scholarly journals Faculty Scholarship and Productivity Expectations—An Administrator's Perspective

HortScience ◽  
1995 ◽  
Vol 30 (4) ◽  
pp. 751D-751
Author(s):  
C.J. Weiser
Keyword(s):  
Faculty Members ◽  
Intellectual Work ◽  
Value System ◽  
Faculty Position ◽  
Promotion And Tenure ◽  
Faculty Scholarship ◽  
Individual Achievement ◽  
Definition Of ◽  
Advising Administration ◽  
Significant Effort

An organization can be effective only when its value system is congruent with and complementary to its central mission(s). The value system of a university is most clearly described by its promotion and tenure policies, processes, and the criteria it uses in evaluating a faculty member's performance. Professorial-rank faculty members at universities are required to perform assigned duties in teaching, research, extension, advising, administration, etc., that are unique to their position. All faculty members are required to make scholarly contributions and are encouraged to perform service that is relevant to their assignment and of value to their institution and profession. The balance of emphasis between assigned duties and scholarship varies from one faculty position to another—ranging from faculty with few assigned duties who engage predominantly in scholarship, to faculty with extensive assigned duties who devote a small, but significant, effort to scholarly achievement. A university's effectiveness can be compromised, and its faculty inappropriately evaluated, if this reality is not recognized; if scholarship is too narrowly interpreted; or if undue weight is given to individual achievement rather than to the achievements of individuals—including those that resulted from team efforts. Changes that are evolving at Oregon State Univ. to address these three issues will be described, including: adoption of a broader definition of scholarship as intellectual work that is validated by peers and communicated; a description of four fundamental forms of scholarship: discovery, development, integration, and creation; incorporation of a dynamic description of position responsibilities for each faculty member into annual and promotion and tenure evaluations; and addition of a category entitled, Results of team efforts into the format for faculty documentation of achievements.

Academic promotion and tenure: a user’s guide for junior faculty members

Hematology ◽  
2009 ◽  
Vol 2009 (1) ◽  
pp. 736-741 ◽  
Author(s):  
George R. Buchanan
Keyword(s):  
Academic Career ◽  
Junior Faculty ◽  
Faculty Members ◽  
Junior Faculty Member ◽  
Faculty Position ◽  
Academic Promotion ◽  
Promotion And Tenure ◽  
The Road ◽  
Academic Tracks ◽  
Definition Of

Abstract Securing a junior faculty position is an important early step in an academic career in hematology. Shortly thereafter one should begin to plan for eventual promotion and possible tenure. The process is not straightforward, as the “rules of the road” regarding academic positions, academic tracks, assessment and evaluation metrics, and timelines vary immensely from one institution to another. It is critically important, therefore, for the new junior faculty member to become knowledgeable about the institutional policies and “culture” regarding this process. This understanding includes the definition of and criteria for achieving tenure, the academic tracks and the policies for advancement on each track, and the process by which the institutional committee responsible for promotion and tenure conducts its activities. Learning the rules and successfully navigating the academic pathway will help ensure success by achieving the desired promotion and the self-satisfaction, prestige, and financial awards that may accompany it.

scholarly journals Contemporary understanding of the spiritual message of the Kosovo myth

2019 ◽  
pp. 313-325
Author(s):  
Borislav Grozdic ◽  
Valerija Dabetic
Keyword(s):  
Collective Identity ◽  
Historical Consciousness ◽  
Value System ◽  
National Integration ◽  
Common Value ◽  
The Core ◽  
The Past ◽  
Spiritual Community ◽  
The World ◽  
Definition Of

In the aggressive dominance of critical rational thinking over the mythical worldview, myth as a historical and effective force does not lose its actuality and importance, because myths often hide deeper messages than what history can offer. In such a social context, the significance of the spiritual message of the Kosovo myth - the commitment to the Heavenly Kingdom, as a lasting common value of the Serbian people, returns as a theme. In spite of its omnipresence, the opinion prevails that the myth belongs to the past, and if it is not yet obsolete, it certainly should be. The authors advocate the idea that myth, as a comprehensive experience of the world, and therefore the Kosovo myth as well, is a factor of national integration, a part of collective identity, and a common value system. Analysing the secular and spiritual understanding of the Kosovo myth, the authors point out the importance of the vivid memory of the prince Lazar?s commitment to the Heavenly Kingdom. For Christians, this represents the value and goal above all others and it forms the core of the Serbian historical consciousness and spiritual community. The paper shows that the spiritual message of the Kosovo myth is not understood or it is misunderstood nowadays, since the commitment to Kosovo is perceived as a call and an obligation to die for it. The authors conclude that the Kosovo myth is not a call to die in the war, on the contrary, it is a struggle for external and internal freedom, as well as for the highest values that are implied by the definition of the Heavenly Kingdom ? peace, love, honour, justice, dignity, and others.

Teaching Health Law

2010 ◽  
Vol 38 (4) ◽  
pp. 863-870 ◽  
Author(s):  
Marshall B. Kapp
Keyword(s):  
Medical Schools ◽  
School Curriculum ◽  
Law School ◽  
Faculty Members ◽  
Health Law ◽  
Tenure Track ◽  
Law Schools ◽  
Faculty Position ◽  
Roles And Responsibilities ◽  
Law Faculty

Thirty years ago when I, an attorney, took a tenure-track faculty position at an innovative, newly opened medical school, I was an oddity — truly, a stranger in a strange land. Today it is not uncommon for American medical schools to employ an attorney as a tenured or tenure-track member of its faculty. Over these last three decades, the educational roles and responsibilities of health law faculty who teach in law schools have become increasingly well defined, with numerous health law courses and textbooks now generally accepted as part of the typical law school curriculum. However, the roles and responsibilities of attorney faculty members who teach in medical schools remain less clearly defined and likely are more individualized to the particular medical schools in which they teach. This essay explores some of the challenges and the opportunities which are given to attorney faculty members who teach in medical schools.

Ideal Design and Content of Support Systems for Electronic Teaching Portfolios

2012 ◽  
pp. 182-195
Author(s):  
Royce Robertson
Keyword(s):  
Higher Education ◽  
Support System ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Holistic Approach ◽  
Faculty Members ◽  
Support Providers ◽  
Promotion And Tenure ◽  
Teaching Portfolio ◽  
Electronic Teaching

Today, higher education institutions need to prepare for technology integration into even the most sacred of rituals: promotion and tenure for faculty members. A holistic approach is necessary to extract the practices and dispositions of the faculty and support providers. This chapter aims to define the Electronic Teaching Portfolio and to describe some conditions to satisfy before implementing a support system. Furthermore, the chapter describes the design and content of an ideal support system that is feasible to implement, given that the institution is willing to commit necessary resources.

Hybrid Learning

2016 ◽  
pp. 1-28
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

Notes Toward the Definition of an Intellectual

Worldview ◽  
1976 ◽  
Vol 19 (10) ◽  
pp. 26-35
Author(s):  
John Martin
Keyword(s):  
Intellectual Work ◽  
Definition Of

An intellectual, the current joke has it, is anyone who can listen to the William Tell Overture without thinking of the Lone Ranger—which should be a snap, after all, for a creature who somehow manages to live life with both a high brow and a pointy head. Yet whatever his dexterity, the intellectual is probably harder to define, gravely or lightly, than any other human variety on earth.Most dictionaries provide three standard, and inordinately unstimulating definitions: (1) a person with intellectual interests (2) a person who does intellectual work (3) a member of the intelligentsia (which, incidentally, defines nothing, since "intelligentsia," despite its overtones of coffeehouse dialectics, simply means intellectuals considered collectively).

scholarly journals Revising Appointment, Promotion, and Tenure Procedures to Incorporate an Expanded Definition of Scholarship

2000 ◽  
Vol 75 (9) ◽  
pp. 913-924 ◽  
Author(s):  
Lois Margaret Nora ◽  
Claire Pomeroy ◽  
Thomas E. Curry ◽  
Nancy S. Hill ◽  
Phillip A. Tibbs ◽  
...  
Keyword(s):  
Promotion And Tenure ◽  
Definition Of

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.

Test of the Definition of Learning Disability Based on the Difference between IQ and Achievement

2005 ◽  
Vol 97 (1) ◽  
pp. 109-116 ◽  
Author(s):  
Susan Dickerson Mayes ◽  
Susan L. Calhoun
Keyword(s):  
Learning Disability ◽  
Achievement Test ◽  
Learning Problems ◽  
Written Expression ◽  
Significant Discrepancy ◽  
M 10 ◽  
Individual Achievement ◽  
The Difference ◽  
Teachers And Parents ◽  
Definition Of

A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 referred children (8–16 years, M= 10, SD = 2) with normal intelligence. Learning disability was defined as a significant discrepancy ( p<.05) between predicted and obtained achievement in reading, mathematics, or written expression on the Wechsler Individual Achievement Test. Predicted achievement was based on the child's WISC-III Full Scale IQ. Overidentification was considered to occur when a child scored at or above age level in reading, mathematics, and writing but still had a significant discrepancy between predicted and obtained achievement by virtue of a high IQ. Learning disability was diagnosed in 312 (66%) of the children. There was no overidentification because all children had one or more WIAT scores below the normative level for their age, i.e., < 100. Further, only 7% of the children were identified with a learning disability based on a WIAT score in the 90s. These children had a mean IQ of 123 and were rated by their teachers and parents as having learning problems.

scholarly journals Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Andrea S. Webb
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Academic Culture ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Promotion And Tenure ◽  
Scholarly Teaching ◽  
Canadian Research

Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work “off the side of their desk,” if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, & Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders’ understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.

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