Teaching and Scholarship
We are teachers and scholars—and together bring an incredible wealth of existing thoughts and practice to our community. But as lifelong learners, there are also new things to be discovered.
Electronic Teaching Aids
In recent years, the Internet has grown into a fascinating and often fruitful place to find ideas to support your teaching. Here are a few of the best spots.
- Moodle is a web-based course management system consisting of multiple tools allowing you to distribute information and communicate with students.
- Endnote A bibliographic application which allows you to search online bibliographic databases, organize reference and create formatted bibliographies either directly in the application on in your Word document. (Available in the computer labs.)
- Gradekeeper A tool for managing your gradebook and attendence records.
- SPSS Statistical software. (Available in the computer labs.)
For further information about these teaching aids, please contact Damian Miller IT consultant for the graduate school, at firstname.lastname@example.org or 503-768-6195.
Teaching Resources Bibliography
Below is a list of recommended titles to assist in strengthening your classroom skills. These are available from Watzek library or your local bookstore—Powell’s Books will have many of them used as well.
**The Art of Teaching / Jay Parini.
Parini shares his insights into the writing life and the teaching profession in an educational memoir.
**What the Best College Teachers Do / Ken Bain.
An insightful look at what makes a great teacher, based on a study of three dozen teachers from a cross section of disciplines from medical-school faculties to undergraduate departments.
The Chicago Guide to Your Academic Career: a Portable Mentor for Scholars from Graduate School through Tenure / John A. Goldsmith, John Komlos and Penny Schine Gold.
Finding a mentor, avoiding pitfalls when writing a dissertation, negotiating the job listings, and much more. Written as an informal conversation between colleagues.
The Compleat Academic: a Career Guide / edited by John M. Darley, Mark P. Zanna, and Henry L. Roediger, III.
Discusses the “unwritten” rules governing a career in academia. Provides advice to help new academics set the best course for a lasting and vibrant career.
Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses / L. Dee Fink.
This book offers detailed explanations and examples that are pertinent to the process of creating significant learning experiences.
Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms / Stephen D. Brookfield, Stephen Preskill.
Shows how to plan, conduct, and assess classroom discussions.
Effective Teaching with Technology in Higher Education: Foundations for Success / A.W. (Tony) Bates, Gary Poole.
Draws on current research and best practice to show how to integrate technology into teaching in higher education.
The Joy of Teaching: A Practical Guide for New College Instructors / Peter Filene.
Gathering concepts and techniques borrowed from outstanding college professors, The Joy of Teaching provides helpful guidance for new instructors developing and teaching their first college courses.
Lessons of the Masters / George Steiner.
A sustained reflection on the infinitely complex and subtle interplay of power, trust, and passions in the most profound sorts of pedagogy.
McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers / Wilbert J. McKeachie [et al.].
Provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student.
The Professor’s Guide to Teaching: Psychological Principles and Practices / Donelson R. Forsyth.
Explores what research has revealed about effective teaching and mines this resource to offer suggestions and practical recommendations for both new and seasoned instructors.
Using Technology in Teaching / William Clyde and Andrew Delohery.
This is a practical manual that can give traditional instructors in all disciplines 43 specific ways to perform course tasks more effectively with the technology that is currently available.
All faculty members are encouraged to consider grant funding to support their research activities as well and program development that supports the mission and vision of the Graduate School. I hope the following resources will be helpful.
Fulbright Scholar Grant Applications
There are several different programs of the Fulbright Scholar Program, with different deadlines depending on the type of support you seek. Details on awards, eligibility guidelines, and materials are available online from the Council for International Exchange of Scholars.
If you have previously received a Fulbright grant, please spread the word to your colleagues about your thoughts, concerns and experiences. Your perspective will certainly be valuable to help other in our community take advantage of this opportunity.
Research Funding (GSEC)
The Lewis & Clark Graduate School of Education and Counseling invites proposals to initiate/conduct research or engage in research-related scholarly activity from any interested faculty currently in a contract or a tenure-track position, .5 FTE or greater. Support for these proposals will be awarded from a fund provided by the Dean’s Office following review and recommendation by the Personnel Committee. Awards generally fall in the $1,000-$2,000 range. The number of proposals and the amount of each award will be determined through the review process. Proposals will be assessed on the basis of feasibility, a reasonable time frame, significance of topic, and addressing issues related to cultural diversity and the overall mission of the graduate school.
The purpose of the funds is to further the research and scholarly efforts of faculty members. Reflecting the recent increases in individual faculty travel funds to support conference attendance (currently $1,000), the research/scholarship funds will no longer be available to cover costs associated with conference presentations. Additionally, funding for all proposals is contingent on a formal application and approval from the Human Participants Review Committee, when appropriate.
In order to move to a cycle congruent with the fiscal year, grants will be awarded each spring, with these funds to be expended from June 1 in the current year through May 31 in the following year. Please be advised that it is against the policy of the personnel committee to extend grant awards, so plan on using requested funds by the end of the grant period. The dean’s office will send out a notice each year when grant applications are available.
Submissions by new faculty and pre-tenure faculty are especially encouraged. In order to request funding to assist research or scholarship, please write a 2-3 page proposal containing: (a) Goals and Project Description, (b) Value of the Project to the Professional Development/Research Program of the Faculty Person, (c) Connection of the Project to the Mission of the Graduate School, especially in serving aims of cultural diversity, (d) Timeline for completion of the project, and, (e) Budget, elaborated and reasonably detailed.
Professional Travel Funds
Professional travel funds are available to faculty in the Graduate School of Education and Counseling to support travel to conferences where the faculty member is scheduled to present.
In addition to the graduate school’s research budget, many outside funding opportunities are available to faculty. Information about outside funding for research in areas of interest to faculty is available at the following sites:
- Consider a Fulbright Scholarship Grant for your next research project.
- Spencer Foundation Fellowships are available to support educational research.
- For a listing of foundation, corporation and government grant opportunities, check out the funding source directory compiled by the University of Richmond.
- U.S. Federal Government Departments, Agencies, and Institutes (via FedWorld)
Links to Other Grant Program Websites
- American Association of University Women
- American Council of Learned Societies (ACLS)
- American Philosophical Society
- U.S. Department of Education
- Department of State: Bureau of Educational and Cultural Affairs
- The Horowitz Foundation for Social Policy
- National Endowment for the Arts
- National Endowment for the Humanities (NEH)
Faculty Grant Support
If you have an grant idea or proposal, please contact the Associate Dean of the graduate school, who will assist you in finding resources through the Center for Community Engagement and the Office of Institutional Advancement (where Erik Fast and Jesse Keen are available to meet with faculty to ascertain research or program interest that may align with possible grant funding).
Support for New Faculty
In the third year of full-time service, junior faculty in a tenure-line position may apply for a one-semester sabbatical at full salary to be taken in the fourth year of full-time service, based upon a positive developmental review
Tenure-track junior faculty receive annual mentoring from the Promotion and Tenure Committee to discuss the culture and expectations of the school and to gain insight into finding a meaningful balance between teaching and scholarship. Tenure-track faculty also undergo a developmental review process in their third year.
The Faculty Executive Council plans and hosts a faculty retreat to begin each school year (typically held in mid-late August). This provides an important day-long community gathering for the entire graduate school faculty.
Student Support and Disability Services
The office of Student Support Services provides a wide range of services, support and advocacy for students with a variety of disabilities and learning differences. Students should schedule a consultation with the office if they are interested in arranging special accomodations. They will be required to submit documentation and paperwork requesting accomodations. Their website is: http://www.lclark.edu/offices/student_support_services
Faculty members have the right to:
- request in writing from Student Support Services notification of a student’s need for accommodation.
- contact Student Support Services to clarify student requests for accommodations, academic adjustments, and/or auxiliary aids and services.
- maintain Lewis & Clark College’s academic and institutional standards.
Faculty members have the responsibility to:
- provide reasonable accommodations, academic adjustments, and/or auxiliary aids and services in a timely manner.
- meet with students who have provided written notification of their disability via Student Support Services and have made a direct request for accommodation, to establish the means of providing accommodations, academic adjustments, and/or auxiliary aids and services.
- contact Student Support Services to request clarification or support with accommodations.
- maintain the confidentiality of information regarding disability issues.
- refer to Student Support Services those students who request accommodations but have not set up a Notice of Disability nor met with staff in Student Support Services.
- Please visit the Student Support Services website for detailed information on how to handle concerns about students or student requests for accomodation.
Disability Services Statement for Syllabi
Faculty should consider adding the following language about student access to support services to all each course syllabus:
If you have a disability that may impact your academic performance, you may request accommodations by submitting documentation to the Student Support Services Office in the Albany Quadrangle (x7156). After you have submitted documentation and filled out paperwork there for the current semester requesting accommodations, staff in that office will notify me of the accommodations for which you are eligible.