Scholarship Statement

Scholarship at Edgewood reflects the College’s Dominican commitment to vital and free inquiry. In particular, the Dominican traditions of disputation encourage intellectual argumentation and the expansion of knowledge beyond assumed boundaries. As an inherently provocative and multifaceted endeavor, scholarship may evoke passionate debate within and outside the academic community.

Scholarship entails a number and variety of interlocking activities that as a whole:

Evidence thoughtful, ongoing engagement within a community of scholars
Result in creative and meaningful additions to evolving bodies of knowledge
Bear the test of peer scrutiny and public presentation
Demonstrate commitment to excellence in teaching.

As Edgewood College is a teaching institution, the results of scholarship applied in the classroom are respected. Scholarship is valued as an expression of the faculty’s love of learning and is made manifest principally but not exclusively as the discovery of new knowledge, the integration of bodies of specialized knowledge, and the application of knowledge to promote problem solving and positively impact the quality of life in the larger community. Evidence of accomplishment includes integration and application of knowledge gained through research, study, and other forms of scholarly inquiry and will appear in areas that sometimes overlap.

Evidence of scholarship may be demonstrated in the following areas:

Discovery of knowledge comprised of:

Peer reviewed publications
Scientific research
Presentations and papers delivered at professional conferences
Artistic investigations and productions
Pedagogical developments such as innovative teaching theories or practices
Public dissemination of scholarship in a form relevant to one’s discipline or profession.

Integration of knowledge including activities that:

Interpret the questions and findings from one area of specialization to another
Apply the concepts and finding in one area of specialized inquiry to the resolution of questions and problems in related disciplines
Promote interdisciplinary initiatives.

And

Application of knowledge which may involve:

Sharing of expertise to address a local or global challenge
Substantial consultation that affects professional approaches
Clinical practice that engages the results of research
Collaboration with students in investigative studies and dissemination of findings
Production of a textbook or translations
Creation of a public website disseminating substantial research
Artistic performances
Integration of scholarship into teaching practice.

Rational for the Changes to the Scholarship Statement

Based on their experience with the promotion and tenure process, in the Fall of 2005, Faculty Council made a formal request to Faculty Affairs that the Scholarship Statement be revised. The goals of the revision were to:

Clarify the definition of scholarship, given the context of Edgewood College (in terms of it being a teaching institution and the diversity of how scholarship is achieved and evidenced).
Provide a more streamlined definition, so as to provide guidance to those who use it to build and maintain their portfolios (in particular for promotion & tenure).

SCHOLARSHIP
	Instructor/Assistant	Assistant to Associate	Associate to Tenure	Tenure to Full
Current description From Faculty Handbook Section 3-9	Completion of terminal degree, or firm expectation thereof, together with indication of promise of scholarly growth in the acquisition of knowledge.	In addition to the previous column, pursues a program of scholarly activity as defined by the Edgewood College scholarship document and has the degree accepted as terminal in her/his discipline.	In addition to the previous column, demonstrates a public record of scholarly activity as defined by the Edgewood College scholarship document.	In addition to the previous column, achieves recognition outside the College for scholarship.
Examples include but are not limited to:	Successful completion of dissertation, or appropriate terminal product, judged to be of significance by other experts in the field. Maintains up-to-date understanding of work in her/his field of specialization and comprehends the directions of current research.	Identifies and clearly describes coherent program of scholarly inquiry. Utilizes college-wide resources to pursue and develop scholarship (i.e., faculty mini-grants, Ebben Fund, Engaged Fellows, presentations at Edgewood College Faculty Colloquium). Integrates scholarship into teaching practice Develops scholarship of teaching and the scholarship of assessment. Attends and presents at conferences applicable to program of scholarly activity. Publically disseminates scholarship in a form relevant to one’s discipline or profession. Participates in professional associations. Engages students in collaborative scholarship efforts Develops programs and projects (within area of specialization and in interdisciplinary areas) explicitly informed by scholarship Conducts clinical practice that engages the results of research Shares expertise to address a local or global challenge Creates public website disseminating substantial research Interprets the questions and findings from one area of specialization to another. Contributes disciplinary expertise to address community-identified needs.	Actively and effectively participates in one’s field through publications, scientific research, exhibitions or artistic performances, investigations or productions Publishes or presents scholarship in peer-reviewed venues Actively collaborates with students to disseminate scholarly findings to public audiences Publishes or presents scholarship in other public forums – i.e. newspaper, periodicals, community organizations Applies scholarship in practical ways in service to the students and/or college community and/or wider community Secures grant or award from outside source to pursue scholarly activity Contributes to or authors textbooks, chapters, articles, translations, or other educational materials, in area of expertise Applies the concepts and findings in one area of specialized inquiry to the resolution of questions and problems in related disciplines Promotes interdisciplinary initiatives Provides substantial consultation or training related to scholarly expertise that affects approaches Contributes to pedagogical developments such as innovative teaching theories and practices Applies disciplinary expertise to collaborative problem-solving with local, regional, or international partners	Delivers invited papers or presentations to share scholarship Serves on editorial or other scholarly review boards in area of expertise Earns award for significance of scholarship Successfully mentors and/or collaborates with junior faculty within and outside of the department on scholarly projects Publishes a book in area of scholarly expertise. Earns recognition in the community for scholarly contributions that address community-identified needs.

TEACHING
	Instructor/Assistant	Assistant to Associate	Associate to Tenure	Tenure to Full
Current description From Faculty Handbook Section 3-9	Evidence of superior teaching and commitment to student development	In addition to the previous column, demonstrates excellence in teaching and commitment to student development.	In addition to the previous column, demonstrates a continuing record of excellence in teaching.	In addition to the previous column, sustains excellence in teaching.
Examples include but are not limited to:	Encourages students to complete course evaluations; Utilizes student course evaluations to: Identify teaching strengths Identify areas for growth Develop a plan to address areas needing improvement. Utilizes syllabus to guide teaching by: Providing clear directions for student assignments and evaluation criteria Clearly articulating course grading methods Using appropriate assignments and effective teaching strategies to achieve course objectives Providing guidance to students with disabilities about where to seek accommodations, as well as following student’s approved accommodations. Demonstrates timely, fair review and evaluation of student work Observes expert faculty in the classroom to enhance one’s teaching. Assigns readings that reflect the richness of the world’s diversities, cultures, and ethnicities (if it is relevant to the particular subject matter).	Demonstrates improvement and integration of changes in teaching based on student evaluations and assessment of student learning Implements innovative teaching strategies Uses a variety of assessment tools to evaluate student learning Mentors independent study projects Advances teaching by participating in faculty development seminars Shows evidence of thorough and imaginative course planning and preparation for individual classroom, field settings laboratory and studio sessions Seeks peer evaluation of teaching through invited observation, course content evaluation, grading assignments, etc. Effective lecture presentations and discussion leadership. Adapts pedagogy to the needs of an increasingly diverse student body. Seeks out faculty development opportunities to deepens/enhance one’s understanding of diversity and inclusion. Integrates community engaged opportunities into courses and assignments.	Demonstrates excellence in teaching by implementing: A variety of effective evaluation strategies Innovative learning activities and assignments Coursework incorporating community-based or service learning. Mentors undergraduate student research Shows evidence of thorough and imaginative course planning and preparation for individual classroom, field-settings laboratory and studio sessions Develops new courses or enriches existing courses Works to develop new programs/curricula or strengthens existing programs/curricula Seeks external peer evaluation of syllabi through appropriate professional organizations Demonstrates scholarly competence and familiarity with current developments in one’s field Utilizes college-wide resources to further develop teaching excellence, i.e., teaching improvement grants, engaged fellows program. Develops new courses/strengthens existing courses that reflect a commitment to diversity and inclusion (e.g., courses on African American Literature, the Mental Health Movement of the 1960s, Women’s Movement, etc. as appropriate to an individual’s discipline. Develops ongoing reciprocal community partnerships to provide learning opportunities for both students and community partners.	Mentors faculty in developing their teaching Serves as faculty mentor for faculty both inter-departmental and college-wide Facilitates faculty seminars/discussions related to teaching improvement, i.e. faculty reaching groups Assists faculty in developing teaching component of promotion portfolio Makes evident effective guidance to students, particularly those assigned as advisees or those students being mentored Adapts to needs of student learning and the college through development of new courses or re-focusing professional expertise Receives recognition for expertise or excellence in teaching. Facilitates panels/workshops/Discussions that promote diversity and inclusion. Invites and mentors other faculty to participate in community engaged opportunities and robust college-community partnerships to provide for their long-term viability.

SERVICE
	Instructor/ Assistant	Assistant to Associate	Associate to Tenure	Tenure to Full
Current description from Faculty Handbook Section 3-9	Collaborates effectively in school/departmental and College governance and in other collegial activities. Commitment to student advising.	In addition to the previous column, contributes to school/departmental affairs, academic programs, collegial governance, collegial activities and student life. Demonstrates excellence in advising.	In addition to the previous column, provides leadership for school/departmental affairs, academic programs, college governance, collegial activities and student life, and contributes to the Mission and Vision of the College. Demonstrates a continuing record of excellence in advising.	In addition to the previous column, manifests an exemplary commitment to the College’s Mission and its Sinsinawa Dominican traditions. Provides leadership in articulating and interpreting the College’s vision. Mentors junior faculty. Achieves excellence in advising.
Examples include, but are not limited to:	Attends Constituent Unit activities and events; Productively participates in meetings of the Constituent unit, School and College; Contributes constructively to production of documents, policies, procedures (e.g. timetable, catalog, curriculum, website, recruitment); Demonstrates an understanding of college history, mission, vision, governance structure and policies; Demonstrates an awareness of the College’s commitment to diversity and inclusion	Serves on elected or ad-hoc committees, pursuant to one’s interest; Is a productive and collegial member of the Constituent Unit participating in a broad range of administrative activities and functions (e.g. curriculum development, assessment, program evaluation, academic planning, advising); When asked, serves on Search Committees, providing support to the recruitment and selection of members of the College community, including faculty and staff positions; Participates in an array of campus initiatives (e.g., recruitment, student activities, student government, cultural events, entertainment, sports, campus ministry, student travel, alumni affairs); Supports fields and activities other than one’s own (e.g attendance at lectures, concerts, and exhibitions); Contributes to the cultural, intellectual, and residential life of the community. Supports various offices/programs that promote diversity and inclusions (e.g., Veteran’s office, Women and Gender Studies Program, Center for Multicultural Education, Disability Services, etc.). Purposefully extends disciplinary expertise to external communities around identified areas of need	Provides documented evidence of leadership in Constituent Unit affairs (e.g. directing initiatives; chairing subcommittees; drafting key documents; representing the Constituent Unit before other bodies); Demonstrates commitment and service to the broader college community (e.g. writing thorough and useful letters of evaluation; inter-departmental collaboration; development of interdisciplinary initiatives; College-wide committee membership); Maintains productive and collegial relationships across the college (as attested in letters of recommendation and Constituent Unit support); Participates in activities that promote mission, vision and visibility of the college to the community beyond campus through service. Supports diversity and inclusion initiatives on campus and/or throughout the larger community (e.g., work with Centro Hispano, OutReach, Wisconsin Women’s Network, etc.). Builds and provides leadership for community partnerships that contribute to the well-being and intellectual development of all parties involved.	Successfully mentors junior faculty both inside and outside the Constituent Unit; Shows sustained and exemplary commitment to college’s mission through continued involvement and leadership in governance activities throughout the Constituent Unit, School and College; Promotes a positive image of the college through service to the community beyond campus; Purposefully helps foster and maintain productive and collegial relationships across the college (as attested in letters of recommendation and Constituent Unit support); Takes on position of leadership within a national or local scholarly association; Promotes and engages in diversity and inclusion initiatives throughout the College. Takes on a position of leadership in the community that applies disciplinary expertise to address area of community identified need.
Academic Advising
Current description from Faculty Handbook Section 3-9	Commitment to superior teaching, student development and student advising.
Examples include, but are not limited to:	Demonstrates interest and establishes rapport while advising students in the fulfillment of the degree requirements of the College; Actively participates in retention efforts and attends advising events; Keeps appropriate advising records and uses the system information system for advising; Follows all College policies and procedures in regard to advising; Knows about and makes use of academic support services.	Establishes a track record of successful advising; Understands the emerging needs of one’s discipline and field and communicates these to advisees; Advises students on issues after graduation –work or graduate school; Demonstrates competence in creating and revising the degree plans for the discipline; Exhibits few, if any errors when advising students; Demonstrates competence in helping students reach their degree goals.	Is actively involved in advising students and supporting other faculty advisors; Identifies improvements needed to Constituent Unit advising processes and policies; Assists in conducting discipline specific advising sessions and workshops for students and other faculty.	Provides mentoring to other faculty advisors, including those in other disciplines and Constituents units & Schools; Purposefully helps foster and maintain productive and collegial advising relationships across the College (as attested in letters of recommendation and Constituent Unit support.