ADT Service Summary 2002-2004
Introduction
During spring 2003, Academy of Distinguished Teachers members initiated a Member Service Survey.
The goal of the survey is to ascertain the kinds of service contributed to the University and
beyond by Academy of Distinguished Teachers members over the course of an academic year and to
track this involvement longitudinally. The survey is administered online and takes approximately
five minutes to complete. The survey is conducted annually. Below is a summary of the various
kinds of service provided by Academy members during the 2002-2003 and 2003-2004 academic years.
Data for the 2004-2005 survey are currently being collected.
Summary
Academy service. Seventy-seven Academy members completed the 2002-2003 Service Survey, for
a response rate of 48 percent. Fifty-nine Academy members completed the 2003-2004 Service
Survey, for a response rate of 34 percent. Forty-eight percent in 2002-2003 and forty-seven
percent in 2003-2004 of respondents provided some kind of direct service to the Academy. This
service could include serving on the Executive Committee, a campus-based Academy committee, a
working group, or the retreat-planning committee.
University-wide service. Almost 56 percent in 2002-2003 and 54 percent in 2003-2004 of respondents
provided University-wide service. This includes serving on the various University Senate Committees
such as the Senate Committee on Educational Policy, the Faculty Consultative Committee,
University-wide search committees, or other University-wide committees whose purpose relates
to the University’s teaching mission.
Campus-specific service. Roughly 43 percent in 2002-2003 and 49 percent in 2003-2004 reported
making campus-specific contributions such as working with their campus teaching and learning
center, giving a campus presentation on teaching and learning to faculty or graduate students,
serving on a college curriculum committee, etc. College or division-level contributions were
made by nearly 51 percent of the respondents in 2002-2003; 2003-2004 respondents indicated that
approximately 63 percent contributed at this level. These contributions include serving on an
awards nominating committee, a promotion and tenure committee, or serving the college through
participation in special projects or initiatives.
The majority of respondents (83 percent in 2002-2003 and 85 percent in 2003-2004) actively
provided service at the department level. This service includes, but is not limited to mentoring
new faculty or graduate teaching assistants, serving on admissions committees, working on special
projects, giving a departmental presentation on a teaching and learning topic, and serving on a
department committee dealing with some aspect of teaching and learning.
Professional disciplinary service. A similarly large number of respondents (84 percent in
2002-2003 and 83 percent in 2003-2004) were involved in service to their profession. This
disciplinary service ranged from serving as an officer in a professional association to serving
on a conference committee, to serving as a review for a professional journal, to name a few.
Many respondents also reported publishing or presenting a paper at a professional association
meeting or in a disciplinary journal.
Community service. Almost half of the respondents (47 percent) in 2002-2003 and over half
(54 percent) in 2003-2004 reported providing service to the community. This service took
many forms, including consulting with a community organization, serving on the board of a
community organization, making a public presentation. Also, many reported outreach work with
K-12 schools.
Charts 1 and 2 represent the cumulative contributions made by individual Academy members in
each service category during 2002-2003 and 2003-2004. Chart 3 illustrates a comparison of
service across the service categories during the two academic years reported here.
Chart 1
Chart 2
Chart 3
Conclusion. The aforementioned activities provide a brief outline of the breadth and depth of
contributions made by Academy of Distinguished Teachers members during the 2002-2003 and 2003-2004
academic years. Key contributions by Academy members include:
- Serving on University-wide committees
- Participating in an Academy working group
- Making a presentation regarding teaching and learning
- Providing teaching-related service to oneÕs campus
- Serving on an awards committee
- Serving on promotion and tenure committees
- Mentoring new faculty
- Participating in a departmental curriculum committee
- Serving as a journal or grant reviewer