Breaking Barriers in Teaching and Learning - The Honors Professional Development Portfolio: Claiming the Value of Honors for Improvement, Tenure, and Promotion

All of us working in honors face a similar challenge when we are asked to account for the value of our efforts as teachers or leaders in our honors programs or colleges. Much of what we do is invisible to all but the most discerning and appreciative eyes: hours spent designing new courses and pedagogical approaches; advising students on curricular, career, and personal matters; coordinating faculty and student development opportunities; forging beneficial alliances across campus to grow and strengthen our institutional areas; collaborating with students on research projects; drafting grants and other proposals; maintaining alumnae relations; leading students to academic conferences; managing multiple databases; serving on numerous committees and task forces; handling budget and financial responsibilities; playing a key role in recruitment and retention efforts; keeping up individual scholarly agendas; and—don’t forget—teaching our own classes. How do we showcase the often unseen and unrewarded dimensions of our professional investment in honors when our roles are so complex that they virtually require a bit of madness, the ingenuity of an entrepreneur, the integrity of a seasoned professional, the enthusiasm of an engaged teacher, and the patience of Job

The Educational Developer’s Portfolio

Educational Development Guide Series: No. 1.The Educational Developer’s Portfoliohttps://scholar.uwindsor.ca/ctlreports/1006/thumbnail.jp

A report on e-portfolios : design features, uses, benefits, examples & emerging trends

This paper gives a more sophisticated response to the rapid (re)emergence of the e­portfolio buzz­word. Starting from a basic e­portfolio design pattern, a wide range of variations are explored. The aim is to establish a body of knowledge for guiding users and technology providers, so as to achieve an ever­more appropriate and fruitful alignment of needs, designs, platforms and informed choices. The key benefits of e­portfolio approaches are discussed, with some coverage of the variations, and suggested research and development directions. Deep and persistent diversity­creating factors are highlighted. A range of mini case studies from Warwick are then examined to throw further light upon the combinations of real and perceived needs, platform affordances and design choices. Finally, this is a fast evolving field, especially given the near ­ubiquitous adoption of platforms with e­portfolio­like elements (Facebook, LinkedIn etc). Technology and academic support services must look further forwards to emerging practices and requirements just at the edge of the institutional­perceptual horizon. We must be prepared to shape these potentially disruptive developments for the benefit of students, teachers, the institution and society

Perceptions of Virginia Community College System Faculty and Administrators on the Purposes for and Composition of a Comprehensive Evaluation System for Teaching Faculty Members

A survey instrument was developed to measure community college faculty and administrator views on the faculty evaluation process. Responses were then compared based on demographic characteristics such as primary area of instruction, supervisory responsibility, years of experience, and gender. Open-ended survey questions asked respondents to identify the strengths, limitations and changes needed for their current faculty evaluation plans. A total of 404 faculty members and 67 administrators completed the survey. Significant differences were found between faculty and administrator responses with respect to the reasons for conducting faculty evaluations, the relative importance of including certain elements in the evaluation process, and what data sources should be used in the construction of the final evaluation rating. Administrators consistently rated items related to faculty evaluation uses, inclusion of various evaluative elements, and the use of several data sources significantly higher than did the faculty members. Demographic differences were also discovered between faculty members when their group responses were compared based on primary area of instruction (transfer versus career and technical education), years of full-time teaching experience, and gender. Transfer faculty rated external evaluation and service to the college significantly higher than their career and technical (CTE) colleagues, but rated the use of alternative instructional delivery formats and student performance significantly lower than CTE faculty. Faculty with less than 7 years of experience rated administrator and external evaluation significantly higher, and preparation for class significantly lower, than their more experienced colleagues. Female faculty members rated the use of alternative instructional delivery formats significantly higher than did male faculty members. Qualitative findings supported the use of multiple measures of faculty performance, including student evaluation, supervisor evaluation, and reflective faculty narrative and/or portfolio self-evaluation. Respondents cited the need for objective, standardized criteria for evaluating faculty member performance, with teaching allotted the greatest weight. They suggested faculty evaluation should be primarily a formative process tied to professional development, and merit pay should be uncoupled from the formative evaluation rating and should be the result of a separate, competitive process. These results have implications for revising the current faculty evaluation process used in the Virginia Community College System

Expanding the librarian role: integration into the faculty narrative

Current academic expectations for evaluation, promotion, and even tenure, have created an environment that places more emphasis on the ability of faculty to demonstrate their impacts on a scholarly level. Although many faculty would agree on specific indicators of impact such as publications and citations, these two gauges may not necessarily be exhaustive, and the increasing multitude of tools potentially used to locate and identify them may be unknown to faculty. this paper will provide information on the needs of academic faculty in reporting the scope and breadth of their scholarly activities, and how leveraging the knowledge, practices, and skill-sets of librarians helps to achieve the desired outcomes

Social Work: Appointment, Promotion, and Tenure Documentation

2014 Appointment, Promotion, and Tenure Documentation for the Department of Social Work at the SUNY College at Brockport

Breaking Barriers in Teaching and Learning

Foreword — Richard Badenhausen Introduction Breaking Barriers with Significant Student Learning Chapter One: Using Student-Generated Questions to Promote Learning — Barbara J. Millis Chapter Two: Innovative Discussion-Based Pedagogy — Leslie G. Kaplan Chapter Three: The Importance of the First-Semester Experience: Learning Communities and Clustered Classes — Susan E. Dinan Chapter Four: Linking Honors Courses: A New Approach to Defining Honors Pedagogy —Dahliani Reynolds, Meg Case, and Becky L. Spritz Breaking Barriers with Faculty Development and Teaching Excellence Chapter Five: Honors Components in Honors Faculty Development — Hanne ten Berge and Rob van der Vaart Chapter Six: Building and Enhancing Honors Programs through Faculty Learning Communities —Milton D. Cox Chapter Seven: The Honors Professional Development Portfolio: Claiming the Value of Honors for Improvement, Tenure, and Promotion — John Zubizarreta Chapter Eight: Teaching for Learning in Honors Courses: Identifying and Implementing Effective Educational Practices — Todd D. Zakrajsek and Janina Tosic Course Designs and Case Studies in Honors Teaching Chapter Nine: Constructing an Honors Composition Course to Support a Research-Based Honors Curriculum —Annmarie Guzy Chapter Ten: Growing Pains in Honors Education: Two Courses Designed to Build Community —Matthew Carey Jordan Chapter Eleven: HON 315: Perspectives on Twentieth-Century American Identity — Ken R. Mulliken Chapter Twelve: Bending Time and Space: Three Approaches for Breaking Barriers in the Honors Classroom — James Ford Afterword — Reading to Improve Teaching and Learning — John Zubizarreta Selected Book Resources / About the Authors / About the NCHC Monograph Serie