- Conceptual Framework
- Standard 1
- Standard 2
- Standard 3
- Standard 4
- Standard 5
- Standard 6
Modeling Best Professional Practices in Service
At UMM, contributions of professional expertise and service are expected for promotion and tenure. Service contributions to the campus and wider community play a secondary but significant role in evaluation. Service to the field of inquiry is assessed by participation in professional organizations and sharing of professional expertise (e.g. presenting workshops, reviewing papers, and serving as a discussant at a national conference). Service to the University includes participation in UMM and/or University committees, advising student organizations, and undertaking other leadership roles (e.g. organizing new initiatives, overseeing external reviews, or assuming administrative duties). The quality of the faculty member’s participation carries more weight than the quantity of activities alone. Service alone cannot qualify the candidate for indefinite tenure.
Within the unit, full-time faculty members are expected to serve on institutional governance committees as well as the extensive, collaborative work of the program. Teacher education meetings include all full-time higher education faculty (including lecturers and teaching specialists) and are held weekly. Discipline meetings (elementary and secondary) are also held weekly.
Faculty members, for tenure and promotion and for the needs of the program, also must engage in collaborative service in their fields of study. Meaningful interactions with school partners are needed and expected.
Most faculty members serve on one of the assembly committees, as required by a vigorous campus governance system. Though faculty service is limited to one assembly committee, it is not uncommon for faculty and staff to serve on other committees both ad hoc and ongoing. These include search, scholarship, discipline, and task force committees. Tenured and tenure-line faculty are also expected to have a pattern of service within their field and a record of scholarship, worthy of tenure within the University of Minnesota system. A review of the faculty vitae will reveal that the current faculty members in tenure lines have participated fully on institution and system committees, often in leadership roles.
The tenure-line faculty members are also involved in service related to practice and to professional organizations. The Summary of Faculty Service is based on an analysis of the faculty vitae for the seven faculty members in tenure lines in Spring 2008. Six of the seven members of the faculty were fully engaged in professional service activities. The seventh member was a new faculty member and is now at a different institution. The active members’ vitae reveal their participation in a wide range of activities. Most served as external reviewers for conference proposals and manuscript submissions. They did consultant work in P-12 schools and colleges. Most were engaged in panels or ad hoc committee work (e.g. accreditation visits) for the Minnesota Department of Education. They all held leadership roles in state, national, or international organizations.