Faculty Rewards & Scholarship
Readings & Websites

• Arreola, Raoul A. 2000(2e). Developing a Comprehensive Faculty Evaluation System. Bolton, Mass.: Anker.
  • Describes practical approaches to faculty evaluation and to collecting the wide-range of information that review committees should require. Includes protocols, worksheets and assessment instruments. One of the basic resources on faculty evalutation.
• Bernstein, Daniel, Amy Nelson Burnett, Amy Goodburn, and Paul Savory. 2006. Making Teaching and Learning Visible: Course Portfolios and the Peer View of Teaching. Bolton, MA, Anker Publishing
  • Provides excellent advice for faculty on how to document the quality of their teaching and how to use peer review and a course portfolio to improve the quality of their work and to provide documentation for external review. Numerous portfolio examples are included.
• Boyer, Ernest L. 1990. Scholarship Reconsidered: Priorities for the Professoriate. Princeton: Carnegie Foundation for the Advancement of Teaching.
  • An ideal introduction to rethinking the definition of scholarly or professional work. This work has provided a basis for much of the change in thinking about scholarship at colleges and universities. An excellent volume for launching campus discussion.
• Braskamp, Larry A., and John C. Ory. 1994. Assessing Faculty Work. San Francisco: Jossey-Bass.
  • Describes the expanding role of faculty assessment and the limitations of present practices and discusses how assessment can be used to improve the quality of teaching and learning. A discussion of the scholarly nature of faculty work is followed by useful sections on relating institutional expectations to assessment and on collecting and organizing evidence of teaching effectiveness.
• The Carnegie Foundation. 2002. The Scholarship of Teaching and Learning in Higher Education. Available: www.carnegiefoundation.org/elibrary/docs/bibliography
  • An extensive, highly annotated bibliography with an excellent introduction by Pat Hutchings. Also includes annotated links to numerous case studies and projects in various disciplines and institutions participating in the Scholarship of Teaching and Learning Project supported by the Foundation.
• Centra, John A., Robert C. Froh, Peter Gray, and Leo M. Lambert. 1987. A Guide to Evaluating Teaching for Promotion and Tenure. Syracuse, N.Y.: Center for Instructional Development, Syracuse University.
  • A practical guide that discusses what should be evaluated to assess teaching effectiveness. Sources of information are discussed and various data collection techniques are described. Examples are provided, along with the advantages and limitations of the various approaches.
• Community-Campus Partnerships in Health.
  • A non-profit membership organization established to promote heal through partnerships between communities and higher educational institutions with a focus on service-learning and community based participatory research. Provides a number of useful resources on faculty rewards.
• Community-Engaged Scholarship Toolkit
  • Designed to assist faculty who are engaged in community activities to prepare quality portfolios for P & T review.
• Community-Engaged Scholarship Resources Webpage
  • Overview of the field, definitions, assessment standards, barriers and current efforts.
• Community-Engaged Scholarship Listserv
  • An electronic discussion group for members. Subscribe here.
• Diamond, Robert M. 1999. Aligning Faculty Rewards with Institutional Mission: Statements, Policies, and Guidelines. Bolton, Mass.: Anker.
  • A practical guide to what should be included in institutional, school/college, and departmental promotion and tenure guidelines and in union contracts. Addresses the issues of institutional mission and vision statements. Examples from numerous institutions throughout.
• Diamond, Robert M. 2002. "The Mission Driven Faculty Reward System" in the Field Guide to Academic Leadership, San Francisco, Jossey-Bass/Wiley.
  • Addresses the vital relationship between mission and rewards and provides recommendations for creating this relationship. Also provides information on what tenture does and does not do, practical advice on leading change and an instrument for surveying the present perceptions on your campus on how well your existing faculty reward system is working.
• Diamond, Robert M. 2004(2e). Preparing for Promotion, Tenure and Annual Review: A Faculty Guide. Bolton, MA, Anker Publishing.
  • Designed to help faculty prepare for promotion and tenure and annual review. Makes recommendations about the questions to ask and the materials that should be provided to the review committee. Includes a number of illustrative examples on preparing documentation for differing roles and instructional approaches.
• Diamond, Robert M. 2002(2e). Serving on Promotion, Tenure, and Faculty Review Committees:A Faculty Guide. Bolton, MA, Anker Publishing.
  • A practical handbook for those serving on faculty review committees. Focuses on the role of the committee, what the candidate should be expected to provide and on the process that should be followed. Common problems are addressed and procedures designed to make the entire process fair to the candidate and easier on the committee are outlined.
• Diamond, Robert M., and Bronwyn E. Adam (editors). 1995. The Disciplines Speak: Rewarding the Scholarly, Professional and Creative Work of Faculty. Washington, D.C. The American Association for Higher Education. Available from: Stylus Publishing (1-800-223-0023)
• Diamond, Robert M., and Bronwyn E. Adam (editors). 2000. The Disciplines Speak: More Statements Regarding the Scholarly, Professional and Creative Work of Faculty, Volume II. The American Association for Higher Education. Available from: Stylus Publishing (1-800-223-0023)
  • A discussion of the efforts to describe the work of faculty in a disciplinary context is followed by the statements from 12 additional national associations from all sectors of the academy.
• Diamond, Robert M., and Bronwyn E. Adam. 1993. Recognizing Faculty Work: Reward Systems for the Year 2000. New Directions in Higher Education, 81. San Francisco: Jossey-Bass.
  • Provides a model for relating the faculty reward system to institutional priorities as they are enacted at the level of the academic unit. Includes a number of campus case studies and discusses intrinsic rewards and the professional portfolio.
• Elman, Sandra E., and Sue Marx Smock. 1985. Professional Service and Faculty Rewards: Toward an Integrated Structure. Washington, D.C.: National Association of State Universities and Land-Grant Colleges.
  • Addresses issues related to recognizing professional service in the faculty reward system. Provides a rationale for including this work in the recognition system and describes the range of faculty activities that falls in this area.
• Entering the Profession: Advice for the Untenured. 1994. Washington, D.C.: National Education Association.
  • Designed for faculty on unionized campuses, this guidebook pays particular attention to the formal appeal process.
• Field Guide to Academic Leadership 2002 (Robert M. Diamond, Editor.) Jossey-Bass, San Francisco.
  • The following chapter in the Field Guide is brief, to the point, and directly related to the content focus of this section:
    • Chapter 17. The Mission Driven Faculty Reward System by Robert M. Diamond. Characteristics of a reward system that supports the priorities of the institution. How to go about developing such a system and a discussion of what tenure does and does not do. A check-list to assist you in evaluating the quality of the tenure and promotion system on your own campus in included.
• Glassick, Charles E., Mary Taylor Huber, and Gene I. Maeroff. 1997. Scholarship Assessed: Evaluating the Professoriate. San Francisco: Jossey-Bass.
  • The follow-up to Ernest Boyer's Scholarship Reconsidered focuses on definitions and documentation of scholarship. Includes results from the 1994 survey on institutional changes in the faculty reward system.
• Licata, Christine m. and Joseph C. Morreale. 2006. Post-Tenture Faculty Review III: Outcomes and Impact. Boston, MA. Anker Publishing.
  • This, the third and final book in the comprehensive series on post-tenure review, provides academic leaders with a comprehensive review of the goals, impact and lessons learned from the post-tenture review initiatives from institutions thoughout the US. (For more background information on the subject see volumes I and II).
• Linking Scholarship and Communities (2005). Commission on Community-Engaged Scholarship in the Health Professions. Seattle, WA.
  • This project, funded by the W.K. Kellogg Foundation, was established to provide national leadership for creating a more positive culture for health professional faculty involved in community-engaged scholarship. This final report includes recommendations for action and cites promising practices.
• Lynton, Ernest A. 1995. Making the Case for Professional Service. Washington, D.C.: American Association for Higher Education.
  • Discusses the importance of professional service and describes how and under what conditions this work should be considered scholarly. Five case studies are included.
• Morreale, Joseph C., and Christine M. Licata. 1997. Post-Tenure Review: A Guide Book for Academic Administrators of Colleges and Schools of Business. St. Louis, AACSB – The International Association for Management Education.
  • Although, as the name implies, this work focuses on schools of business and management, much of its contents would be useful to any institution developing a post-tenure review system.
• O'Meara, KerryAnn, and Rice, R. Eugene., (editors), 2005, Faculty Priorities Reconsidered: Rewarding Multiiple Forms of Scholarship, San Francisco, Jossey-Bass
  • After a review of the work of Gene Rice and Earnest Boyer in redefining scholarship this comprehensive volume includes chapters dealing with implementation issues and nearly a dozen institutional case studies. The detailed findings of a 2001 national survey on changes in the faculty reward system and the perceived impact of these changes is also included.
• Oregon State University. No date. Faculty Handbook: Promotion and Tenure Guidelines. Available: http://osu.orst.edu/staff/faculty/handbook/promoten/spromoten.htm [2006]
  • The promotion and tenure guidelines for Oregon State. These include a discussion of faculty responsibilities in light of the mission of the institution, an expanded definition of scholarship, and an outline of the review process.
• Seldin, Peter. 2004(3e). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Bolton, MA. Anker Publishing.
  • This latest edition of the primary work on teaching portfolios includes, in addition to the solid advance provided in the earlier editions, information on web-based teaching portfolios, seven institutional case studies and numerous sample portfolios from various disciples.
• Seldin, Peter, and associates. 2006. Evaluating Faculty Performance. Bolton, MA. Anker Publishing.
  • A practical update on current evaluation practices and methods. Common problems are addressed. Includes numerous check-lists and forms. A good place to start in developing a faculty evaluation system.
• Syracuse University. No date. Self Study: Report 1 – Faculty Roles. Available: http://syracuse.edu/selfstudy/report1/facultyroles.html [2000, January 24]
  • Syracuse University was the first research institution in the country that totally revised its mission and faculty reward system to reflect a balance between research and teaching. Report 1 identifies topics addressed in the action plans required from all schools and colleges and provides interesting reports on how different populations (faculty; chairs of promotion and tenure committees, department chairs, and deans) perceive the impact of these initiatives.
• Syracuse University. No date. Self Study: Report 2 – Faculty . Available: http://syracuse.edu/selfstudy/report2/faculty.html [2000, January 24]
  • Sets forth the steps of the revision process and provides insight into what has been accomplished and what yet needs to be done.
• Tierney, William G., and Robert A. Rhoads. 1993. Enhancing Promotion, Tenure, and Beyond: Faculty Socialization as a Cultural Process. ASHE-ERIC Higher Education Report, 6. Washington, D.C.: The George Washington University.
  • Discusses how faculty values are shaped and how these values are reflected in faculty roles. Discusses promotion and tenure as part of a socialization process.
• Virginia Commonwealth University. No date. Faculty Roles and Rewards Policy. Available: http://www.vcu.edu/provost/handbook/policies/facroles.html [2005, January 24]
  • The university handbook includes the goals of the system and the guidelines that are to be followed at the school, college, and department level.
• Wergin, Jon F. 1994. The Collaborative Department: How Five Campuses Are Inching Toward Cultures of Collective Responsibility. Washington, D.C.: American Association for Higher Education.
  • Includes five detailed cases illustrating different approaches to shifting the focus of incentives and rewards from the individual faculty member to the department. Pulls together central issues that the five institutions confront about collective responsibility. The institutions are Kent State University, Rochester Institute of Technology, Syracuse University, University of California-Berkeley, University of Wisconsin-Madison.
• Whicker, Marcia Lynn, Jennie Jacobs Kronenfeld, and Ruth Ann Strickland. 1993. Getting Tenure. Newbury Park, Calif.: Sage Publications.
  • Traces the steps in the traditional promotion and tenure process. The authors emphasize the politics of promotion and tenure.
• Zubizarreta, John. 2004. The Learning Portfolio: Reflective Practice for Improving Student Learning. Boston, MA. Anker Publishing.
  • Documenting student learning and the quality of a courses is always a challenge. This material can also be an integral part of a faculty members' professional portfolio. This book goes a long way in providing the faculty member with concrete examples, guidelines and tools for a variety of instructional approaches.
• Tomorrow's Professor
  • Published 100 times a year this newsletter, which is free to subscribers, highlights a single publication in each issue. Each issue, approximately four to six pages, may include an entire essay but more often is all or part of a carefully selected chapter of a recent publication, an article in a newsletter or a research report. It is an excellent way for you to get a sense of the focus and writing style of books before purchasing. Below are specific issues that address the focus of this resource section. They may be retrieved by number thru the following link (http://ctl.stanford.edu/Tomprof/postings.html). Issues are posted two weeks after publication. On this site you can also find a complete list of all past publications in the series.
    • #792: Collegiality: The Tenure Tracks Pandora’s Box. Mary McKinney.
    • #772: "Academic Freedom" by Matthew W. Finkin.
    • #764: "How Post-tenure Review Can Support the Teaching Development of Senior Faculty" by Mary Deane Sorcinelli, Mei-You Shih, Mathew L. Quallett and Marjory Stewart.
    • #755: "The Balancing Act" by Anna Neumann, Aimee Le Pointe Terosky and Julie Schell.
    • #740: Faculty Performance Reviews. Theodore H. Curry
    • #737: Preparing Future Faculty and Multiple Forms of Scholarship. Jerry G. Gaff
    • #726: The Scholarship of Engagement: What is it? David M. Cox
    • #602: Post-Tenure Review Practices: Context and Framework. Christine M. Licata, and Betsy E. Brown
    • #599: Preparing for Promotion, Tenure, and Annual Review-Planning Ahead. Robert M. Diamond