Faculty Development Plan
Health Sciences
1998
Purpose: The following faculty development plan is the result of discussions among members of the senior faculty of the Department and Dr. XXX concerning what he felt were his strengths and capabilities and what the department determined were its needs and expectations of him during his candidacy for the continuing status period. This working document sets both short-term and long-term goals for Dr. XXX: it clarifies for him departmental expectations, and provides the department with a plan for annual evaluations of his performance.
Personal Statement:
I have come to know that there is more to my being a part of the BYU community than I had ever anticipated. This knowledge has not come from myself, neither do I mention it with pretentious intent. It has come through inspiration during heart-to-heart interactions with colleagues. My role at BYU goes beyond me to include the faculty and students with whom I interact. I have learned that the mission of the department is significant and meaningful in the eyes of the Lord. Such an assurance also verifies the Lord's role in helping me stretch and grow in ways that enhance my current abilities. I have learned that there are yet new ways to further the department’s mission: "my-role" must be learned and accomplished through an "our-role" team-approach among my faculty colleagues.
I am associated with faculty who love the Lord and who strive to work together in Christ-like ways. With the other faculty of my department, I recognize that our BYU students are prepared and eager to learn, and are increasingly faith-filled and faithful. I wish to nurture and inspire my health science students. I want them to feel confident and successful so that they are free of anxiety and can channel their energy into study and good works. I hope that as I demand excellence of myself and my students in thinking, doing and writing, I can show my students that the ability to think clearly about secular matters and their commitment to the Savior are not incompatible. In fact, I would like to show that the former can be a manifestation of the latter.
On a larger level, I wish to contribute to the university and its unique mission by engaging in discussions and debates within my discipline. As an excellent teacher/student-mentor, I can contribute directly to the University’s purpose of "assist[ing] individuals in their quest for perfection and eternal life." Excellent teaching comes from being well-prepared and scholarly productive. Being prepared and productive as a teacher-scholar contributes to "provid[ing] a period of intensive learning in a stimulating setting where a commitment to excellence is expected and the full realization of human potential is served" (The Mission of Brigham Young University). To do all these things, I expect to be guided by the Holy Ghost.
Part I
Self-Assessment
1. Teaching Strengths
I love teaching. I love interacting with students in and out of the classroom. I love working to make the classroom come alive through enthusiasm. Classroom environments become energetic through the use of various learning and teaching techniques. Although I am well organized and structured in my style, I often seek a slightly informal approach to enhance student participation, group discussions and open query.
I can teach a wide variety of courses and recognize that my teaching is most successful for "process" and "experiential" classes. Real-to-life class projects and learning techniques through a variety of approaches are over-riding principles in my teaching philosophy. I classify my style of teaching as pragmatic (students see, hear, do, and say). My approach to experiential learning is a departure from lecturing, specifically since learning depends on and is yoked to both the instructor and student groups, based on the notion that learning occurs best by doing. I primarily demonstrate or teach certain specific skills, the remainder of learning occurring by the actions and out-of-class work of students within their groups. Every class I teach has at least one significant out-of-class project (group or individual) that integrates learning principles reinforced in class, but also produces skills in students that improve their ability to interact with others, and improve their future marketability and productivity.
Excellence in teaching is very important. As recommended by my department chair, I have the student evaluation comments typed for my review at the end of every semester. Where appropriate, I make modifications in assignments, policies or objectives. When I do this, the quality and rigor of the course improves, and the relevance of the course for students also improves as is evident in course and instructor evaluations.
I believe some of my very best and most remembered teaching moments are just before or just after class, and in my office. For that reason, I work to arrive early in class and keep an open-door-policy. I enjoy being available and consulting with students, but I also have high expectations of my students and do not shy away from demanding excellence. I am fortunate to teach at BYU because students generally value hands-on, rigorous and meaningful work as their learning preference; students at BYU are also among the most dedicated, warm and bright individuals with whom I have ever associated.
2. Research/Scholarship
In my young career, I have published in peer-reviewed journals, secured external funding, presented scholarly works at professional conferences, and contributed chapters to juried, health-related books because of my ability and desire to engage in collaborative research. The frequent exchange of ideas and views in collaborative teams has resulted in an accelerated pace of learning, and elicited critical scrutiny of research results. An important side benefit has also been the friendships developed among the research groups.
Primary Research Interests:
Secondary Research Interests:
• Professional preparation of public health students (e.g., Certified Health Education Specialists)
• Gateway drugs and patterns of drug use
3. Citizenship Opportunities
I am currently involved in the following service and citizenship roles for the department, college, university and outside organizations. Based on the prioritization of goals, I will focus dedicated service to essential committees or efforts while seeking to be replaced for others. Those service roles and committees of highest priority, and those I will continue to serve in, are in boldface.
Department:
Graduate Curriculum Committee
MPH Proposal-Writing Committee
Accreditation Committee
Faculty Advisory Committee
Advisor, Health Promotion (with Dr. ZZZ)
Advisor, Community Health (with Dr. YYY)
Computer and Electronic Media Chair
Undergraduate Curriculum Committee
College:
HEPE Committee
Research facility Committee
University:
Faculty Advisor, Health Enhancement Program, BYU Housing Services
Profession/Outside Service:
American Association for Health Education, Professional Development Committee
American Public Health Association, Health Promotion/Education Advocacy Committee
4. Skills and Competencies
I have a strong work ethic and am loyal to colleagues and the department’s mission and policies. I am well-read and current in the techniques and trends in community health education. I am a good student advisor, intern supervisor and mentor. I bring to the department prior experience in curriculum accreditation, and experience in planning, developing, politicking and implementing a Masters of Public Health Degree in Community Health Education. I am also an effective community organizer and am recognized as a Certified Health Education Specialist through the National Commission of Health Education Credentialing, Inc.
5. Areas I Wish to Develop
Improve my ability to direct experiential learning among students assigned to work in groups.
Background to Need: I often feel uncomfortable using lecture as my primary mode of teaching; I prefer to use other classroom techniques. As a pragmatist, I prefer teaching that requires students to work together in groups while engaging in experiential community health projects. Most students find this style refreshing, though a few bemoan high expectations for learning through group work and out-of-class learning projects. However, some students with previous experience in group work, may have experienced nothing but the worst.
Experiential learning can be a risky style of teaching and can be "awesome," or even disastrous, in the eyes of students because of this shared responsibility in learning. For example, my teacher evaluations have ranged from the highest and exceptional to fair and "lacking structure." Most students, however, rate the course very high. For students who rate the course lower, the following factors appear to come into play: a) unmotivated persons teamed in the same group, b) unmotivated students teamed with a worker who "carries" the main burden of the group, and c) an instructor who may not effectively follow up on the shared stewardship of learning and responsibility with the students. I will experiment with a variety of group and thinking assessments, and will also experiment with required office hours/follow-up with students to help reduce the frustrations and ambiguities of experiential learning.
Improve the clarity and relevance of course assignments
Background to Need: Some student comments from my course evaluations report my need to clarify the expectations for course assignments (most notably teaching techniques, news releases/media kits, and case studies). I believe the first thing that will help is increased evidence for the relevance of each assignment very early in the semester. If students find the assignments interesting and relevant to their professional experience, they will become earlier engaged in conducting the assignment and not put it off until the end of the semester. Additionally, instead of expecting all the assignments to be due within an approximate three-week period (which I currently require), I will more carefully sequence the introduction and required completion times of each assignment so that each student’s energy and enthusiasm for that one significant task can be channeled more effectively toward its fulfillment. I will also include clear expectations and grading sheets for every assignment at the beginning of every semester. As mentioned in the above stated need, I will experiment with required office hours/follow-up with students to better assure relevance/enthusiasm for the assignments and reduce ambiguities that may exist in course assignments.
Through collaborative efforts, I want to narrow the focus of my scholarly efforts toward testing health communication strategies for community organization applications.
Background to Need: Over the past few years, my research track has become more exciting as it has evolved into community organization-related research as applied through various health communication strategies. I love this area of research and continue to identify collaborators who are eager to join me in this track. Most important, at this time, it is the track for which I have the most passion. However, due to my personal interest and my profession’s need to test various health promotion interventions, I have found that some professionals view these side-tracks as distractions to my research. I understand that perspective, but also feel frustrated that new, emerging, or complementary research tracks would be discouraged and stifled. I want the flexibility to pursue periodic "side-tracks" that vary slightly from my primary research theme, that can be seen as actually building and expanding my ability to conduct research in community organization and health communication. I hope that as my research track "matures," these side-tracks will become less troublesome or divergent from my current area of research.
Involve undergraduate and graduate students in my research as research assistants or writing partners in co-authorship arrangements.
Background to Need: I have had little experience in using undergraduate students as research assistants, and even less experience in recruiting/matching select students to my research needs. I have had some experience with graduate students, but much of the research ideas were selected by the students themselves. I plan to provide clear and current examples during my classes, from time to time illustrating the projects I have done and what I have learned from them. I plan to share my enthusiasm for new insights from my research. In that process I plan to recruit undergraduate and graduate students to work on a short-time basis on specific research: data collection, participant recruitment, and writing. Furthermore, I will recruit students who are interested in research clearly related to my own expertise and research track so that I do not digress from my research tracks. I will seek funding, as it is available, from the college and university to assist students in their research (salary, copying, and computer services).
Part II
Professional Goals and the Plan to Accomplish These Goals
Given my stated strengths, research interests, areas needing development, and my present teaching loads and expectations, I have generated the following goals:
A. Teaching Goals
During the Continuing Status Review process, I plan to:
a. Participate in one or more teaching improvement/curriculum development activities through the BYU Faculty Center, or through professional presentations at health conventions.
b. Develop/refine syllabi and course notes that reflect academic excellence and professional competence (CHES).
c. Improve lecturing by sharing personal and professional experiences obtained from scholarship activities that relate to the objectives of the courses I teach.
d. Learn the names and needs of all my students every semester or term.
e. Provide students with current information, theories/models and methods so they can accomplish their professional goals.
f. Integrate Christlike principles in group work, and integrate gospel insights when and where appropriate with secular material.Plan to Accomplish These Goals
a. Attend, as frequently as possible, seminars on teaching and incorporate/test the ideas I learn in these seminars in my classes.
b. Participate in professional conferences and continuing education opportunities that maintain my certified health education specialist credential.
c. Invite seasoned faculty and my mentor into my classes to observe my teaching and the learning environment.
d. Incorporate materials and examples from my research in my teaching.
e. Involve student learning opportunities in my research activities.
f. Set aside one day per month to read current and relevant literature for my specific classes and research interests.
g. Review Nilson’s Teaching At Its Best, and Packer’s Teach Ye Diligently for teaching practices that make a genuine difference.Resources Needed to Accomplish These Goals
a. Support for professional conference attendance, at least two conferences per year, to obtain 15 continuing education units per year to maintain my CHES credential.
b. Teaching mentor/Faculty observer.
c. Supportive and collaborative environment as provided by department chair and faculty, include the following specifics: 1) providing a teaching assistant and student workers for teacher support (powerpoint, copying, library research, document delivery, grading, etc.); 2) keeping teaching commitments from two to three course preparations per semester, with significant time blocks available for teaching and research preparation time; 3) maintaining appropriate and balanced advising and intern supervising responsibilities with other faculty; and 3) providing financial and staff support for producing and delivering the community-based, experiential learning projects for my courses.
B. Research/Scholarship Goals
During the Continuing Status Review process, I plan to:
a. Submit four or more collaborative manuscripts to national, peer-reviewed, health-related journals, at least one of which is first-author;
b. Publish (or have accepted) two to three peer-reviewed articles in health related journals;
c. Submit two abstracts for presentation at health conferences;
d. Present at least one paper at a health conference;
e. Submit one or more grant proposals to internal or external sources;
The results of the above stated research goals are expected to prepare me for the following long- term goals:
a. Obtain on-time and solid rank advancement to full-professor (end of 6th year review)
b. Obtain a Fellow-Award in research for sabbatical
Plan to Accomplish These Goals
a. Collaborate with faculty, my mentor and other professionals who share research interests
b. Encourage good undergraduate and graduate students to consider undertaking collaborative research projects
c. Limit my research endeavors to the areas outlined above
d. Initiate applications for external funding beginning at Year Three
e. Submit mini-research proposals to college research committee or other university/non- university funding sources every year.
f. Plan to attend (with at least one abstract submitted) at least two professional conferences per year to maintain "cutting-edge" perspectives, and foster collaborative relationships/networks for research.
g. Delegate and assign work to research assistant(s).
a. Graduate Research Assistant/Teaching Assistant for 20 hours per week during Fall and Winter semesters, and 15-20 hours during the Spring/Summer Terms.
b. Library copy-card, reference text account, library research room (where available).
c. Support for professional conference attendance, at least two conferences per year where opportunities for professional presentation are available.
d. Research mentor
e. Supportive and collaborative environment as provided by department chair and faculty, to include the following specifics: 1) providing significant time blocks for scholarship and creative work endeavors; 2) ensuring that key journal subscriptions and library holdings are available in the library; 3) ensuring the commitment that graduate student thesis topics should be related and built around the faculty advisors research interests and expertise; and 4) college and department administrators act as resource persons for new funding avenues.
C. Citizenship Goals
1. Service to Church and Community
b. Participate and present professional skills, within appropriate limits, to local agencies and organizations.
c. Develop responsibilities for myself within professional associations that are related to my teaching and research needs.
Plan to Accomplish These Goals
b. Maintain my church activity, temple recommend, and family commitment/support for fulfilling my responsibilities
Resources Needed to Accomplish These Goals
2. Service to Department, College and University
b. Be active and committed in key departmental committees (Advisor, Community Health; Graduate Curriculum Committee; Accreditation Planning Committee), and other essential functions and duties (including chairing theses and graduate committees).
c. With department chair and college dean approved allocations/expectations for workload, assist in the writing, and implementation of a Master of Public Health Degree proposal.
Plan to Accomplish These Goals
b. With appropriate course release time and committee release time, write the MPH proposal, with support and input from fellow faculty and support staff.
c. Opportunity to make significant committee contributions both inside and outside the department.
d. Accept committee assignments, graduate students and other areas of professional citizenship when they support this faculty development plan.
Resources Needed to Accomplish These Goals
b. Support and encouragement from department chair, fellow faculty and support staff.
Part III
Relationship Between Individual Goals and University Aspirations and Resource Needs
1. The mission of the university is to assist individuals in their quest for perfection and eternal life. In harmony with that mission, the emphasis of the Department of Health Sciences is to promote health and lifestyle principles and insights through learning activities designed to enhance physical, social, emotional, intellectual, and spiritual well-being. Implementing such lifestyle principles will enable people to give more freely, creatively, and completely of themselves to others through service in both ecclesiastical and secular endeavors.
The department mission may be delineated further as follows:
• Support gospel principles as the inherent foundation of a successful life.
• Provide a period of intensive learning in a stimulating and a pursuit of human potential is expected.
• Prepare competent professionals capable of extending the department influence in health promotion related vocations.
• Extend professional horizons through research and creative activities.
In keeping with the stated mission of the university and the Department of Health Sciences, I believe my goals and ideals in teaching, scholarly works and citizenship support and accentuate the lofty perspectives and expectations of BYU. My teaching goals reflect a steward-scholar approach to working with students in the learning process, while also being accentuated through my scholarly and creative endeavors. I see an integral connection between teaching and scholarly works; my teaching reflects the scholarly work I contribute to my profession; student learning can be accelerated through their participation in my scholarly activities. Thus, teaching becomes the most important contribution I make to BYU, as advanced by my deliberate and evolving involvement in scholarship and citizenship.
2. Resource Needs
• Supportive and collaborative environment as provided by department chair and faculty that include the following specifics: 1) providing a teaching assistant and student workers for teacher support (powerpoint, copying, library research, document delivery, grading, etc.); 2) keeping teaching commitments at two course preparations per semester, with significant time blocks being made available for teaching and research preparation time; 3) maintaining appropriate and balanced advising and intern supervising responsibilities with other faculty; 4) providing financial and staff support for producing and delivering the community-based, experiential learning projects for my courses; 5) providing significant time blocks for scholarship and creative work endeavors; 6) ensuring that key journal subscriptions and library holdings are available in the library; 7) ensuring the commitment that graduate student thesis topics should be related to and built around my research interests and expertise and 8) college and department administrators act as resource persons for new funding avenues.
• Graduate Research Assistant/Teaching Assistant for 20 hours per week during Fall and Winter semesters, and 15-20 hours during the Spring/Summer terms.
• Library copy-card, reference text account, library research room (where available).
• Teaching and research mentors, and collaborative research teams within and outside of the department.
• Department Chair, Department faculty and College Dean support for released time and revised expectations for appropriate citizenship needs, particularly the MPH proposal and accreditation.
Part IV
Summary of Goals
Teaching:
a. Participate in one or more teaching improvement/curriculum development activities through the BYU Faculty Center, or through professional presentations at health conventions.
b. Develop/refine syllabi and course notes that reflect academic excellence and professional competence (CHES).
c. Improve lecturing by sharing personal and professional experiences obtained from scholarship activities that relate to the objectives of the courses I teach.
d. Learn the names and needs of all my students every semester or term.
e. Provide students with current information, theories/models and methods so they are able to accomplish their professional goals.
f. Integrate Christlike principles in group work, and integrate gospel insights when and where appropriate with secular material.Short-term Scholarship and Creative Works:
a. Submit four or more collaborative manuscripts to national, peer-reviewed, health-related journals, at least one of which is first-author;
b. Publish (or have accepted) two to three peer-reviewed articles in health related journals;
c. Submit two abstracts for presentation at health conferences;
d. Present at least one paper at a health conference;
e. Submit one or more grant proposals to internal or external sources;Long-term Scholarship and Creative Works:
a. On-time and solid rank advancement to full professor
b. Obtain a Fellow-Award in research for sabbatical
Service to Church and Community:
a. Serve the Lord willingly in my Church calling (scoutmaster, deacons quorum advisor, Young Men presidency -- 2nd counselor) and assignments (home teacher) with faith and diligence in ways that will bless me, my family, and those I steward.
b. Participate and present professional skills, within appropriate limits, to local agencies and organizations.
c. Develop responsibilities for myself within professional associations that are related to my teaching and research needsService to Department, College and University:
a. Maintain and represent BYU’s high standards, and represent Christlike attributes through my interactions and assignments.
b. Be active and committed in key departmental committees (advisor, Community Health; Graduate Curriculum Committee; Accreditation Planning Committee), and other essential functions and duties (including chairing theses and graduate committees).
c. With department chair and college dean approved allocations/expectations for workload, assist in the writing, and implementation of a Master of Public Health Degree proposal.
Comments:
Faculty Development Plan Resolve. The faculty member undergoing progress toward continuing-status and rank advancement, Dr. XX, and the Department concur that the goals and resources addressed within this working plan will lead the faculty candidate toward building a successful continuing-status and rank-advancement dossier.
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XXX Date
Faculty Member Date
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XXX Date
Faculty Mentor Date
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XXX Date
Department Chair Date