This program encourages faculty to review expectations and learn about successful strategies for promotion in the academic professional track (APT). The audience is APT faculty considering promotion to any rank within the next three to five years.
2024 Schedule
Wednesday May 15, 2024
8:30 - 10 a.m. | Crafting the Impact Statement
10:30 a.m. - 12 p.m. | Planning for and Conveying Teaching Impact
1 - 3 p.m. | Growing in the Practice of Academic Writing
3:30 - 5 p.m. | Cultivating Ethical Behavior in Yourself and Others You Mentor
Speakers and Learning Outcomes
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Speakers:
- Marian Eide, Professor and UPTC Member
- Jennifer Griffith, Instructional Professor and UPC Member
LEARNING OUTCOMES:
- Elucidate motivations for your scholarship, creative projects, teaching and service
- Map the connections between these vocational pursuits
- Apply narrative principles to writing about your career
- Describe your area of expertise in accessible language
- Anticipate your audience to build a strong case
- Invite positive evaluation by accurate description
- Incorporate models and peer review
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Speaker:
- Jean Layne, Lead Instructional Consultant, CTE
Learning Outcomes:
- Define goals for teaching impact
- Identify sources of evidence
- Create process of reflection and documentation for continuous improvement
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Speaker:
- Debra McKeown, Associate Professor of Literacy, Department of Teaching, Learning, and Culture
Learning Outcomes:
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Reflect on feelings and practices regarding academic writing
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Identify the benefits of academic writing
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Identify resistance to academic writing
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Develop an individualized plan for success, incorporating research-based strategies
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Envision and discuss strategies to support others in their writing practice
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Speakers:
- Michael Johnson, Professor and Interim Associate Provost
- Clint Patterson, Assistant Director of Mentoring, CTE
Learning Outcomes:
- Articulate ethical issues they need to discuss with their mentees
- Clarify roles as faculty and role models in educating mentees about ethics
- Manage the power dynamic inherent in the mentoring relationship