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

5d. Modeling Best Professional Practices in Service

5d.1. What types of service are expected of faculty as part of the institution's and the 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…” (Faculty Handbook, page 2) The United Academics Collective Bargaining Agreement (Article 13 Workload) establishes service to the University and the public as one of the primary responsibilities of faculty. In general, 20% of a full-time faculty member’s workload units are devoted to service. The three categories of service recognized and supported by UAA include public, University, and professional service. Public service includes “organized, non-remunerative, educational and consultative activities” pertaining to the faculty member’s area of expertise. University service includes department, college/school, or university committee work. Professional service encompasses service in the faculty member’s area of expertise as an officer or board member for a professional association, editor of a journal or book, conference chair, professional development provider for teachers and other school professionals, or other appropriate professional roles.

The COE Peer Review Criteria and Guidelines (P03.03.01) apply UAA’s expectations to COE’s context. Each full-time COE faculty member is “required to provide service to the university, the community, and the profession. Service is a contractual obligation….  In addition to service at the College and University levels, COE faculty are required by the particular demands of a professional college to be involved in community service (local, state, national, and international) in many different capacities: curriculum revision, consulting, professional development, committee membership, board membership and task forces, among others.”

5d.2. In what types of service activities are faculty members engaged? Provide examples of faculty service related to practice in P-12 schools and service to the profession at the local, state, national, and international levels. What percentage of the faculty is actively involved in these various types of service activities?

Consistent with our core value of collaborative spirit, and in accordance with University requirements, all full-time faculty are engaged in service activities. Since 2004, professional education faculty with 2009-10 appointments have been engaged in more than 400 university (department/college/university) service activities, at least 95 public service activities, and at least 75 professional service activities. Standard 5D Exhibit 6 provides a summary of these activities.

All full-time faculty have documented service related to practice in P-12 schools, and all provide service to the profession. Examples of service related to practice in P-12 schools include facilitation of on-line communities of practice for teachers and other school professionals in network schools; involvement in various content tutoring sessions for children and youth; professional development and consultant services on such topics as autism, K-3 science, literacy, curriculum design, social emotional development, leadership, and child care practices; school district curriculum committee work; and volunteer work as science fair judges and adjudicators for middle/high school music competitions. Types of service to the profession include board and committee memberships, leadership roles in state and national/international organizations, advisory panels and editorial boards for various publications, scholarship and other award selection committees, and state and national standards development and review committees.