Research_Scholarship+minutes+2_20

FDC Research Group Minutes 2_20 Luis Alonso-Ovalle, Oscar Gutierrez, Frank Porell, Greg Sun, Ellie Kutz Topics and concerns: Ideas: Type in the content of your new page here.
 * It would be helpful to have more information from faculty. There’s some for junior faculty in the CLA On Track reports.
 * Infrastructure needs, especially for science faculty. Start up funds. Need to have labs functioning quickly.
 * External research grants. Bring a direct economic benefit to faculty through add comp. Support for students. Support for labs.
 * Internal support. (Healey Grants) Adequate from Luis’s perspective as junior faculty, but it’s often hard to use CLR’s because they conflict with department needs and priorities. Need for more flexibility about when and how CLR’s can be used.
 * Career stages and productivity. Some faculty become stuck after tenure without a clear scholarly/research agenda. (Faculty typically have a 30 year career after tenure; need motivation and support to maintain vitality, productivity.) Literature suggests this is a common problem, marked by many faculty at associate professor level at 9 or more years after tenure. Accreditation review showed that this is the case at UMB.
 * PMYR. Can activities around this play a greater role in re-energizing faculty?
 * Support context at UMB—after tenure, support declines, more difficult to get CLR’s, Healey grants. Need more balanced support for faculty research throughout career, with extra attention on case-by-case basis.
 * Additional service demands.
 * Cultural context of UMB. Productivity increases in areas where there is more of a research culture, with more graduate students
 * Improve mentoring at all career stages
 * Responsibility of chairperson. Need more preparation for chair’s role in establishing and maintaining adequate mentoring for faculty at all career stages. (university service)
 * Responsibilities of tenured faculty, more senior faculty for mentoring. Guidance and expectations about these. (university service)
 * Plan for progressive mentoring, with faculty taking on new mentoring roles as they reach successive career stages.
 * Expand the definition of scholarship to include the scholarship of teaching and public scholarship and provide mentoring/contacts/resources to help faculty carve out scholarly programs in these areas, even at later career stages. Emphasize a broadly-defined notion of productivity for all faculty, but particularly for faculty at later career stages who have become stuck.
 * Increase flexibility about use of present resources, negotiating better understandings between departments and ORSP re. internal grant expectations
 * Develop activities/supports around the PMYR process to enable it to have greater impact.