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Service Expectations_TUE_230_catlos

  1. 1. SERVICE AND EXPECTATIONS Presented by Dr. Elizabeth Catlos, University of Texas at Austin Dr. Eric Peterson, Illinois State University
  2. 2. OUTLINE What is service Common early career/later career service examples Reasons Why and Why Not to perform service Questions to consider when asked to perform service Our advice How to say no
  3. 3. WHAT IS SERVICE? Activities in which faculty members offer professional knowledge, skills, and advice to their communities (University, profession, and public). Service activities, whether compensated or not, draw on professional expertise, relate to the teaching and research missions of the University, and, typically, imply a connection to the University. Service role of faculty is expansive and often vaguely defined  Internal Service  External Service
  4. 4. COMMON EARLY CAREER SERVICE Reviewer for a journal Reviewer for a funding agency Participating in dept/school/college/university committees Chairing scientific sessions at state/regional/national/international meetings Part of planning workshops, seminars, conferences for dept/school/college/university Writing letters of recommendation to students Mentoring students and student organizations Others?
  5. 5. COMMON LATER CAREER SERVICE Serving on an editorial board for a journal Serving/Leading a standing review board for a funding agency Developing or chairing dept/school/college/university committees Organizing a state/regional/national/international meeting Responsibility for workshops, seminars, conferences for dept/school/college/university events Initiating and supporting foundation activities for successful former students Others?
  6. 6. REASONS TO PERFORM SERVICE Develop a professional network among your peers  Meet people who can assist you with your research and/or teaching  Maintain relationships with people in your field  Learn about what your peers are doing  Cultivate a sense of collegiality in your field/dept/college/university Professional development  Improve management skills  Enhance your reputation Desire to learn and/or improve how organizations operate  What is your depts. curriculum for the geosciences degree and is it effective?  How does your university deal with student/departmental affairs  Desire to ―give back‖ or improve to the dept/college/university/students/organizations
  7. 7. REASONS TO PERFORM SERVICE Required  Tenure expectations  Learn about what is required for service to your institution Example: Illinois State University (ISU) ISU recognizes two major sub-categories: professional service and university service. Professional service is the application of faculty professional expertise to needs, issues, and problems in service to professional associations as well as to business, government, not-for-profit enterprises, and the general citizenry. University service is the application of faculty expertise to the operation and governance of the University, including academic programs, departments/schools, colleges, and other components of the University.
  8. 8. REASONS NOT TO PERFORM SERVICE Time restrictions  Not able to meet the needs in a timely fashion  Other priorities are more urgent  Unable to multi-task Not a priority  Other issues are more important to your career (research, teaching)  Distracted by other items in your academic life  Already taken on or given too many responsibilities Not of interest  Service goal is boring/tedious  Dealing with difficult people  No immediate reward  No feeling of connection with your dept/college/university/students/organizations
  9. 9. REASONS NOT TO PERFORM SERVICE Not competent  ―Rather than being allowed– and indeed encouraged—to concentrate on their academic work, many [are] sucked into a plethora of activities often unrelated to their competence and interests.‖ Banks (1984)
  10. 10. QUESTIONS TO CONSIDER How is service recognized within you department/school, college, university?  Clues are in the Faculty Annual Report and Faculty Handbook What are the expectations for a faculty member at your rank? What is the purpose/goal of the service role? Does the purpose/goal fit into your professional goals? Are there opportunities for service that compliment your teaching or scholarship, i.e. service learning or scholarship of engagement?
  11. 11. QUESTIONS TO CONSIDER How long is the commitment? What are you committing yourself to do? What are the duties? Can overlap exist so your service is part of your research and/or teaching? What are the implications if I say ―No‖?  Will I alienate myself within my discipline?  Will I upset peers in my department?  Will it free time for other pursuits?
  12. 12. ADVICE Service will not get you tenure, but the absence of service can be a detriment to promotion.  Identify what is important to your dept/college/university in terms of service  Faculty Handbook  End-of-year review Plan your service commitment goals as you do your research and teaching  33% research 33% teaching 33% service?  50% research 25% teaching 25% service?  70% research 20% teaching 10% service? Start with internal service and branch out as you become more comfortable  If you have not been asked to serve by your dept., discuss with dept. head reasons why  Identify a committee in which you would like to serve
  13. 13. Identify organizations important to you/your field that you are motived and excited to be part of  Geological organizations often have management boards/discipline groups that need assistance  Consider international/national/section/discipline/local organizations  Consider organizations that may be peripheral but still useful for your field/important to the university Use service as an opportunity to learn and grow  Network opportunities  Expand research, teaching, training opportunities Become involved in service learning that allows you to combine scholarship or teaching with service. It is OK to say ―No‖ ADVICE
  14. 14. Consider the request.  Be respectful, even if the person asking isn't Say "no" as simply as possible  Preface your 'NO' by saying 'I understand what you are saying' before refusing - it helps if people feel empathy.  You may need to say no many times before the requestor hears you.  If your refusal upsets someone, remain calm and, if possible, remove yourself from the situation.  If you are unable to do so, change the subject or compliment them somehow.  Remain non-confrontational and resist the urge to explain HOW TO SAY NO
  15. 15. Transfer ownership of your refusal to something else  ―I cannot do this. I am working on X, Y, and Z and would not be able to commit the time.‖  ―My schedule is booked now.‖  Do not lie when you explain why your answer is no. Help the requestor find an alternative  ―This proposal/manuscript is not my expertise, but I recommend this reviewer.‖  ―This committee is too much for me, but I know he is looking for a service opportunity.‖  ―Is this something my student could do? I think she would appreciate the opportunity.‖ Stand firm. It is your time they are asking for and you have the choice  If you feel uncomfortable, ask a third party/mentor for assistance HOW TO SAY NO
  16. 16. REFERENCES Banks, W. (1984) Afro-American scholars in the university:Roles and conflict. American Behavioral Scientist, 27, 325-338. Berberet, J. (1999). The Professoriate and Institutional Citizenship Toward a Scholarship of Service. Liberal Education, 85(4), 33-39. Boice, R. (2000). Advice for New Faculty Members: Nihil Nimus. Needham Heights, MA: Allyn & Bacon. Fear, F.A., and Sandmann, L.R. (1995). Unpacking the Service Category: Reconceptualizing University Outreach for the 21st century. Continuing Higher Education Review, 59(3), 110-122. Illinois State University (2013) Appointment, Salary, Promotion and Tenure Policies Tomorrow's Professor Msg.#556 Faculty Service Roles and the Scholarship of Engagement, O'Meara, K.A. (1997, Mar.). Rewarding Faculty Professional Service (Working Paper No. 19). Boston: New England Resource Center for Higher Education, University of Massachusetts-Boston, Graduate College of Education. Ward, Kelly, (2003) Faculty Service Roles and the Scholarship of Engagement. ERIC Digest ERIC Identifier: ED480469