The anthropology faculty see it as self-evident that our scholarly activity will have a positive impact on our teaching. Perhaps this is not true for all faculty, and in that case we might encourage our colleagues to ask themselves three questions:
1. How does my scholarship currently impact my teaching?
2. What can I do to increase the positive effect of my scholarly activity on my teaching?
3. What support do I need to achieve this goal? This could include time, funds, conversation with peers inside/outside the department, increased interaction with colleagues at other institutions, mentoring, workshops addressing the connection between scholarship and teaching, fundamental changes in some of the courses I teach, etc.
Also, when it’s feasible we should encourage our colleagues to engage in collaborative research, presentation and publication with students, thereby creating a direct link between scholarship and teaching.
Third-year review: Has completed at least one publication with others in preparation; at least 2 or 3 presentations at professional meetings; has research project(s) in progress; and has membership in professional societies (having made deliberate efforts to relate research to teaching).
Tenure review: Since the time of hire has completed a minimum of three publications, at least one of which has undergone formal peer review; at least four presentations at professional meetings; well established area(s) of research; regular participation in professional organizations; and successfully relates research to teaching.
Promotion to full professor: well established record of publication and presentation; vigorous program of research, typically with some outside support; leadership in professional organizations (officer, board member, committee member, etc.); and relates research to teaching in ways that both enliven teaching and model good scholarship.
The Christian liberal arts college provides a context that both assures and challenges scholars in ways that the secular experience might not. On the one hand, scholars working in such a religiously justified environment are sensitized to the more inclusive secular values and behaviors that are perhaps inimical to the core values of the church college. Concomitantly that college—an institution justified by tenets claiming hierarchical legitimacy, rights and obligations—might itself become a subject for scholarly scrutiny and questioning. Such dueling perspectives can act as the leaven giving rise to truly distinctive forms of scholarship unique to this college environment.
(Updated March 2015)