What is the Faculty Development Program?
IAS is launching an initiative for faculty support and development. This initiative grew from feedback collected in Spring 2013, and inline with the findings of the IAS Mentoring Survey of 2007, from an increasing number of faculty in IAS desiring support in their career development. The first focus will be on developing peer mentoring using Individual Development Plans (IDPs).
What are Individual Plans for Faculty Development (IDPs)?
An IDP is a faculty self-development plan to meet professional objectives. Planning begins with a self-assessment of core competencies related to academic careers, and then identifying strengths and skills relevant to professional objectives. The IDP helps tease out the specific kinds of knowledge and skills that faculty need at a particular stage of career development, and enabling its leadership team to identify those with the experience to help them meet their goals. At UW Tacoma, IAS is pioneering the adoption of IDPs as a development tool.
Who is the program for?
Initially, IDPs will be prepared by all junior faculty in IAS. A peer group will be established in IAS, and all other faculty are invited to develop IDPs. When the Faculty Development Program is fully implemented, IDPs will be used as a framework for faculty development at all ranks.
How will the program work?
Once needs have been identified in these peer groups, the IAS leadership team will collaborate with faculty to identify resources and schedule presentations and discussion at peer group meetings. Faculty can use their IDPs to prepare reports connected with mandated activities, such as the annual review of probationary faculty, and the IDP itself can be a tool for group discussion, rather than formal assessment in IAS. Peer groups will meet at least quarterly focusing on topics of teaching, scholarship and service.
How do IDPs relate to conventional notions about the responsibility of senior faculty to mentor junior faculty?
Conventional models of mentoring emphasize a committed relationship between one senior faculty member and one junior faculty member. Recent scholarship on faculty development emphasizes the value of peer mentoring in advancing junior faculty empowerment to determine support for their academic ambitions, recognizes that few senior mentors are equally talented in all areas of the academic enterprise, encourages the cultivation of multiple mentors with diverse experience related to academic success and values a culture of faculty development at all stages of academic careers. Mentors can be drawn from the ranks of senior faculty in IAS, the wider UW community, as well as senior colleagues in professional and scholarly organizations, which can provide an intellectual home for faculty work.
How do IDPs relate to annual reviews and goal-setting?
Although IDPs may overlap with the annual review and goal-setting meetings, they are not part of formal assessment in IAS. IDPs encourage the faculty to be ambitions and include long-term goals. Moreover unlike goal-setting documents which often focus on the end product, IDPs focus on skill-building. For example, faculty may have "the submission of a grant pr
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