Wake Forest prioritizes the Teacher-Scholar ideal, as reflected in its mission and the high standards it sets for teaching in personnel decisions (e.g., hiring, promotion, tenure, and merit pay). Yet, no school is completely satisfied with the formal structures they have in place to support faculty as they work to meet and exceed those standards (e.g., feedback, opportunities for experimentation and failure, mentoring, etc.)
- The goal of this initiative is to improve formative support structures, not summative evaluation procedures
- The goal for this project is to run a small, voluntary, pilot program in the 2020-2021 academic year, not implement a campus-wide requirement (large scale adoption would be contingent on pilot outcomes)
- Although the precise structure of the pilot is yet to be determined, the hope is that the program will offer participants greater opportunities for formative feedback, self-reflection, growth, and community support.
- The ultimate goal of this initiative, as with all teaching initiatives, is to advance the educational mission of the institution. Thus we hope that supporting faculty in this way will ultimately improve students’ learning, personal development/growth, and sense of belonging at Wake Forest.
- The Center for the Advancement of Teaching, along with representative faculty from each school, will meet in the 2019-2020 academic year to discuss potential program models and adopt a comprehensive plan for the pilot.
- A voluntary pilot program will proceed during the 2020-2021 academic year.
- The Center for the Advancement of Teaching will work with those participating in the pilot to assess its success in the Summer of 2021.
- For participants: greater use of EBTP (evidence-based teaching practices); greater self-efficacy in teaching domain; increased time reflecting on teaching; greater awareness of the scholarship of teaching and learning; improved annual evaluations of teaching; greater likelihood of promotion, merit raises, and tenure; improved relationships with colleagues; increased sense of belonging at Wake
- For students of participants: greater achievement/learning; improved affective outcomes; increased retention
- For departments/schools: increased retention of faculty (e.g., fewer resignations, non-renewals, etc.); improved climate among faculty (i.e., a greater sense of community); more pedagogical and curricular innovation (or at least a greater willingness to consider it); increased clarity about pedagogical mission of the unit.
- For university: national recognition for successfully addressing a challenge most institutions face; reinforcement of national reputation as teaching-oriented university
- Executive Sponsor: Jill Crainshaw (Vice Dean, School of Divinity)
- Subject Matter Expertise/Project Management: Center for the Advancement of Teaching