This document summarizes a retreat for new faculty scholars to help them build their academic portfolios. The retreat provides an overview of the purpose and goals of academic portfolios. It covers topics such as describing teaching, research, outreach, and developing an overall academic role and philosophy. Participants work through exercises to reflect on these areas and begin drafting sections of their portfolios. The retreat aims to create a supportive environment for collaboration and feedback to help the new scholars structure and promote their academic work.

1. Building Your Academic Portfolio New Faculty Scholars May 11 & 12, 2009

2. Overview & Introduction Retreat Schedule Us Our Approach Your Goals Our Goals http://bit.ly/ExMKY Do we have your picture?

3. Retreat Schedule See Handout

4. Our Retreat Approach--RIPP Reflective Integrative Participative Productive

5. Our Workshop Approach Work-Shop You Work — We Shop So, let’s let it RIPP!

6. Your Goals Please Take a Few Minutes to Write Down Your Goals for the Retreat —What to you Want to Get Out of This Experience? Share

7. Our Goals Create a SANCTUARY for Reflection and Work Facilitate EMPOWERMENT Provide GUIDELINES and ORGANIZATION Provide FOUNDATIONAL INFORMATION Facilitate COLLEGIALITY Facilitate COLLABORATION

8. Our Goals To Support FEEDBACK and SHARING To Create an ENGAGED LEARNING EXPERIENCE To Encourage NETWORKING and FUTURE SUPPORT MECHANISMS To Provide a TEMPLATE for FUTURE GROWTH

9. Our Goals MOST IMPORTANT GOAL To PRODUCE A PRODUCT —A Partial First Draft of Your Academic Portfolio

10. The only way I see changing the old guard is by educating them. And how do we educate them? We have to educate them by putting together good portfolios." Associate Professor Large Research University

11. Four Types of Conference Attendees The Vacationer They Are There for R & R Away From Students, Work, Worries Goal is to Have Fun

12. Four Types of Conference Attendees The Prisoner They are There Because They Have to Be Someone Made Them Go Will “Do The Time”

13. Four Types of Conference Attendees The Judge They Know it All Already Their Goal: Let the Presenter Know This Going to Challenge Everything

14. Four Types of Conference Attendees The Explorer Excited to be There Open to New Adventures and Learning Look for Something New and Useful

15. Which one are you? The vacationer The prisoner The judge The explorer

16. I HOPE WE HAVE A ROOM FULL OF EXPLORERS!!

17. General Writing Suggestions Write: Get Something Down NOW Collaborate & Share Be Inclusive Rather than Exclusive Save Early & Save Often Order Not Important Now Edit & Revise Later

18. Ch. 2: What is an Academic Portfolio? A Description of WHAT You do, WHY You do it, HOW you do it, to WHOM You do it to, WHERE and WHEN You do it, and What IMPACT Your Actions Have on You, Your Students, Your Department, Your College, Your University, Society, & Universe

19. Sample Portfolio Activity Impact Table Teaching Research Outreach Service Self Students Department College University Society

20. The 3 rd dimension of the Academic Portfolio Table? What Why How When Where

21. Ch. 2: What is an Academic Portfolio? 8-15 Written Pages Followed by Appendices and Supporting Data Organized into Sections That Reflect the Various Aspects of Your Academic Life

22. Ch. 2: A Good Academic Portfolio Introduces You Is a Focused Guide Revealing Who You Are and Why You Do What You Do Provides Evidence of Your Abilities Is Integrated and Aligned Provides Evidence of Growth Describes Plans for Future

23. Ch. 2: Reasons to Create an Academic Portfolio Take Control — Proactive not Reactive THE EVALUATION OF YOUR PERFORMANCE IS TOO IMPORTANT TO BE LEFT UP TO OTHERS Help Others to Understand the Full Range of Your Academic Accomplishments Stimulates Reflection Can Create Template for Future Growth

24. Ch. 2: What Does an Academic Portfolio Look Like?

26. My Academic Roles

27. Ch. 2: Draw/Describe Your Academic Roles Page 10

28. Ch. 2: Plan Your Table of Contents Pages 12 & 13 Complete Brainstorming Activities

30. Ch. 3 – Describing your Teaching: Model

31. Ch. 3 – Describing your Teaching Step 1 List Courses Step 2 Organize / Group Step 3 Writing Steps 4, 5, & 6 Other Teaching Activities

32. “ The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.” Anatole France

33. “ Mr. Osborne, may I be excused? My brain is full.”

34. Ch. 3: Philosophy of Teaching – Pages 21-31 Step 1 Thinking / Metaphors Step 2 Role of Teacher Step 3 Describe what you do Step 4 Discuss Step 5 Role of Students – Read: “Student as Customer vs. Student as Learner”

37. “ The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” William Arthur Ward But … “ The truly exceptional teacher facilitates lasting positive change ” James Edward Groccia

38. Ch. 3: Philosophy of Teaching Step 6 Organizing and Writing Step 7 Discuss and Share Step 8 Foundational Knowledge: Background Reading – What We Know About Learning Step 9 Reflecting, Editing, Rewriting Reflection : http://bit.ly/zPgfk

39. Ch. 3: Documenting Evidence of Good Teaching Refer to any evaluation data you brought with you

41. Ch. 3: Broadening Our View of Teaching Evaluation Need to Use Multiple Strategies For Evaluating Teaching Don’t Just Rely on Student Ratings Teaching Involves More Than Presenting (Remember Model)

42. What is the Purpose? Data for Promotion and Tenure Data for Professional Development Data for Research (SoTL)

43. Who will do Evaluation? Self Students Colleagues Administrator—Chair / Dean Alumni Biggio Center

44. When will Evaluation be Done? Before Teaching During Teaching After Teaching

45. What Can Be Evaluated? Organization of Course Content Instructional Materials / Syllabus Communication Skills Knowledge Concern / Caring / Empathy

46. What Can Be Evaluated? Fairness and Equity Reliability / Validity of Tests & Exams Teaching Methods Learning Outcomes

47. How ? Evaluation Approaches End of Semester Student Evaluations “ Compared to What I was Told About You, You are Better Than I Expected” “… He Made the Best Out of an Unbearable Situation” “ You’re a Great Teacher, but I Hate This Class” “ Maybe an Eraser Fight is in Your Future”

48. How ? Evaluation Approaches End of Semester Student Evaluations Quiz

49. How ? Evaluation Approaches Class Observation Videotaping Peer Review – Caveat Review of Instructional Material Review of Student Records Graduate on Time? GPA

50. How? Evaluation Approaches Student Learning Outcomes

51. How ? Evaluation Approaches Self-Assessment Early Feedback SGIF CATs Evaluation Forms On-Going Assessment—”Clickers”

52. Ch. 3: Documenting Effective Teaching (P. 37) Step 1: Student Evaluation Step 2: Other Evidence Step 3: Student Comments Step 4: Organizing and Writing Step 5: Additional Evidence Step 6: Sharing and Editing

53. SoTL – Scholarship of Teaching & Learning http://bit.ly/IVPtK - Carnegie Found. Adv. Tch.

54. “ Scholars of teaching and learning … are not prepared to be drive-by educators. They insist on stopping at the scene to see what more they can do.” — Lee S. Shulman, 2002 President, Carnegie Foundation

55. … Cars…Sports…Military…Construction… Typical male bias in choice of analogy?

56. Ch. 4: My Research Role Step 1 Brainstorming Step 2 Pre-Writing / Metaphor / Discussion Step 3 Writing Describe “What”

60. Ch. 4: My Research Philosophy Step 1 Brainstorming Step 2 Writing Step 3 Share and Provide Feedback Describe “Why” Demonstrate Alignment

61. How would you describe your research area? An emerging field with not very many people working in it A well-established field but not very popular A well-established field that is very popular right now A field that might be stagnating What? I am supposed to do research?

62. Considerations of use/application Quest for fundamental understanding Search for the Higgs Boson Implementing Teacher Prof. Dev. Situating your Research Agenda Where are you now and will your location move over time?

63. How much research are you supposed to do in your appointment? <20% 20-40% 40-60% >60% I am supposed to do research?

64. How many people do you regularly interact with to conduct your research? No one else – just books and databases Just one or two people (rest are plants or animals) A few to several (lab research assistants) Dozens (e.g. in K-12 classrooms) Hundreds (e.g. survey research; audiences)

65. Not including your time, how expensive is your research? Not very – just need books and databases Moderately so (~$10K/year) Reasonably so (~10K-50K/year) Pretty expensive (~$100K/year) Really expensive (> ~$100K/year)

66. Ch. 4: Evidence of Research Success Step 1 List Accomplishments Step 2 Discuss how to Organize Step 3 & 4 Write — 3 to 5 Paragraphs

67. How much progress have you made this year on your research? Not very much Some, but not as much as I would like I am satisfied with the progress Its been great! I was nominated for the Nobel Prize!!

68. Ch. 4: Impact & Future Plans Describe how your Research has meaning to profession, department, institution, students, etc. Describe Future Plans

69. How much progress have you made this year on your research? Not very much Some, but not as much as I would like I am satisfied with the progress Its been great! I was nominated for the Nobel Prize!!

70. Chapter 5. Outreach What does Outreach mean to you?

71. The Faculty Handbook says… Today, Auburn University serves as a comprehensive, multi-disciplinary source of information, expertise, and programs of lifelong learning. Through .., university outreach, … Auburn faculty contribute to an educational network that extends research-generated knowledge and services to the people and communities of Alabama and subsequently to national and international audiences.

72. Outreach Role Outreach: “ Instruction, or Research, or Instruction and Research that is Applied to the Direct Benefit of External Audiences and that is Directly Relevant to the Mission of the Units in which the Contributing Faculty and Staff Members Work” (Muse, 2000)

73. Keep brainstorming – who could potentially benefit from your outreach activities?

74. High school teachers Health services and hospitals Prisons Underserved population General public Auburn citizens Kids Minority groups Communities Non-profit organizations Elderly Museums Cities Students Small businesses Inventors Animal shelters Parks

75. Activities Educational programs Informational publications Technical assistance Locally, nationally and internationally

76. … who has time for that…? How can you get credit for it?

77. How could you tie Outreach to your Research or Teaching

78. Documentation - Creating a Framework

79. I. Situation - Problem Identify a need and the benefitting target group How is this problem connected to your discipline and expertise? Community activities National and international

80. II. Objectives What would you like to achieve? For direct beneficiaries (e.g., high school teachers) For indirect beneficiaries (e.g., high school students through their teachers)

81. III. Approach - Methodology What would be ways to best achieve your goals? Develop a workshop Set-up small group discussions Create electronic message board …

82. III. Approach – Resources Do you need any resources to achieve your objectives (student help, space)? Do you need funding? Where could you apply for funding? Consider AU funding opportunities, organizations, public agencies, private sector, ...

83. VI. Outcomes - Impact What is the impact of your outreach project? On the direct and indirect beneficiaries Qualitatively and quantitatively

84. V. Deliverables Consider Workshop Report Non-technical publication …

85. VI. Outreach Effectiveness How could you evaluate the success of your outreach activity? Consider Evaluation by participants Development of an Outreach Portfolio Outreach philosophy Documentation of evidence

86. How could your outreach activity benefit you in terms of research and/or teaching and morph into something larger?

87. Outreach Philosophy Write one paragraph and share with your group Expand later to approximately 1 page

88. Ideas and Goals for the Future?

89. Ch. 7: Pulling it all Together: My Academic Role Who Are You as an Academic Professional? What is the “Gestalt” of What You do? What is the Meaning of What You do?

90. Ch. 7: Academic Role & Responsibilities Describing your Academic Responsibilities Review What you Have Written in Previous Sections Respond to Brainstorming Qusetions Write Discuss and Edit

91. Ch. 7: Academic Philosophy – Sources AAUP Code of Professional Ethics Seek and State Truth Support Free Pursuit of Learning Support Community of Scholars Effective Teachers & Scholars Good Citizens

92. Ch. 7: Academic Philosophy – Sources AU Mission Statement and Strategic Plan

93. Ch. 7: Academic Philosophy – Sources Boyer’s Scholarship Reconsidered Discovery Integration Application Teaching

94. Ch. 7: Academic Philosophy – Sources Faculty as “Meta Professional” Base Professional Skills Content Expertise Currency of Knowledge Field Related Practice or Clinical Skills Field Related Research Skills & Techniques Necessary but Not Sufficient

95. Ch. 7: Academic Philosophy – Sources Faculty as “Meta Professional” Meta Professional Skills Include Course Design, Management, Delivery Communication Skills Financial / Budgeting Skills Policy Analysis & Development Skills Group Process Skills Human Development Skills Personnel Management & Supervision Skills Information Technology Skills

96. Ch. 7: Academic Philosophy Step 1 Brainstorming Big Picture “ Why?” Step 2 Writing Step 3 Sharing and Editing Step 4 Future Plans

97. “ Spoon–feeding in the long run teaches us nothing but the shape of the spoon.” E.M. Forster

98. “ I am teaching…it’s kind of like having a love affair with a rhinoceros.” Anne Sexton

99. Ch. 8: Finishing Check for Alignment Organize Appendices Review and Edit Self Evaluation and Other’s Feedback

100. Ch. 8: Plans for Continuation Commit to Working with Others to Continue Process Schedule Future Meeting Work with Campus Directors

101. Ch. 8: Plans for Continuation Remember: Academic Portfolio is NEVER finished (Unless you Retire or Die)!

102. Summary / Wrap Up

103. We Hope We Accomplished Our Goals Created a SANTUARY for Reflection and Work Facilitated EMPOWERMENT Provided GUIDELINES & ORGANIZATION Provided FOUNDATIONAL INFORMATION Facilitated COLLEGIALITY Facilitated COLLABORATION

104. We Hope We Accomplished Our Goals Supported FEEBACK and SHARING Created an ENGAGED LEARNING EXPERIENCE Encouraged NETWORKING and FUTURE SUPPORT MECHANISMS HELPED YOU PRODUCE A PRODUCT —A Partial First Draft of Your Academic Portfolio