Steven Bell’s ACRLlog post What it Really Means to be A Faculty Member has gotten me thinking, particularly about what it means to be a member of the faculty. I posted a comment there about how I might define faculty status, and have spent a few hours searching Google, GoogleScholar, The Policies of the SUNY Board of Trustees, and EBSCO Education databases for a definition (my facultystatus del.icio.us tag and faculty status on Furl will be very dynamic over the next few days…). While I have found an overwhelming number of articles about librarians and faculty status (just search for faculty status — 85% of what turns up is about librarians!) I have seen nothing that effectively defines faculty — including in my own university’s governing documents.
Right now, I’m planning on turning this quest into an opinion piece on what it means to be faculty and the ways that the being an academic librarian fits that meaning (because for me, this is true). I have a score or so of articles to look through to see if faculty si defined there (most seem to be very concerned with tenure and tenure requirements and protections, and not with how librarians do the work of Faculty Members, whatever that is)
I’m pasting a bulleted form of my ACRLlog comment below, and I’m very interested in your opinions — what does “faculty” imply to you? Remember, “teaching faculty” isn’t the only faculty! There are plenty of research faculty who spend as little time in the classroom as they can can get away with it! Am I completely off the mark? Have I missed vital aspects? Am I thinking too closely about my own work and not broadly enough?
- actively involved in faculty governance,
- actively involved in setting general education requirements
- actively involved in being expert in my field
- actively involved in using that expertise to maximize possibilities for student excellence
- research and publications within areas of expertise for practical advancement of the pursuit of student excellence
- research and publications within areas of expertise on theoretical implications for the sake of furthering knowledge.
- actively involved in student learning
- perform university service
- participate in shared governance
- have a defined area of subject specialization
- perform research and publication within that area
- formal and informal teaching
- well-trained in teaching and pedagogy.