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Department Goals

1. Expand on current certification programs and develop other innovative programs to increase the number of high quality teachers, counselors and leaders we admit and graduate.

  • Explore moving some certificate programs online
  • Submit mental health extension
  • Explore continuing education opportunities and/or partnerships (e.g., continuing education/leadership development certificates)
  • Five-year programs (e.g., special education)

2. Continuous review of current programs to ensure high standards are maintained, evidence-based practices are emphasized, students’ needs are met and faculty collaboration is maximized.

  • Instruction
  • Passing rates on certification exams
  • Advisement
  • Faculty collaboration
  • Supplemental student workshops (e.g., test prep, writing)
  • Invite Assessment Coordinator to present and discuss data with faculty

3. Explore options to develop formalized department-school-community-partnerships:

  • Interdisciplinary center model (explore current model in SLHS Department)
  • Professional Development School 

4. Attract, retain and support diverse faculty.

  • Hire individuals who affirm the intersectionality of multiple cultural and linguistic identities in our students, families, colleagues and community
  • Provide mentoring/onboarding and buddy system to new hire
  • Conduct program audits (e.g., equity audits)
  • Raise awareness of diversity (e.g., discussing shared readings; scheduling time to dialogue about the definition and measurement of departmental diversity)
  • Examine the challenges of being diverse faculty and why diverse faculty may leave higher education

5. Celebrate and publicize faculty scholarly and professional contributions and/or accomplishments.

  • Schedule time to dialogue (e.g., department meetings)
  • Student-faculty department conference

Department Scholarship Statement

Scholarly development includes adequate progression over time, consistency that includes scholarly impact and involvement, relevance within the discipline, and contributions at the state, national and international levels.

According to the AAUP article, Changing practices in faculty evaluation (Miller & Seldin, 2016), classroom teaching is now considered the major factor in evaluating overall faculty performance. That said, the gold standard in scholarship is refereed publication for tenure and promotion to both associate and full professors. In addition to scholarship within faculty areas of disciplinary expertise, the scholarship of teaching and learning is also considered to be a valuable contribution to the field. The scholarship of discovery, teaching, application and integration (Boyer, 1990; Hutchins, Huber, & Ciccone, 2011) falls within this category and makes an important contribution to livesof students and the profession.

In the field of education, in addition to peer-reviewed, scholarly publications, scholarly conference presentations, when peer-reviewed, are valued as scholarly contributions, and a progression from local, state, national and international levels is considered valuable with regard to the impact factor in the discipline. However, equally important and impactful in our field are presentations and workshops delivered within the community. As educators, counselors and leaders, we view outreach as part of our professional obligation and responsibility. By working in and with schools, organizations and other institutions in the Bronx and the adjacent areas, we expand our impact to affect the lives and experiences of many individuals in our communities who would otherwise not have access to Lehman’s resources. Our outreach touches the lives of parents, guardians and lay people who benefit from direct contact with our faculty. These outreach activities can be conceptualized as a form of public scholarship.

Furthermore, in developing a scholarly record, non-refereed work can be included, as part of building a presence at the local, state and national levels. Often education faculty members are required to engage in rigorous research projects, assessing departmental programs with regard to external national review panels. These national accreditation agencies require theoretical conceptualization of complex rubrics, research design, data analysis and written reports that reflect where programs currently are and, using the data generated, make adjustments to programs as appropriate. These accreditation reports require vast investments of time and energy that are consistent with field-based research. Ultimately, these large projects are evaluated by peers, as would any research paper that might result in publication. In addition, the development of new degree/certificate programs and other substantial curricular modifications also requires extensive research, data collection/analysis and considerable writing and are reviewed by external agencies, and depending on the curricular projects, academic peers within relevant disciplines. Creating new programs may impact the profession also. Lastly, grant activity, funded/unfunded, leadership and service in a scholarly domain at the local, state and/or national level will be considered.

The Department of Counseling, Leadership, Literacy and Special Education values the diversity of our student body, as well as the diversity of the faculty members in the department. Within the context of valuing teaching and service, we appreciate a range of scholarship. We want to support faculty members to focus their work on areas that each person perceives as valuable, responsive, and in support of promoting social justice within the broadly identified field of education.

For promotion beyond associate professor, the Department of Counseling, Leadership, Literacy and Special Education also emphasizes the same criteria established for tenure, with emphasis on a more substantial, peer-reviewed, scholarly publication record, leadership and impact.

As teacher-scholars, Department of Counseling, Leadership, Literacy and Special Education faculty members appreciate both qualitative and quantitative approaches and include empirical, philosophical and conceptual scholarship. Exemplars include but are not limited to:

  • classroom-based research (action research)
  • case study research
  • grant-funded projects xpublishedself-study of teaching practices
  • curriculum/instruction/assessment materials grounded in the professional literature, reviewed by our peers in external agencies/organizations and prepared for dissemination beyond the campus
  • faculty/student collaborative research projects
  • interdisciplinary and cross-disciplinary research projects
  • conference presentations accepted through a peer-reviewed process, as well as invited speaking engagements

References

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco, CA: Jossey-Bass Inc.

Hutchins, P, Huber, M. T., & Ciccone, A. (2011). Scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey-Bass Inc.

Miller, J. E., & Seldin, P. (2016). Changing practices in faculty evaluation. http://aaup.org/article/changing-practices-faculty-evaluation.