As the new academic year approaches, faculty members are gearing up for the promotion and tenure process, a time when they must compile comprehensive dossiers. While some institutions provide clear guidelines on what to include, many still fall short, particularly in the service section, which often merely lists committee memberships without detailing the nature of involvement. This lack of clarity can lead to a culture where faculty feel pressured to merely check off service requirements without truly engaging in meaningful contributions.
The recent pandemic has underscored the critical role of faculty service, revealing that it is often undervalued within academic institutions. Many faculty members shoulder a disproportionate share of service responsibilities, while others may opt out or contribute minimally. This disparity raises important discussions about “service slacking” and the need for equitable distribution of service tasks. Numerous articles have emerged, offering strategies to address these issues, including the Faculty Workload Equity project, which aims to shed light on the uneven distribution of service work and promote transparency.
Despite ongoing discussions about the importance of service, progress has been slow. Scholars like Joya Misra have long advocated for a cultural shift that recognizes and rewards essential service contributions, particularly in areas that directly impact student success and institutional effectiveness. A renewed focus on valuing service could reignite these crucial conversations.
Recognizing the Importance of Service
To illustrate the significance of service, I recall an experience from 15 years ago when I co-led my institution’s reaccreditation efforts. We discovered that faculty engagement in community outreach was poorly documented, despite numerous impactful activities taking place. Faculty members expressed that they believed their contributions went unnoticed, highlighting a critical gap in recognition.
As noted by various experts, service activities are vital for demonstrating the value of academia to society. However, without proper documentation, it becomes challenging to showcase the impact of these efforts. This is where the concept of a service portfolio comes into play, allowing faculty to formally present their service contributions as part of promotion and performance evaluations.
A service portfolio would not only catalog the various service activities undertaken by faculty but also include metrics that illustrate their impact on students, colleagues, and the institution’s mission. By identifying and documenting these contributions, institutions can begin to place a higher value on service and create fairer systems for recognizing and rewarding faculty efforts.
The Concept of a Service Portfolio
Before dismissing the idea of a service portfolio as just another administrative burden, consider its potential to highlight the significance of faculty contributions. Some institutions have already implemented similar initiatives, encouraging faculty to compile information about their service and engagement efforts.
Much like a teaching portfolio, a service portfolio serves as a structured collection of a faculty member’s contributions to essential activities that support both student and faculty success, as well as community engagement. This could include mentoring, curriculum development, and collaboration with local organizations.
To create effective service portfolio guidelines, institutions could start by aligning them with their mission and strategic goals. Faculty members would then select relevant elements to which they contribute through their service activities. In addition to detailing their contributions, they could also outline the outcomes and impacts of their work, whether in terms of measurable achievements or future aspirations.
For instance, a faculty member focusing on curriculum development might engage in activities that lead to improved student learning outcomes or reduced failure rates. Similarly, mentoring efforts could enhance teaching effectiveness and research productivity, fostering a more positive work environment.
The advantages of implementing a service portfolio system are numerous. Faculty members gain the opportunity to articulate their contributions to the institution’s mission, fostering a sense of agency that can motivate further engagement. Additionally, this approach allows for better tracking of individual contributions, ensuring that service responsibilities are equitably distributed. Faculty members who demonstrate exceptional service can be recognized and rewarded appropriately, enhancing morale and encouraging continued involvement.
While developing a service portfolio may require additional time—something faculty often lack—the benefits can far outweigh the costs. By intentionally shaping service workloads and making them visible, institutions can assess their impact more effectively. Ultimately, a service portfolio empowers faculty to showcase their valuable contributions, amplifying the importance of service within the academic community.