Zamora
Keyword(s):  
Information Sharing ◽  
Product Innovation ◽  
Lessons Learned ◽  
Faculty Members ◽  
University Of California ◽  
Focal Points ◽  
User Centered Design ◽  
University Of Munich ◽  
Design Students ◽  
The University

A team of faculty members from the Universidad Nacional Autónoma de México (UNAM) has coordinated multidisciplinary courses in collaboration with universities from other countries. The team, who is composed by faculty from the School of Engineering and the School of Architecture, coordinates with pairs of Stanford University, the University of California at Berkeley, and the Technical University of Munich; to teach three particular design courses. All three courses are related to product innovation but they have different emphasis depending on the collaborating partner. The focal points of each of the three courses are: (1) innovation, (2) user centered design and sustainability and (3) transport in megacities of the future. Engineering and industrial design students are involved in the courses. They are organized in teams that include participants from the two collaborating universities. During the courses teams carry out projects working mostly at a distance; they use different means of communication and information sharing and also pay reciprocal visits between the universities involved in the collaboration. This paper describes each of the three courses highlighting their particular characteristics. The outcomes and results of the courses and specific projects are commented. In the end of the paper lessons learned are discussed and final remarks are presented.

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