Building an Effective Portfolio

 

Teaching Effectiveness

Faculty members are expected to provide evidence of a commitment to teaching and learning, competence in their area of instruction, and integrity in matters of course and non-course teaching. The scope of faculty teaching is broader than conventional classroom instruction; it comprises a variety of teaching formats and media, including undergraduate and graduate instruction for matriculated students in traditional classroom settings, course (re)design, mentoring and supervision of students and trainees in research, clinical, and community settings, mentoring of preceptors and advisors of practica, as well as continuing education for practitioners, community members, and other learners. Therefore, the educational function of a university requires faculty who can teach effectively to a broad range of learners in a broad range of settings. It is recognized that a teaching record, commensurate with a given level of achievement, varies by discipline within the SPH.

Teaching activities may be conducted within academic structures of all UW schools and colleges, including continuing education, as well as across virtual and physical environments, which includes campus and community venues and sites for practice-based education. While the emphasis of teaching as part of the faculty role is on contributions within the UW academic units, external teaching activities may also be considered in assessing a candidate’s effectiveness in teaching. For example, candidates may engaging in pedagogical activities funded by external grants or other non-tuition-based sources.

 

Research/Scholarship Effectiveness

Scholarship is defined as rigorous and detailed study and is recognized as essential to effective teaching and research within the UW Faculty Code. Scholarship, therefore, is inclusive of research as defined by the Common Rule definition, but not synonymous. We will refer to this domain of the faculty role as ‘scholarship/research’ in keeping with the UW Faculty Code (see Section 24-32).

Scholarly activities may fall across a spectrum ranging from research, practice (e.g. evaluation of community-based programs), and education and pedagogy (e.g. reports of original curricula). The University of Washington (UW) values scholarly activity in all three of these areas (research, practice, pedagogy) and seeks to ensure that faculty are recognized for their activities, regardless of area. UW also recognizes that the kinds of activities a faculty candidate engages in, as well as their record of scholarship/research, will vary by discipline.

 

Service/Leadership Effectiveness

Responsibility to the School includes an expectation that all faculty will serve the community at large in a professional capacity that enhances the standing of the School and the University, and that provides benefits to the broader society. In addition, faculty are expected to work to maintain the School’s operation and contribute to its reputation through efforts to improve its programs and resources. Responsibilities to the faculty member’s profession include the expectation that faculty will contribute to the maintenance and growth of their profession and public health more broadly.

Expectations regarding the quantity and quality of service to the School, University, and community reflect rank. The criteria for service activities are productivity and impact at all ranks, and sustainability at the associate and full professor ranks. Participation alone is not a sufficient criterion. Other aspects, such as active engagement and leadership are also important in the assessment of productivity, impact, and sustainability. As an example of impact for service to the community, the candidate may be able to provide or cite evaluations from collaborating organizations or outcomes based on their service.