Selecting and Developing Faculty for the 21st Century: A Planning Rubric ACE Leadership Group June 2003

1. Selecting and Developing Faculty for the 21st Century: A Planning RubricACE Leadership GroupJune 2003

2. Overview What does a College President need to know about Selecting and Developing Faculty? • Recruiting and Retaining a Diverse Faculty • Changing Modes of Employment • Strategies for Mentoring New and Continuing Faculty

3. Faculty Diversity @ Research Universities (1997) • Minority faculty, 9%. Minorities earn 19% of all doctorates • 75% of white candidates receive tenure compared with 64% of minority faculty. • Female, 10%. Females earn 44% of all doctorates

4. Building Diversity through Hiring and Retention of Faculty (University of Arizona Diversity Action Plan) • Diversity must become a primary measure of quality and excellence • Diversity is essential for student success • The promotion of diversity has both ethical and practical implications • Diversity benefits everyone • Responsibility for improving diversity lies with each of us

5. Faculty Employment Status (Simbler, 1999)

6. Changing Modes of Employment(All Institutions)

7. Changing Modes of Employment:Challenges to tenure • Ten percent of colleges no longer offer tenure (mostly community colleges) • One-third of full-time faculty think tenure is outmoded • Fewer faculty are obtaining tenure, including those at medical and dental schools. Fewer faculty are choosing research careers as a result of financial debts.

8. Tenure Status of U.S. Faculty (Simbler, 1999)

9. Arguments Against Tenure: • “Deadwood” faculty • Six years to tenure makes junior faculty afraid to speak out • Inefficiency • Businesses don’t offer tenure • Inequity with other occupations

10. Arguments for tenure • Academic Freedom • Institutional autonomy • Student freedom to learn • Faculty freedom to teach and do research • Freedom of Expression / Speech • Enhances economic security • Not “job security for an individual faculty member,” but it protects “the fabric and quality of society as a whole”

11. Changing Modes of EmploymentFull-Time, Non-Tenure Track (FTNTT) • Typically teach lower-division classes • Heavier teaching loads • “Less restrictive” credentials, lack of terminal degree • Lower pay • Less professional development funding • Less participation in governance

12. Post-Tenure Review • “A systematic, comprehensive process, separate from the annual review, aimed specifically at assessing performance and/or nurturing faculty growth and development” (Licata and Morreale) • 61% of institutions already have post-tenure review

13. Post-Tenure Review (cont.) • Summative Policies (used to make personnel decisions about reward or remediation) • Formative Policies (used to encourage faculty development)

14. Impact of Technology on Faculty and Faculty Roles: • Loss of control of curriculum and research to market and labor force demands • “Deprofessionalization” of faculty • Pressure for accountability • Emergence of new contracts/labor relations

15. Changing Modes of Employment:Impact of Technology • Acceleration of change with technology • Higher education is converging with traditional IT sectors, such as telecommunications and publishing • Increased entrepreneurial focus • Disaggregation of traditional university components

16. Key Strategies for positioning for technological change • Develop intellectual and organizational resources to guide transformation • Develop in-house expertise among faculty, staff, and administration • Form new kinds of alliances with academic, for-profit, non-profit, and governmental sectors

17. Faculty Development: Key Questions • What is “Faculty Development”? • How are faculty development efforts organized (what models are deployed, etc.)? • How is faculty development delivered (what methods are used)? • What issues are covered in faculty development (what are the important topics)?

18. Faculty Development Proper: Focus on the individual faculty member as a person, as a teacher, and as a scholar and professional. Instructional Development: Focus on the institution’s courses, curriculum, and student learning. Organizational Development: Focus on the institution’s policies, processes, and organizational structure. What is “Faculty Development”? Three broad overlapping areas of concern:

19. Models of Faculty Development How are faculty development efforts organized? • Faculty committee oversight • Passive resource room • Single development officer in charge • Multiple decentralized and specialized efforts on campus • Single development center on campus • Multi-campus, cooperative programs Several structural models (combinations of these and stage progressions are common):

20. Conferences, workshops Institutes, seminars, retreats Tele-/video conferences, films, on-line tutorials, tapes Guest lecturers, speaker series Roundtable discussions/lunches Internet-based communities, discussion boards, listservs Mentor teacher program Research projects/assignments Study groups, writing circles Formal education opportunities Project support on campus Leadership/teaching academy Fellowships, grants, released time, sabbaticals, travel expenses Peer review opportunities Peer presentations Newsletters, e-mails, journals Resources to borrow Development Web site, Web links Teaching portfolios Awards and recognitions Socializing opportunities Inter-campus consortia Work/learning groups (alike or cross-disciplinary) Grant writing support Methods of Faculty Development How is faculty development delivered? A sample list from a myriad of methods:

21. Teaching & Learning—syllabi, lecturing, active learning, using case methods, learning/teaching styles, problem students, working with diverse students, writing across the curriculum, holding discussions, critical thinking Assessment—grading fairly, creating exams, grading papers, course/teacher/curriculum/ program evaluation Institutional Matters—history, mission, calendar, resources, benefits, services, strategic plan, communication, personnel, procedures, legal matters, policy, governance, social gatherings Topics of Faculty Development What issues are covered in faculty development? A sample list from a typhoon of topics: • Professional Matters—dossier or portfolio preparation, promotion and tenure, grant writing, writing for publication, mentoring, stress and life/career balance, advising, professional correspondence and citizenship, relating to students, professional organizations, time management, higher ed. issues • Special Interest Groups—new faculty, post-tenure faculty, non-tenure-track lecturers, faculty mentors, department chairs, supervisors of student workers, potential administrators, retiring • Technology—hardware, software, protocol, teaching applications

22. Strategies for Faculty Development • Leadership Academy • Year-long program with diverse membership (faculty, staff, administrators) modeled on Steven Covey’s “7 Habits of Highly Effective People” • New Faculty Seminar • Faculty Mentoring Programs • Center for Teaching and Learning • National Programs, such as ACE

23. Strategies for Faculty Development Grant Writing • Workshops on Grant Writing • Recruit chairs experienced in developing grant proposals (University of Colorado School of Medicine)

24. What are our questions?

25. Useful Websites and References For an interactive listing of useful references and websites click here

26. Useful Websites and References Faculty mentoring • University of Michigan • American Association of Colleges and Universities • University of Wisconsin at Madison

27. Useful Websites and References Tenure Evaluation • ACE, AAUP, and United Educators. Good Practice in Tenure Evaluation: Advice for Tenured Faculty, Department Chairs, and Academic Administrators. • University of Technology – Sydney • Boyer Center • Stanford University

28. Useful Websites and References Intellectual property rights • American Association of University Professors Impact of Technology • Frank Newman and Jaime Scurry, Futures Project

29. Useful Websites and References Legal Issues • American Association of University Professors • Honan, James P. and Cheryl Sternman Rule, eds. Casebook I: Faculty Employment Policies. 2002 • California Academic Press • National Association of College and University Attorneys

30. Useful Websites and References Legal Issues • The Family Policy Compliance Office • Catholic University of America • American Council on Education

31. Useful Websites and References Faculty Evaluation • Arreola, Raoul A. Developing a Comprehensive Faculty Evaluation System: A Handbook for College Faculty and Administrators, 2000 • Bortz, Richard F. Recognizing Faculty Contribution: A System for Planning, Organizing, Documenting, and Rewarding Faculty Activity, 1986

32. Useful Websites and References Tenure • U.S. Department of Education • DeGeorge, Richard T. Academic Freedom and Tenure, 1997 • Schoenfield, A. Clay. Mentor in a Manual – Climbing the Ladder to Tenure, 1994 • Tierney, William G. and Estela Mara Bensimon. Promotion and Tenure: Community and Socialization in Academe, 1996 • Baldwin, RG and J.I. Chronister, Teaching without Tenure: Policies and Practices for a New Era, 2001

33. Useful Websites and References Post-tenure review • American Association for Higher Education • Licata and Morreale (authors of Experienced Voices: Post-Tenure Faculty Review and Renewal, 2002)

34. Useful Websites and References Encouraging Diversity • Trower, Cathy A. Policies on Faculty Appointment: Standard Practices and Unusual Arrangements. 2000 • University of Arizona Diversity Action Plan • Kent State University

35. Useful Websites and References Leadership • Astin, Alexander W. and Helen S. Astin. Leadership Reconsidered: Engaging Higher Education in Social Change, 2001.

36. Useful Websites and References Faculty Development • University of Technology – Sydney • University of Victoria, Canada • Ohio State University • Survival Guide for New Academics • Professional Development Centers Worldwide • University of Kansas

37. Useful Websites and References Teaching Resources and Tips • University of New Hampshire • Carnegie Mellon University • University of Hawaii • Sample Syllabus – Queen’s University • Sample Syllabus – Abilene Christian University • Sample Syllabus – Arizona State University

38. Useful Websites and References Getting Published • Iowa State University

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