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Tenure and Promotion Guidelines for Faculty in English Education

Department of English and Philosophy
University of West Georgia

Faculty achievements in English Education should be aligned as closely as possible with the “three significant achievements” model (two of which must be publications in peer-reviewed journals) that the department has approved for tenure-eligible English faculty at the University of West Georgia. See Appendices A, B, and C: Professional Growth (http://www.westga.edu/~engdept/fr/hbk/rpd/abc_prof_growth.htm). However, such achievements should also be contextualized with some acknowledgement of the differences among academic disciplines. The definitions, examples, and illustrative evidence below offer a model for assessing these differences.  

I. The Scholarship of Teaching and Learning

The Scholarship of Teaching and Learning is the “systematic examination of issues about student learning and instructional conditions which promote the learning (i.e., building on previous scholarship and shared concerns), which is subjected to blind review by peers who represent the judgment of the profession.”  

    Evidence of the Scholarship of Teaching and Learning:
II. The Scholarship of Engagement

The scholarship of engagement in schools is characterized by the following: 1) it is to be conducted as an academic engagement with the public schools; 2) it is to involve the responsible application of knowledge, theory, and/or pedagogical models to consequential problems; 3) it should test a research question or hypothesis; 4) one must be able to use the results to improve practice and inform further questions, and 5) the resulting work should be disseminated for peer review of results.

    Evidence of the Scholarship of Engagement:
III. The Scholarship of Discovery

The Scholarship of Discovery is basic research in the disciplines, including the creative work of faculty in the literary, visual, and performing arts. It is grounded in the knowledge of the academic disciplines but extends that knowledge in new ways that have educational or pedagogical significance.  

    Evidence of the Scholarship of Discovery:

Glassick, C.E., M.T. Huber, and G.I. Maeroff. Scholarship Assessed: Evaluation of the Professoriate. San Francisco, CA: Jossey-Bass Publishers, 1996.

Research Universities Consortium for the Advancement of the Scholarship of Teaching and Learning. Policies and Procedures Supporting the Scholarship of Teaching and Learning in the Research University, Draft. Carnegie Consortium for the Advancement of the Scholarship of Teaching and Learning, 2005.  

Shulman, Lee. “Course anatomy: The Dissection and Analysis of Knowledge Through Teaching.” In The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning. Ed., P. Hutchings. Washington, D.C.: American Association for Higher Education, 1998. 5-12.