Standard 5 COE Accreditation/Self-Study Report Home Overview Conceptual Framework Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Exhibits
 

5c. Modeling Best Professional Practices in Scholarship

5c.1. What types of scholarly work are expected of faculty as part of the institution's and unit's mission?

UAA “has a tripartite responsibility for teaching, research/creative activity, and service. Individual schools and colleges have, as a minimum, a bipartite responsibility, including teaching and service, but may, depending on their mission, assume a tripartite responsibility. Creative activity refers to such things as producing original works or performances in art, literature, and the performing arts. Research refers to the acquisition of knowledge, information, or data and the synthesis of that knowledge, information, or data into published works” (Faculty Handbook, page 2).

The UAA United Academics Collective Bargaining Agreement (Article 13 Workload) provides further information, stating that research is a primary professional responsibility of faculty. Research encompasses “all professional activities leading to publication, performance or formal presentation in the unit member's field, or leading to external funding recognizing the unit member's current or potential contribution to their field.”

The COE Peer Review Criteria and Guidelines (P03.04.01) apply UAA’s expectations to COE’s context. “Each tripartite College of Education faculty member is expected to be a scholar in his/her own field and to engage in research/creative activities. Research/creative activity may support teaching but may not include those activities that are normally considered part of the teaching or service workload. Faculty are expected to demonstrate a balanced record of research and creative activity, which must include published work that is nationally available and has been reviewed by one's professional peers.” Examples of research/creative activities include P-12 curriculum; educational methods, materials, systems or processes; evaluation instruments; educational programs or systems evaluation; basic or applied research; and technology-related materials, such as software.

5c.2. In what types of scholarship activities are faculty members engaged? How is their scholarship related to teaching and learning? What percentage of the unit's faculty is engaged in scholarship?

All tripartite faculty engage in scholarly activities. Less than 10% of faculty (holding bipartite and term appointments) do not engage in scholarly activities. At least 6 adjunct/part-time faculty members engage in scholarly activities. With very few exceptions, the activities address issues related to teaching and learning, including such topics as learning disabilities, autism, literacy, school improvement, distance-delivered professional development, and exploration of counseling services in Second Life. Faculty CVs include almost 450 entries covering a wide range of scholarly activities since 2004. Types of activities include refereed and non-refereed journals; conference proceedings; books and book chapters; local, state, national, and international presentations and workshops; and grants submitted and awarded. Standard 5C Exhibit 5 summarizes more than 400 discrete activities (excludes multiple authors).