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

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Outline. What does a College President need to knowabout Selecting and Developing Faculty?Recruiting and Retaining a Diverse FacultyChanging Modes of EmploymentStrategies for Mentoring New and Continuing Faculty. Minority staff, 9%. Minorities acquire 19% of all doctorates75% of white competitors get residency contrasted and 64% of minority faculty.Female, 10%. Females acquire 44% of all doctorates.

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

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

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Faculty Diversity @ Research Universities (1997) Minority staff, 9%. Minorities gain 19% of all doctorates 75% of white applicants get residency contrasted and 64% of minority personnel. Female, 10%. Females win 44% of all doctorates

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Building Diversity through Hiring and Retention of Faculty ( University of Arizona Diversity Action Plan) Diversity must turn into an essential measure of value and incredibleness Diversity is fundamental for understudy achievement The advancement of assorted qualities has both moral and viable ramifications Diversity benefits everybody Responsibility for enhancing differing qualities lies with each of us

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Faculty Employment Status (Simbler, 1999)

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Changing Modes of Employment (All Institutions)

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Changing Modes of Employment: Challenges to residency 10% of schools no longer offer residency (generally junior colleges) 33% of full-time personnel think residency is old fashioned Fewer staff are getting residency, including those at therapeutic and dental schools. Less staff are picking research professions thus of budgetary obligations.

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Tenure Status of U.S. Workforce (Simbler, 1999)

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Arguments Against Tenure: "Deadwood" personnel Six years to residency makes junior personnel reluctant to stand up Inefficiency Businesses don't offer residency Inequity with different occupations

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Arguments for residency Academic Freedom Institutional self-rule Student opportunity to learn Faculty flexibility to instruct and do examine Freedom of Expression/Speech Enhances monetary security Not "employer stability for an individual employee," yet it ensures "the texture and nature of society all in all"

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Changing Modes of Employment Full-Time, Non-Tenure Track (FTNTT) Typically show bring down division classes Heavier showing loads "Less prohibitive" qualifications, absence of terminal degree Lower pay Less expert advancement subsidizing Less support in administration

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Post-Tenure Review "A deliberate, complete process, isolate from the yearly audit, pointed particularly at surveying execution and additionally sustaining staff development and improvement" (Licata and Morreale) 61% of establishments as of now have post-residency audit

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Post-Tenure Review (cont.) Summative Policies (used to settle on staff choices about reward or remediation) Formative Policies (used to energize staff advancement)

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Impact of Technology on Faculty and Faculty Roles: Loss of control of educational programs and research to market and work constrain requests "Deprofessionalization" of workforce Pressure for responsibility Emergence of new contracts/work relations

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Changing Modes of Employment: Impact of Technology Acceleration of progress with innovation Higher training is joining with customary IT areas, for example, broadcast communications and distributing Increased entrepreneurial concentration Disaggregation of conventional college segments

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Key Strategies for situating for mechanical change Develop scholarly and hierarchical assets to guide change Develop in-house mastery among workforce, staff, and organization Form new sorts of cooperations with scholastic, for-benefit, non-benefit, and legislative segments

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Faculty Development: Key Questions What is "Workforce Development"? How are staff advancement endeavors sorted out (what models are conveyed, and so on.)? How is personnel advancement conveyed (what techniques are utilized)? What issues are shrouded in personnel improvement (what are the critical points)?

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Faculty Development Proper: Focus on the individual employee as a man , as an instructor , and as a researcher and expert . Instructional Development: Focus on the organization's courses , educational modules , and understudy learning . Authoritative Development: Focus on the establishment's arrangements , forms , and hierarchical structure . What is "Workforce Development"? Three wide covering ranges of concern:

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Models of Faculty Development How are personnel advancement endeavors composed? Staff advisory group oversight Passive asset room Single advancement officer in control Multiple decentralized and concentrated endeavors on grounds Single improvement focus on grounds Multi-grounds, helpful projects Several auxiliary models (blends of these and organize movements are normal):

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Conferences, workshops Institutes, courses, withdraws Tele-/video gatherings, movies, on-line instructional exercises, tapes Guest instructors, speaker arrangement Roundtable discourses/snacks Internet-based groups, dialog loads up, listservs Mentor educator program Research ventures/assignments Study bunches, composing circles Formal training openings Project bolster on grounds Leadership/showing foundation Fellowships, stipends, discharged time, holidays, travel costs Peer survey openings Peer introductions Newsletters, messages, diaries Resources to acquire Development Web website, Web joins Teaching portfolios Awards and acknowledgments Socializing openings Inter-grounds consortia Work/learning bunches (alike or cross-disciplinary) Grant composing bolster Methods of Faculty Development How is workforce advancement conveyed? An example list from a horde of strategies:

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Teaching & Learning — syllabi, addressing, dynamic learning, utilizing case techniques, learning/showing styles, issue understudies, working with assorted understudies, composing over the educational programs, holding discourses, basic supposing Assessment — reviewing decently, making exams, reviewing papers, course/instructor/educational programs/program assessment Institutional Matters — history, mission, logbook, assets, benefits, administrations, vital arrangement, correspondence, staff, methods, lawful matters, strategy, administration, parties Topics of Faculty Development What issues are canvassed in personnel improvement? A specimen list from a storm of points: Professional Matters — dossier or portfolio planning, advancement and residency, allow composing, composing for production, tutoring, stress and life/vocation adjust, exhorting, proficient correspondence and citizenship, identifying with understudies, proficient associations, time administration, higher ed. issues Special Interest Groups — new workforce, post-residency personnel, non-residency track instructors, personnel coaches, division seats, bosses of understudy laborers, potential executives, resigning Technology — equipment, programming, convention, showing applications

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Strategies for Faculty Development Leadership Academy Year-long program with various participation (personnel, staff, chairmen) demonstrated on Steven Covey's "7 Habits of Highly Effective People" New Faculty Seminar Faculty Mentoring Programs Center for Teaching and Learning National Programs, for example, ACE

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Strategies for Faculty Development Grant Writing Workshops on Grant Writing Recruit seats experienced in creating gift proposition (University of Colorado School of Medicine)

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What are our inquiries?

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Useful Websites and References For an intuitive posting of valuable references and sites click here

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Useful Websites and References Faculty coaching University of Michigan American Association of Colleges and Universities University of Wisconsin at Madison

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

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

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

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

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

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Useful Websites and References Tenure U.S. Bureau of Education DeGeorge, Richard T. Scholarly Freedom and Tenure, 1997 Schoenfield, A. Earth. Coach in a Manual – Climbing the Ladder to Tenure, 1994 Tierney, William G. furthermore, Estela Mara Bensimon. Advancement 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

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Useful Websites and References Post-residency survey American Association for Higher Education Licata and Morreale (creators of Experienced Voices: Post-Tenure Faculty Review and Renewal, 2002)

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

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Useful Websites and References Leadership Astin, Alexander W. what's more, Helen S. Astin. Authority Reconsidered: Engaging Higher Education

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