Professional Practices in Scholarship
SOE faculty are actively involved in scholarly activities in a variety ways as related to their field of expertise. Faculty members undergo consistent review of scholarly activities. The university policy outlines expectations. In 2008, each Department developed criteria to evaluate scholarly efforts that are consistent with University policy. These policies have been reviewed and approved by the University Reappointment, Tenure and Promotion Subcommittee, the Faculty Standards and Affairs Committee (FSAC) and the SSU Faculty Senate. The department criteria highlight the importance of establishing a scholarly agenda and staying current in the field. Examples of scholarly criteria from departments include peer-reviewed publications, internal and external grants, presentations at professional conferences and the development and dissemination of “curricular, pedagogical, and educational resources.”
Tenure track faculty are reviewed each year based upon these criteria. Following tenure and promotion, faculty receive periodic evaluations according to the University policy and the MOU. Review and expectations of faculty are also covered by the CSU Collective Bargaining Agreement, Section 2. As members of a professional school, SSU School of Education faculty engage in a broad range of scholarly endeavors, which influence the field of practice, as well as, professional presentations at conferences and articles published in professional journals and other publications. Faculty regularly share their research endeavors with students through presentations in the initial research course for our MA degree. They are active participants in state, national and international conferences. A recent survey of faculty yielded 39 responses regarding scholarly activities. Of that number 95% of faculty have published during their careers. Since 2008, 38% have published and 51% have made 108 presentations at professional conferences. Several faculty have obtained internal and external research grants to support their work, including one from the U.S. Department of Education to support the design and development of accessible learning environments for all (Table 5.3.d).