Scholarly Metrics Baseline: A Survey of Faculty Knowledge, Use, and Opinion about Scholarly Metrics

Authors: Dan DeSanto and Aaron Nichols

Abstract: This article presents the results of a faculty survey conducted at the University of Vermont during academic year 2014–2015. The survey asked faculty about: familiarity with scholarly metrics, metric-seeking habits, help-seeking habits, and the role of metrics in their department’s tenure and promotion process. The survey also gathered faculty opinions on how well scholarly metrics reflect the importance of scholarly work and how faculty feel about administrators gathering institutional scholarly metric information. Results point to the necessity of understanding the campus landscape of faculty knowledge, opinion, importance, and use of scholarly metrics before engaging faculty in further discussions about quantifying the impact of their scholarly work.

DeSanto D & Nichols A. (2017). Scholarly Metrics Baseline: A Survey of Faculty Knowledge, Use, and Opinion about Scholarly Metrics College & Research Libraries vol. 78 no. 2, pp 150-170 doi:10.5860/crl.78.2.150



Academic Librarians as Knowledge Creators

Author: Donna Witek

Abstract: Despite support from national organizations like the Association of College and Research Libraries (ACRL) and the American Association of University Professors (AAUP), pursuing research and scholarship remains a challenge for academic librarians, even when the literature connects these activities to greater effectiveness in the practice of academic librarianship. This essay examines the history and present state of the questions of faculty status and tenure for librarians, and relates these questions to that of performing scholarly research and creating and disseminating new knowledge as an academic librarian. It then offers as a case study my experience identifying and pursuing a research agenda in collaboration with a faculty colleague in another department at my institution, with the goal of both sharing what has worked for one academic librarian (n=1) while also critiquing the system within which that success has occurred. The essay concludes with a list of creative strategies academic librarians can put into practice to become successful knowledge creators in the field of library and information science.

Witek D. (2014). Academic Librarians as Knowledge Creators. The Journal of Creative Library Practice.


Increasing transparency in the [librarian] P&T process

Author: Coates, Heather L

Abstract: As a self-proclaimed advocate for open research, I decided to apply that ethos to promotion and tenure. As I started preparing my dossier in earnest last fall, I began to understand why so many faculty get overwhelmed and confused when they make decisions about where to publish, which journals to review for, and how to talk about their work. Despite excellent institutional programming and support, faculty often receive conflicting and vague advice. Combine this with the lack of transparency about how to actually demonstrate impact and it’s no wonder faculty are hesitant to make publishing and dissemination choices that challenge the perceived status quo. Librarians on the tenure-track suffer from this too.  I decided I could help in a small way by openly sharing the strategy, tools, and examples from my own dossier. In the end, I redacted a few things from my appendices that relate to other faculty grant proposals. Otherwise, it’s all out in the open. I also developed some tools to help me manage the process, which I’ll share in a later post. Putting together a dossier requires some serious project management strategery!

Dossier files in Figshare  (link corrected) & IUPUI ScholarWorks (pending)

FORCE16 slides (Figshare: 10.6084/m9.figshare.3180370.v3 & IUPUI ScholarWorks pending) & recording

Citation: Coates, HL. (2016). Increasing transparency in the P&T process. Heather L. Coates: my e-portfolio. 6 June 2016.