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There should be clear guidelines for NTT faculty promotion processes and responsibilities. For both faculty, personnel committees, and those who support faculty including HR staff and chairs

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There should be clear guidelines for NTT faculty promotion processes and responsibilities. For both faculty, personnel committees, and those who support faculty including HR staff and chairs

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Still emerging from the pandemic. At this point in time, we are trying to honor the bargained course releases and early sabbaticals in a timely fashion, plus deal with backlogs in our F2F lab courses created by the covid restrictions and the impact of the VSIP on our faculty numbers. What I really would like to see is a college-level effort to support all instructors in being "flexible" in an ongoing fashion (mitigate the extra work for instructors)

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Still emerging from the pandemic. At this point in time, we are trying to honor the bargained course releases and early sabbaticals in a timely fashion, plus deal with backlogs in our F2F lab courses created by the covid restrictions and the impact of the VSIP on our faculty numbers. What I really would like to see is a college-level effort to support all instructors in being "flexible" in an ongoing fashion (mitigate the extra work for instructors)

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Promote new professional development fellowship and other fund opportunities

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Promote new professional development fellowship and other fund opportunities

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Set up faculty workshops on the promotion process and develop and share materials/checklist

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Set up faculty workshops on the promotion process and develop and share materials/checklist

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I need to check with recent lecturer promotion review committee members about what kind of standards they apply, if there are checklists, samples available.

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I need to check with recent lecturer promotion review committee members about what kind of standards they apply, if there are checklists, samples available.

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The importance of strong mentoring programs for CT faculty.

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Talking to DPC about putting together information on how to get promoted. 

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Talking to DPC about putting together information on how to get promoted. 

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Make sure to celebrate all promotions equally and have proactive conversations about promotion for CT faculty. Formalize mentoring program for CT faculty in the department

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More clarity about promotion processes and timelines is needed to support department chairs in their support of NTT faculty moving through the promotion process.

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The strong need for structured mentoring for CT faculty, as expressed in the COACHE survey and focus groups. Ideas about how to do this better from the discussion are helpful.

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We would benefit from faculty being able to better share their expertise with new faculty, and provide support for other faculty in NTT promotion processes, and would be a show of support to contribute to a better climate overall

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We would benefit from faculty being able to better share their expertise with new faculty, and provide support for other faculty in NTT promotion processes, and would be a show of support to contribute to a better climate overall

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CNS has a lecturers council--this seems to be a vibrant group that advocates for lecturer's specific needs. Is this standard across campus?

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CNS has a lecturers council--this seems to be a vibrant group that advocates for lecturer's specific needs. Is this standard across campus?

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In my department, NTT faculty have been actively discouraged from becoming TT or advancing careers for years- it's been a challenge. Mentoring would help. 

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In my department, NTT faculty have been actively discouraged from becoming TT or advancing careers for years- it's been a challenge. Mentoring would help. 

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One type of mentoring that we do is formal in the sense that we expect every new lecturer to participate, but the difference is that we ask the new faculty to choose their mentor after one semester.

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One type of mentoring that we do is formal in the sense that we expect every new lecturer to participate, but the difference is that we ask the new faculty to choose their mentor after one semester.

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Because we have so few lecturers (our first was hired Fall 2020, second Fall 2021), we don't have a cohort for mentorship.  Mentorship across the college/university would be very useful

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Because we have so few lecturers (our first was hired Fall 2020, second Fall 2021), we don't have a cohort for mentorship.  Mentorship across the college/university would be very useful

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CT folks are often coordinating our licensure programs - better mentoring would allow them space to articulate innovations they'd like to try.

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CT folks are often coordinating our licensure programs - better mentoring would allow them space to articulate innovations they'd like to try.

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Better career trajectories, better chance of promotion, better coaching for all faculty. 

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Better career trajectories, better chance of promotion, better coaching for all faculty. 

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Space for our CT faculty to step into leadership roles. Greater job satisfaction and lower stress, which contributes to overall climate in the department

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Where there's a good a fit with expertise (teaching, undergraduate education, curricular development), mentoring NTT faculty to assume related departmental leadership roles could benefit my department. (This might entail cultural shift among the TT faculty in my department, as well.)

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We would benefit from CT faculty finding strategies for creating space for longer term work - planning, leadership

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CT Faculty provide all of the instruction and serve on the PC committee and other committees, participate in service, advise students

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CT Faculty provide all of the instruction and serve on the PC committee and other committees, participate in service, advise students

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Our CT faculty have expressed a desire for access to more mutual mentoring opportunities.

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Participation/leadership in mutual mentoring groups

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Extension faculty are often co=PI on research grants to bring outreach and communication of research results

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Share teaching ideas and program coordination strategies in dept meetings. Small amount of funding to go to conferences to share licensure program "best practices"

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Share teaching ideas and program coordination strategies in dept meetings. Small amount of funding to go to conferences to share licensure program "best practices"

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Mutual Mentoring grantees, Scholarship of Teaching and Learning, Disciplinary Society leadership on accreditation and curriculum development

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Mutual Mentoring grantees, Scholarship of Teaching and Learning, Disciplinary Society leadership on accreditation and curriculum development

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I'm working on creating more space in faculty meetings for conversations around practice

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Mostly mentoring new faculty on the fly; able to do presentations out of University when opportunities arise. Problem is EVERYONE is absolutely maxed out now, courtesy of the pandemic and health care/ accreditation issues

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Mostly mentoring new faculty on the fly; able to do presentations out of University when opportunities arise. Problem is EVERYONE is absolutely maxed out now, courtesy of the pandemic and health care/ accreditation issues

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Facilitate a brown bag discussion

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The Isenberg School has Teaching Fellows, many of whom are CT faculty, who share teaching tips, strategies, etc

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The Isenberg School has Teaching Fellows, many of whom are CT faculty, who share teaching tips, strategies, etc

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Make presentations at departmental meetings. Do outreach to represent the department on and off campus.

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Serving on panel discussions and task forces across campus

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We hired extension faculty that have the expertise and industrial experience to enhance our student experience.  We just started having CT lecturers, but it's been a good tool to reduce teaching load of TT faculty and help with undergraduate teaching.

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Extension faculty have integrated research-teaching-extension work that brings teams together around funded projects

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CT Lecturer: Chief Undergrad Advisor (50%) plus NSF-funded teaching innovation

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CT Lecturer: Chief Undergrad Advisor (50%) plus NSF-funded teaching innovation

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Brings experience to build programming and inform planning and decision making

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(A repeat of my answer from the previous meeting) Undergraduate and graduate teaching, important service, some administrative work (e.g., undergraduate program director), some limited research supervision, all of our clinical education

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The majority of the service, most of the teaching, much of the administration

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The majority of the service, most of the teaching, much of the administration

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Fabulous teaching and expertise in pedagogical approaches

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In Education, the CT faculty really keep us connected to schools, other comm-based organizations. They're *vital* to our mission.

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In Education, the CT faculty really keep us connected to schools, other comm-based organizations. They're *vital* to our mission.

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Departmental and campus presentations on expertise.

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Departmental and campus presentations on expertise.

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CT/Extenstion Fac Directs a Core Facility

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CT/Extenstion Fac Directs a Core Facility

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Our CT faculty contribute primarily to teaching, but also to service and the department's intellectual climate. Some have active research interests.

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Almost all teaching and clinical education of undergraduate students

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Almost all teaching and clinical education of undergraduate students

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In one of our more professional departments, Journalism, the Chair is a Senior Lecturer

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many things - teaching (mostly) at all levels. Much of it is intro level but also some at upper levels. Also service - they are on our PC, advising group, and other committees. Our new bylaws give non-TT faculty participation in personnel reviews.

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Connections with schools and community placements--finding, supervising, as well as some teaching and licensure-based tasks

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Undergraduate and graduate teaching, important service, some administrative work (e.g., undergraduate program director), some limited research supervision, all of our clinical education

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Expertise in applied fields that we are preparing students for

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Expertise in applied fields that we are preparing students for

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teaching
advising
one department: chair

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CT hires contribute to retention of faculty/DEI goals
CTs contribute to dept/school/college service

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Our CT faculty contribute primarily to teaching, but also to service and the department's intellectual climate. Some have active research interests.

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most of the teaching, service, and some scholarship 

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most of the teaching, service, and some scholarship 