Faculty Policies, Resources and Development at Ohio State Susan S. Williams
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Transcript of Faculty Policies, Resources and Development at Ohio State Susan S. Williams
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Faculty Policies, Resources and Development at Ohio State
Susan S. WilliamsVice Provost for Academic Policy and
Faculty Resources
September 8, 2009
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Faculty at Ohio State
• 18 Colleges
• 110 TIUs (Tenure Initiating Units)
• Joint appointments
• Centers and Institutes
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Multiple Tracks
• See Faculty Rank Title Codes (Handbook Tab 7)
• Regular Faculty• Tenure Track
• Clinical Track
• Research Track
• Auxiliary Faculty• Lecturers, visiting, adjunct
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Regular Tenure Track Faculty
• Professor: 1,164
• Associate Professor: 964
• Assistant Professor: 815
• Instructor: 19
• Total: 2,962
(Statistics via Faculty Analytics)
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Regular Clinical Track
• Approved in 11 colleges
• Professor: 67
• Associate Professor: 150
• Assistant Professor: 327
• Instructor: 7
• Total: 551
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Clinical Track
• Track must be approved by the University Senate (see list on Handbook pp. 47-48)
• Hired for 3 – 5 years for specific duties
• Department must have criteria for appointment, reappointment, and promotion
• Can be promoted through the ranks
• No time limit of time in rank
• May switch from tenure track or give up tenure to be promoted in clinical track
• Reviewed during penultimate year
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Regular Research Track Faculty
• Approved in 10 colleges
• Professor: 4
• Associate Professor: 4
• Assistant Professor: 58
• Total: 66
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Research Track
• Contract for 1 – 5 years
• Salary must be supported from non-general funds
• Department must have criteria for appointment, reappointment, and promotion
• Reviewed during penultimate year
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Leadership Role
• Chair vs DEO (Department Executive Officer)
• Manager
• Leader
• Facilitator
• Agents for quality work: “convene faculty conversations that, precisely because they raise tough questions, evoke meaningful answers defining the nature of their community’s work” (Departments That Work, 126)
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Transitioning to a New Role
• Shift your thinking from individual success to collective success. The criteria for success as an individual faculty member are not the same criteria for success as a department chair/dean.
• Get into a learning and listening mode. Map out what you need to learn and identify from whom you can learn it. Develop relationships with those who have information/resources you need.
• Identify opportunities to build personal credibility.
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Shadow of the Leader(Senn-Delaney)
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Shadow of the Leader
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Departments that work have chairs who
• Are good listeners
• Introduce difficult conversations
• Frame issues clearly, delineate options, and lay out consequences of those options
• Create settings for quality work and remove barriers to such work
• Create ways for the department to think critically about its work as a unit (Wergin, 138)
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Develop Trusting, Credible Relationships
• Relationships are made up of conversations• As a leader, you will survive or fail one conversation at a time.
(See Seattle Post-Intelligencer article)
• Each conversation you have with another, enhances the relationship, flat-lines the person, or takes the person down.
• The manner in which you have a conversation is more important than the content of the conversation.
• Enter into conversations with a listening, inquiring approach. Be present in the conversation.
• Be real; be authentic; be respectful.
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Professional Development as a Leader
• CIC Department Executive Officers Seminar
• CIC Academic Leadership Program
• Academic Leaders Series
• Coaching
• NSF ADVANCE Project CEOS at Ohio State
• College programs (e.g. MED, FAES Leadership Institute)
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Professional Development Beyond OSU
• American Council on Education (ACE) workshop for chairs and deans http://www.acenet.edu//AM/Template.cfm?Section=chairs_workshop
• Professional organization programs
• Magna Publications: http://www.magnapubs.com/(Academic Leader newsletter)
• The Department Chair (e-journal in OSU Libraries)
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Characteristics of a high quality department
• What are the criteria by which academic programs are evaluated?
• What are the criteria by which you wish academic programs were evaluated?
• How does this list compare to Wergin’s list on pp. 120 and 125?
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Social Contract
Institutional Mission
Value added to institution
Criteria for department choices
Departmental Work
Value added to department
Criteria for faculty choices
Individual faculty work
Discipline/profession
“Framing”
“Focusing”
“Differentiating”
“Integrating”
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The Engaged Department: Centrality of Faculty to Academic Mission
• Inside-out approach
• Beginning with the work faculty are doing and linking it to collective expectations (p. 21)
• Examine what the individual pieces add up to
• Ask the collective:• How does the collective whole add value
• How are we more than just an aggregate of individual faculty activity?
• What is it about our collective strengths, interests and experiences that makes our group unique?
• How might we best contribute to the good of our students, Ohio State and our discipline?
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The Engaged Department
• Patterns of Administration
• Appointments, Promotion, and Tenure Documents
• Mission statements
• Hiring
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The Engaged Department
Semester conversion as an example of Wergin’s “Disorienting Dilemma” (p. 20)
• Relation to University Steering Committee
• Workload issues
• On duty/off duty issues (Task Force on Nine Month
Appointments)
• Curriculum issues
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The Engaged Department
• Program Review• See http://oaa.osu.edu/irp/programreview_intro.php
• On a six-year cycle determined by OAA and deans
• Program review consists of
• Data-informed self-review
• Visit and report by external team
• Goals and initiatives that emerge from internal and external reviews are integrated with department and college strategic plans
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Program Reviews
• Ritual of “apparent compliance” or opportunity for critical reflection and integration with the work of the faculty? (p. 29)
• “Culture of evidence”• Office of Institutional Research
• OSU:pro
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The Engaged Department InvitesStrategic Conversations
• Create opportunities for faculty to engage in critical reflection and have open discussion
• Set aside specific time for critical reflection. Formats might include:
• Half-day retreats
• Extended faculty meetings where business is suspended
• Consider the use of a facilitator to structure and facilitate discussion
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Supporting Faculty:Questions for Discussion
• What characteristics describe a valued colleague in your unit? (p. 43)
• How do you support autonomy while also supporting other institutional goals?
• How is autonomy related to academic freedom? (p. 15)
• How are faculty valued and supported within a “high performance academic culture”?
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Supporting Faculty:Annual Reviews
• Look at accomplishments as well as future plans
• Include planning for leaves (FPLs) and other professional development
• Niche vs rut (Departments that Work, 21)
• Opportunity for goal setting and reflection
“A department chair can treat post-tenure review as one more externally imposed rule and find ways of complying that will not disturb or disrupt the status quo. Or a department chair can decide to seize on the policy, misguided as it may be, as an opportunity to address larger issues about teaching and scholarship” (Departments that Work, x).
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Supporting Faculty:Promotion and Tenure
• Discuss procedures and criteria with new faculty
• Roles of P&T committee chair and chair in review process
• OSU:pro
• Fairness in process is key
• “Eligible faculty” for P&T review
• Quorum
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Extending the Tenure Clock
• Three ways to extend tenure clock:
• Birth/adoption of child (guaranteed but must notify OAA)
• Adverse events beyond one’s control—requires approval of P&T committee, dean, OAA
• Part-Time (currently 47 faculty take this option)
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Supporting Faculty
• Provide clear deadlines and schedule for the academic year
• Pay attention to orientation and mentoring opportunities for new faculty
OAA New Faculty Toolkit at http://oaa.osu.edu/faculty_staff.php
MentorNet http://www.mentornet.net/
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Supporting Faculty:Nominations and Awards
• OSU awards
• Be proactive re national academies and other national awards
• Develop and/or support departmental or college awards committee
• Get the word out
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Supporting Faculty:Compensation
See Handbook Tab 1, Chapter 5 (begins p. 65)
Annual Merit Compensation Process
http://hr.osu.edu/comp/
Office of Academic Affairs Programs
• Counter offers (p. 69)
• Dual Career Hiring Program (p. 61)
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Supporting Faculty:Compensation as Recognition
“Faculty need evidence that someone’s paying attention. That’s why so mahy salary disputes in higher education seem so symbolic: Money, even in miniscule increments, symbolizes recognition…. Other symbols of recognition, while simple are surprisingly powerful….Recognition is public validation, and it’s exceedingly powerful: hearing unsolicited compliments from students or colleagues, getting quoted in a research article; fielding requests for assistance in an area of professional expertise” (Departments that Work, 17)
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Supporting Faculty:Managing Conflict
• Respond to conflicts quickly; don’t let them fester
• Use your best listening skills…the more you understand the problem, the better you will be able to help
• Gather the facts; remember that each person involved will have a new/different perspective
• Invite those in conflict to talk directly to each other, and/or to talk with you together
• If those in conflict cannot resolve their issue, then resolve it for them and be clear in your expectations for moving beyond the conflict
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Supporting Faculty:Compliance
• Balance between individual entrepreneurship and institutional risk
• Conflict of Interest forms must be submitted annually
• Conflict of Commitment policy
• Leave forms
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Create a Positive + Collegial Environment
• Set and maintain expectations for civil discourse and rules of engagement.
• Address inappropriate behavior.
• Set guidelines for meetings; reduce the stress associated with faculty meetings.
• Always refer cases of workplace violence, sexual harassment, and discrimination to the Office of Human Resources (2-2800)
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Supporting Faculty:Leadership Development
• CIC Academic Leadership Program
• President’s and Provost’s Leadership Institute
• Higher Education Resource Services (HERS) Bryn Mawr Summer Institute
More information at http://oaa.osu.edu/LeadershipDevelopment.php
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Leadership Partners
• Organization and Human Resources Consulting (2-2800)
• Office of Legal Affairs (2-0661)
• Office of Academic Affairs (2-5881)
• Council of Deans, monthly
• Quarterly chairs meetings
• Chairs collaborating with chairs
• Office of Student Life
• The Women’s Place (2-3960)
• Graduate School (2-6031)
• UCAT