- A recognition (and celebration) of the centrality of the teaching and learning process in the career of a faculty member over time
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Creation of opportunities in teaching that promote pedagogy that is "other than" stand and deliver (e.g., interactive, collaborative)
-
Willingness to experiment with pedagogy to meet the needs of diverse
students, including innovations using
computer technology
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Experience and appreciation for linking teaching, curriculum and scholarship to community (regionally) based needs and issues
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Disciplinary preparation that is not limited to and based on only a sub specialization of the discipline
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A willingness to work within a university context that focuses on the development of student talent, not
only the demonstration of student talent
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Understanding of the usefulness and appropriateness of applied scholarship
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Willingness to engage in the scholarship of teaching and learning
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Experience in or willingness to engage in supporting the informal
curriculum (student engagement outside of the classroom)
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Experience with developing an inclusive curriculum
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Faculty will be socialized into a professional identity that draws upon their role or part
in the university rather than based solely on individual achievement and accomplishment
[Ph.D. graduates need to be prepared for that transition]
