Guidelines for personnel procedures giving value to the various dimensions of scholarship of engagement

This post draws attention to the guidelines for personnel procedures of the College of Education and Human Development of the University of Massachusetts Boston. They can serve as a model to be adopted and adapted for a) units that don’t have explicit or detailed guidelines; and b) giving value to the various dimensions of scholarship of engagement.
These guidelines for personnel procedures reflect the urban public mission of the College of Education and Human Development of the University of Massachusetts Boston and its commitments to:

  1. the preparation and professional development of educators, counselors, school psychologists, and other practitioners or professionals through courses, research, field work, projects and partnerships focusing on the opportunities and challenges that characterize urban contexts;
  1. the preparation and professional development of teachers and administrators for pre-K-12 urban education who are committed to constructive change and to being active change agents in early childhood, elementary and secondary education;
  1. the preparation and professional development of academic and administrative leaders for higher education who are committed to constructive change and to being active change agents in higher education;
  1. outreach to school systems, higher education institutions, workplace and community education sites, and other professional development settings by providing services and consultations, including training, evaluation, materials development , assessment, strategic planning, workshops, applied and action research, and policy development;
  1. the development of theoretical and applied research initiatives, particularly, though not exclusively, those that address relevant issues confronting urban populations and communities.

Criteria and standards for the evaluation of faculty must be sensitive and responsive to these collective commitments of the college as well as to the specific choices and contributions of individual faculty members…
(full text)

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About Peter J. Taylor
Peter Taylor is a Professor at the University of Massachusetts Boston where he teaches and directs undergraduate and graduate programs on critical thinking, reflective practice, and science-in-society. His research and writing focuses on the complexity of environmental and health sciences in their social context, incl. Unruly Complexity: Ecology, Interpretation, Engagement (U. Chicago Press, 2005) and Nature-nurture? No (2014, http://bit.ly/NNN2014). On reflective practice, see Taking Yourself Seriously: Processes of Research & Engagement (with J. Szteiter, 2012, http://bit.ly/TYS2012).

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