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Instructors & Clinical Faculty Art Spisak, Associate Provost for Faculty Affairs Julie Masterson, CHHS Fellow, Faculty Development Tracy Dalton, Sr. Instructor Karen Engler & Jill Oswalt, Clinical Associate Professors CHHS New Faculty Workshops November 2, 2009 Know YOUR DEPARTMENT’s plan Prior to the promotion year, consider yearly feedback carefully and systematically respond Prepare your materials so that it is obvious that you have met the criteria. Make it easy on the reviewers. An Instructor who has demonstrated excellence in teaching and service at Missouri State University. 12 equated hour teaching load per semester At least 5 years of full-time teaching at MSU Excellence in five general areas MSU Faculty Handbook focuses on teaching and service; however, some departments may have expectations in scholarship/professional productivity, so…. Know YOUR DEPARTMENT’s plan Department head’s evaluations of applicant’s teaching capability and performance Student evaluations, both quantitative and qualitative Pre- and post evaluations to demonstrate an increase in knowledge and skills taught in the specific content area Explanation of learning outcomes and successful student assignments or portfolios that are connected to the course goals Peer reviews documenting student learning outcomes Examples include experiential learning, collaborative learning Assignments such as hands-on practice with class demonstrations Peer group work Self-analysis of writings and projects in class Lecture and discussion techniques Online course materials and design Use of other instructional technologies to present concepts; to facilitate class organization and discussion: and to enhance learning Demonstrate leadership in curriculum development Perform advisement duties Manage or coordinate grants or programs Other factors in the area of service that may indicate commitment and leadership may be included ◦ Advising student organizations ◦ Organizing events, conferences, or other activities that contribute to the Missouri State University community Development of new courses or major revisions to existing courses Evaluating and adopting new texts Use of technology to enhance learning (e.g., development of an online course) Service to the University in the form of consistent, active service on departmental, college, university committees. Community engagement as professional opportunities allow. Service in professional teaching organizations Ranks: Clinical Instructor, Clinical Assistant Professor, Clinical Associate Professor, Clinical Full Professor Minimum requirements include specified degree levels and years of experience at Missouri State University Evaluated in clinical education and service, with professional productivity optional Demonstrate effectiveness in cultivating students’ knowledge and skill base, including entry level competencies Make the relationship between academic curriculum (general and disciplinary) explicit so that students can integrate knowledge and skills for lifelong learning Maintain appropriate professional credentials, including continuing education Outstanding performance as a clinical educator ◦ Judgments from students, peers, administrators, colleagues ◦ External recognition (and/or students receiving external recognition) ◦ Clinical outcomes research ◦ Noteworthy advisement ◦ Grants to support clinical education Experiential learning ◦ ◦ ◦ ◦ ◦ Service learning Internships Structured outreach activies Application of clinical experiences to social issues Multidisciplinary clinical or practice contexts Accessibility Beyond one’s typical assignments… Distance learning Online and continuing education for practitioners Public lectures/workshops Work with community agencies, health care institutions to provide access to education, clinical interventions ◦ Develop other educational materials to increase accessibility ◦ ◦ ◦ ◦ ◦ Diversity ◦ ◦ ◦ ◦ ◦ Broaden students’ perspectives Develop cultural sensitivity, cultural competence Invite guest speakers who offer diverse viewpoints Establish clinical experiences in diverse settings Provide exposure to clinical populations with special needs FH says that goals/criteria for evaluation of service are identical to faculty with standard appointments Clinical faculty may be evaluated on professional productivity/research for promotion. Areas include contributions of knowledge to discipline, application of clinical expertise to local service provision, transmission, and involvement of students in clinical scholarly activities Translates new knowledge in measurable improvements in clinical practice and outcomes Translates clinical practice into new knowledge Disseminate knowledge through peer-reviewed and non-peer-reviewed venues Participation in thesis committees Reviewer for funding agency Collaboration on clinical research Development of national recognized clinical service or practice standard Field assessments Employer surveys Client/patient surveys Recognition by professional peers in the form of awards, requests for service, commendations, citations, etc. Special efforts in transmission of clinical expertise or research to a broad audience Undergrad or graduate students involved in professional practice activities Undergrad or graduate students involved scholarly activities Submit portfolio to dept. personnel committee (typically early October) Dept. committee reviews and submits recommendation to Dept. Head DH submits reviews and submits recommendation to Dean Dean reviews and submits recommendation to Provost Provost notifies candidate of approval or non-approval Application form Criteria used (department specific) Curriculum Vitae (Digital Measures/Activity Insights) Statement of Philosophy of Teaching (Sr. Instructor) or Personal Summary Statement (Clinical Faculty) Yearly Performance Reviews from Departmental Personnel Committee, Department Head, and Dean (for the current year and the previous four years that are being evaluated) NOTE: External reviews are not required Teaching ◦ List of courses taught with enrollment numbers ◦ Illustrative syllabi for all courses taught ◦ Summary report of student evaluations with samples of students evaluations (do not include all student evaluations, but have available in the event they are requested) ◦ Samples of class handouts and other curricular-related materials (e.g., exams, course assignments, etc.) ◦ Examples of course and curricular development ◦ Other artifacts that may indicate leadership in the area of teaching Service Professional Productivity