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Teacher Scholars - Cal Poly Pomona

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Faculty Affairs Committee
Report to
The Academic senate
California State Polytechnic University, Pomona
FA-011-910
Vision Statement for the Teacher-Scholar Model at
Cal Poly Pomona
Six Core Values of Cal Poly Pomona
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2.
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6.
Polytechnic Identity
Academic Quality
Learn by Doing
Teacher Scholars
Environmental Sustainability
Celebration of Diversity
Major Themes of Cal Poly Pomona’s WASC
Institutional Proposal
• Institutional Excellence
– Demonstrating our growth as an outstanding learning
institution in an urban environment that serves a
multitude of student needs.
• Evolution of the Teacher-Scholar
– Fostering the synergy between teaching, scholarship,
creative activities, and practice.
• Student Success
– Propelling a diverse group of learners toward
extraordinary life achievements.
Two Charges of the Teacher-Scholar Task Force
• Develop an interpretation of the Teacher-Scholar
model that is consistent with the mission and
vision of Cal Poly Pomona.
• Increase campus awareness and understanding of
the Cal Poly Pomona Teacher-Scholar model.
Evolution of the Vision Statement for the TeacherScholar Model
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Fall 2008
– White Paper defining the Teacher-Scholar Model was developed by the TeacherScholar Writing Group.
February 2009
– White Paper was shared with the campus community.
Spring 2009
– Teacher-Scholar Task Force began its work, building on the White Paper developed
by the Teacher-Scholar Writing Group.
Fall Conference 2009
– Teacher-Scholar discussion session
December 1, 2009
– Vision Statement was shared with the campus community.
December 3, 2009
– Brown Bag Discussion: The Teacher-Scholar (Faculty Center for Professional
Development).
December 11, 2009
– Poster presentation at the Provost’s Symposium on Faculty Scholarship.
Winter 2010
– Further consultation with department chairs, college deans, and associate deans.
April 7, 2010
– Referral (FA-011-910) was submitted to the Academic Senate.
Vision Statement for the Teacher-Scholar Model
1. Teaching
2. Scholarship
3. Integration
Vision Statement for the Teacher-Scholar Model
Definition
Teacher-Scholars at Cal Poly Pomona are role models who actively
promote life-long intentional learning to our students, are actively
engaged in advancing their fields of inquiry, and are committed to
blending teaching and scholarship into a single synergistic
endeavor that results in a creative integration of the two roles.
Vision Statement for the Teacher-Scholar Model
1. Teaching
• Cal Poly Pomona Teacher-Scholars apply knowledge from the frontiers of their
disciplines and pedagogical scholarships to the development of their courses
and the curriculum. Teacher Scholars:
 Understand current developments in their disciplines, and use this
understanding to advance student learning and knowledge,
 Have knowledge of interdisciplinary and discipline-specific pedagogical
strategies, apply effective strategies to facilitate learning of a diverse
student population, use evidence-based assessment of teaching to
improve their pedagogy, and evaluate and analyze their pedagogy.
Vision Statement for the Teacher-Scholar Model
2. Scholarship
• Cal Poly Pomona Teacher-Scholars engage in the practice of scholarship, which
is specifically defined by discipline and academic unit, and is broadly
construed to include the scholarship of discovery, integration, teaching,
application and engagement. While the scholarship of Teacher-Scholars varies
widely across disciplines at Cal Poly Pomona, it incorporates essential
elements that define scholarship, including research and/or creative work.
Teacher-Scholars:
 Make intellectual and/or creative contributions that extend and/or
develop new knowledge or creative inquiry, discover, integrate or apply
facts, theories, artistic perceptions, or design to practice in their
disciplines,
 Produce work that is peer reviewed, critiqued, juried and/or judged
congruent with discipline standards, and results in a publication,
presentation, creative work or other product disseminated to a wider
audience beyond the Cal Poly Pomona community.
Vision Statement for the Teacher-Scholar Model
3. Integration
• Cal Poly Pomona Teacher-Scholars integrate scholarship and teaching to
create a synthesis greater than both activities. Teacher-Scholars:
 Bring the practice of their own scholarship into the classroom in an
appropriate way,
 Promote a community of inquiry in their role as faculty members, and
model and encourage academically rigorous scholarship as appropriate to
their discipline,
 Foster a climate in which faculty/student scholarly, research, practice, or
artistic collaboration can take place by:
пЃ±
пЃ±
enhancing student learning through meaningful experiences at Cal Poly
Pomona as appropriate in their discipline through inquiry based classroom,
studio, laboratory, practice and field activities that are embedded within the
curriculum,
collaborating with students in a culture of learn-by-doing inquiry, discovery,
professional practice and/or creative work through the involvement of
students in scholarship outside of regular coursework.
Vision Statement for the Teacher-Scholar Model
Scope
The scholarly and creative activities of Teacher-Scholars vary widely across
disciplines at Cal Poly Pomona. Consistent with discipline practices, academic
departments/units may adapt this vision statement to establish the standards to
which Teacher-Scholars are held.
Faculty Affairs Committee Recommendation
The Faculty Affairs committee recommends adoption of the Vision
Statement by the Academic Senate and forwarding a
recommendation to the President for adoption as Cal Poly Pomona’s
vision for the teacher-scholar model.
Teacher-Scholar Writing Group
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Lauren Weiss Bricker, Associate Professor, Architecture
Michael Cholbi, Assistant Professor, Philosophy
Jodene Morrell, Assistant Professor, Education
Rakesh Mogul, Assistant Professor, Chemistry
Phillip Rosenkrantz, Professor, Industrial & Manufacturing Engineering
Teacher-Scholar Task Force
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Subodh Bhandari, Associate Professor, Aerospace Engineering
Frank Ewers, Professor & Chair, Biological Sciences
Abolhassan Halati, Professor, Technology and Operations Management
Gary Hamilton, Interim AVP Faculty Affairs
Don Hoyt, AVP for Research, Co-Chair of Task Force
Margie Jones, Assistant Professor, Collins College of Hospitality Management
Peter Kilduff, Professor & Chair, Apparel Merchandising & Management
Jeffrey Marshall, Associate Professor, Geological Sciences
Georgia Mickey, Assistant Professor, History
Jodene Morrell, Assistant Professor, Education
Susan Mulley, Assistant Professor, Landscape Architecture, Co-Chair of Task
Force
Peggy Perry, Professor, Plant Sciences
David Still, Associate Professor, Plant Sciences
Dale Turner, Associate Professor, Philosophy
Cheryl Wyrick, Professor & Chair, Management & Human Resources
Faculty Affairs Committee
• Alison Baker, Associate Professor, English & Foreign Languages
• Sepehr Eskandari, Associate Professor, Biological Sciences
• Hassan Halati, Professor, Technology and Operations Management, Committee
Chair
• Shahnaz Lotfipour, Professor, Education
• Eddie Mao, Assistant Professor, Collins College of Hospitality Management
• Jungwon Mun, Assistant Professor, Mathematics and Statistics
• Norali Pernalete, Associate Professor, Engineering Technology
• Tariq Qayyum, Associate Professor, Engineering Technology
• Wendy Vermeer, Metadata Librarian, Library
• Faye Wachs, Associate Professor, Psychology and Sociology
• Sharonda Wallace, Assistant Professor, Human Nutrition and Food Science
• Cheryl Wyrick, Professor & Chair, Management & Human Resources
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