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Modeling Best Professional Practices in Scholarship

Only faculty members in tenure-line positions are expected to participate in scholarly activities. As prescribed in the institution’s procedures for promotion and tenure, good teaching must be accompanied by scholarly or artistic productivity. A wide diversity of scholarly or artistic activities is acceptable at UMM, including publications and scholarly papers; creative and artistic endeavors, productions, and performances; and products, techniques, and pedagogical tools. In addition, the following activities that relate to a faculty members expertise may be considered as part of scholarly activities: interdisciplinary work, public engagement, presentations at conferences, international activities and initiatives, and attention to questions of diversity. However, these alone without an adequate record of publications will not qualify the candidate for indefinite tenure. Scholarly activities are to be consistent with the faculty member’s appointment and are expected to make a significant contribution to the individual’s field. Significance is determined according to national and international standards in the field of education and as commensurate with the individual’s status as a member of the University of Minnesota faculty. The quality and regularity of professional contributions are of greater significance than a high level of annual activity. The assessment of professional activities involves internal and external evaluation by peers and may also include the documentation of professional recognition by outside organizations, such as national and international societies, professional organizations, and other institutions of learning.

Faculty members in the unit are active scholars. One hundred percent of the faculty conducted research has presented in at least one venue since the last review. In the past seven years, the seven faculty members who were part of the unit in spring 2008 had produced 14 peer-reviewed and published articles, 12 regional presentations, 43 international/national presentations, three books and monographs, three book chapters, and three invited keynote presentations. As shown in lists of publications and presentations, the most senior faculty member in the unit presented internationally and served as an invited keynote speaker; the most junior faculty submitted two papers for review and presented another paper at an international conference. Every faculty member at every career stage remains engaged in scholarship. The topics studied are relevant to teacher education (e.g. preservice growth and understanding), assessment (e.g. disposition), society (e.g. parent advocacy), and children (e.g. kindergarten education). The summary of faculty work reveals that the faculty engages in scholarship related to other important elements of the conceptual framework as well. Over half of the presentations relate to issues of diversity including diversity in US schools, globalization, and learning style. Technology too has become a focus of study especially for the unit’s newly tenured faculty member. Finally, much of the work is collaborative, including collaborations among unit faculty.

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