The Quest For Excellence and Faculty Assessment (original) (raw)
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Faculty practice is promoted in schools of nursing for the purposes of strengthening the clinical expertise of faculty, maintaining clinically relevant curricula, fostering student learning, and generating revenue. For clinical faculty, this practice often provides the foundation for academic scholarship. The integration of this scholarship into the traditional academic triad of education, research, and service has proved difficult. Pohl et al notes, "In promotion and tenure decisions, 68 percent of faculty reported that practice was weighted less than teaching and research in their institutions." 1 There appears to be an inherent tension between the requirements for scholarly faculty practice and the academic missions of schools of nursing. The purpose of this article is to describe a framework for the evaluation of faculty practice at the Johns Hopkins University School Nursing (JHUSON) and the actions taken to align the scholarship of faculty practice with the academic research mission of the School.
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Measurement of research performance is multidimensional; no single type of measure is a panacea. The use of only one measure results in failure to assess the full range of professional role performance.
2017
The University of Colorado Boulder requires that “[d]ossiers for comprehensive review, tenure, or promotion must include multiple measures of teaching” (Guidelines, 2007). However, at present we do not have a well-documented framework to guide individuals or departments in the selection and interpretation of such measures, which makes it difficult to assess teaching quality and support systemic faculty growth in teaching. In this white paper, we outline a framework for supporting and assessing teaching quality that is grounded in the scholarship of higher education. Such a framework will advance individual educational efforts as well as support the alignment of campus resources to enhance education.
Faculty evaluation and the development of academic careers
New Directions for Institutional Research, 2002
National and campus discussions about what should count in faculty evaluation have helped broaden the idea of scholarship at many colleges and universities, but for faculty who wish to fashion careers that include new kinds of scholarly work, debates about actual cases for tenure and promotion matter the most.
Journal of the Scholarship of Teaching and Learning, 2011
This study investigated the status of the Scholarship of Teaching and Learning (SoTL), the amount and types of pedagogical scholarship, and the merit accorded SoTL within academic units for purposes of faculty assessment (i.e. hiring, promotion, and tenure decisions) at a research/doctoral granting institution. Responding to an electronic survey were 159 tenured and tenure track faculty (30% assistant professor, 31% associate, 31% full professors; 6% collateral/clinical/administrative) from all colleges and schools. The data analyzed showed a disconnect between the perceptions of tenured and nontenured faculty on what qualifies as SoTL and the place of scholarly works within promotion and tenure. More specially, non-tenured faculty tended to judge teaching activities as SoTL regardless of their likelihood for publication, whereas tenured faculty more often recognized only published works as SoTL. Results also indicated that a limited number of faculty were engaged in SoTL; possible reasons could include lack of external funding and nebulous promotion and tenure guidelines as they concern SoTL.