in development

Instead of presenting one person's advice about what to do in the area of teaching to increase one's chances of getting tenured, the presentation (on teaching for pre-tenure colleagues in the College of Education, 11 Feb. '08) was more of a workshop on "Reflective Practice." In its simplest form, this is the idea that we experiment/take risks, montor/take stock of how things work, and feed that back into improvements.
The workshop began with participants noting on a external image msword.png "Self-mentoring" worksheet ideas they already had about what they did well and what they wanted to improve. They could add to the worksheet as they heard useful ideas during the session.
I proposed that, paradoxically, the best way to approach teaching to get tenure (and be happy teaching in the years beyond) is to act like the most important thing is not what the tenure review committee thinks. Why? Because:
I proposed that reflective practice is one route to teaching having a value in itself, because it affirms one's creativity/generativity. Participants were asked for their themes and practices of reflective practice, then I ran through some of his own (hear the audio below and see the notes & links that follow). The session ended with a go-around in which participants noted one thing they are taking away to chew on/work with.