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Simmons College Annual Faculty Review Accomplishments and Evaluation of Professional Activities Statement of Purpose The faculty annual

review is a means of fostering professional growth and development by encouraging selfassessment and providing an opportunity for advice and assistance from Deans, Chairs, and/or Program Directors. For the annual review, the faculty member submits the following; 1) a written self-assessment, 2) a completed activity and accomplishment form provided in this document, and 3) course evaluations from the last annual review. The annual faculty review is used in determining merit increases for faculty. This form is developed to collect information with greater specificity and the definitions within each category are provided for guidance. Not all sections will be relevant to all faculty. All annual faculty reviews should include a rating that is consistent with ratings for Periodic Developmental Multiyear Review. All reviews should also provide comments by the Department Chair, Program Director or Dean. Statement of Principles We have a primary commitment to excellence in teaching. We also believe that teaching, scholarship, and service are not mutually exclusive categories, but rather that our scholarship activity informs and enhances our teaching and that service to the college is a central element of our membership as citizens of an academic community. In any given year it is expected that a faculty member will make some contributions in each of the three areas. We also recognize that individual faculty members have different strengths and areas of focus and that the work of teaching and scholarship is integrated, recursive, and evolving. Our goal is to engage in a merit review process that is holistic, developmental, and equitable, both within and across disciplines and departments. Procedures Each faculty member shall have an annual review according to criteria and procedures jointly developed by the Faculty and the Dean of each School. The annual review should occur between May 15 and September 15 and should be completed in writing by June 30th.

A fully completed and signed copy of the complete review should be returned to the faculty member. If a faculty member receives a Needs Improvement, the annual review will include a faculty development plan that identifies areas for improvement and action plans. Section I is to be completed by the dean, department head or chair; the faculty member then completes Sections II-VII; the department chair, program director or dean fills out Section VIII. The department chair, program director or dean then fills out Sections VIII and returns the form to the faculty member who completes Section IX. For the Period July 1, 2010 to June 30, 2011 (For faculty members employed at Simmons College during any or all of this period) I. General Information Department Rank Years in Present Rank/Academic Title Highest degree completed_________________ School/College Tenure Decision year or Year of Tenure

After completing Section I the Dean, Department Head or Chair forwards form to the faculty member. II. Excellence as a Teacher 1. Teaching. List all courses, laboratories, clinics, and studio classes taught (include course number, credits, enrollments). Please indicate if the course is interdisciplinary. Fall/Spring Fall Fall Fall Fall Spring Spring Spring Course No. SW652 SW421 A; Sec 9 SW421 A; Sec 10 SW902 SW421 B; Sec 9 SW421 B; Sec 10 SW902 Course Name Introduction to Multivariate Statistics Social Work Practice I Social Work Practice I Relational and Contextual Treatment of Trauma 3 hour lectures x 3 Social Work Practice II Social Work Practice II Relational and Contextual Treatment of Trauma 3 hour lectures x 3 No. Credits 3 3 3 Certifi cation prog. 3 3 Certifi cation prog. No. Students 5 18 16 20 12 16 20 CoTaught (Y/N) N N N Y N N Y Interdisciplinary (Y/N) N N N N N N N

2. Independent Study, Directed Study, Thesis Director, Doctoral Dissertation and Practica 2nd reader: Rebecca Mirricks Dissertation Committee 3. Advising - List separately departmental and interdepartmental Doctoral, Masters, and Honors Thesis students with whom you were involved in an advisory role last year. List name of student. Role Options Committee chair or major advisor Committee member Other (specify) Level Options Undergraduate Masters/CAGS Doctoral Type Options Dissertation Comprehensive Masters thesis Honors thesis Level Doctoral Type Dissertation

Student Name Rebecca Mirrick

Role Committee Member

4. What were your major responsibilities in graduate or undergraduate advising? Provide number of students for whom you were the advisor/supervisor. Undergraduate Departmental majors Graduate Students Academic Advising Clinical Placement Advising Other??

Interdisciplinary majors College majors Pre-professional students (e.g. Pre-med) Certificate students Other (specify) Undergraduate NOT APPLICABLE Graduate Number of Students

5. Describe any major changes in your teaching approach or responsibilities. I think innovative changes in my teaching approach can be summarized in three substantive areas: inclusion of new and advanced pedagogy, integration of evaluation, and leveraging and bridging community connections to enhance learning experiences and outcomes. I pose examples of each below in corresponding order. In this last year, I have integrated my knowledge and training in online teaching pedagogies much more explicitly and intentionally. For example, the Introduction to Multivariate Statistics course I taught was completely re-

designed into a blended class with assistance from staff and faculty within Academic Technology at Simmons College. I think the experience was intriguing as well as challenging for them. I found the students very engaged, and saw significant improvement over the semester in their understanding, evaluation, and implementation of statistical analysis. In addition, Dr. Shelley Strowman mentioned several times throughout the semester that the students in this cohort were very prepared for the labs she delivered to them and remarked that they seemed much more engaged than previous cohorts. One of the students approached me independently requesting use of rubrics I developed for the course in order for him to use adapted versions of them in a MSW policy course he was teaching at Simmons for the first time. The entire cohort proposed a research intensive project that would seek to measure effects and influences of blended learning in doctoral education. I see these as direct examples of growth in and positive impact from my teaching. What I valued most from this class was the inclusive, collaborative, and dynamic learning community that the students and I were able to generate together. They offered me valuable feedback which will help me think about ways to make the course even stronger next year and I have already begun to meet with Dr. Bill Wisser from Academic Technology to review the evaluations and to refine the course. This iterative and recursive feedback loop is something that I value very much in my role as an educator. In efforts to measure my own effectiveness in the classroom this year, separate from the positive evaluations I receive at the end of each semester - I researched, obtained, and administered a pre and post survey on emotional intelligence as a means to capture the development of empathy among students in the first year practice courses I teach. I independently recruited another faculty member at the School of Social Work to join my efforts and serve as a control group to my students. I took the lead in designing the informal study, and administering the study. I also intend to be the lead faculty member to clean, code, and analyze the data. While I find the evaluations helpful I wanted to try and capture more field relevant and more professionally meaningful outcome indicators of effectiveness in the classroom. To this end, I focused on a key competency the capacity to attune to others and regulate ones own affect. I hope in years to come to continue to identify similar ways to supplement the evaluation of student knowledge of content which I think is what our evaluations explicitly measure, with data about student professional development and growth, which is more implicit. I am excited about the developing scholarship with respect to the role of implicit and explicit curriculum delivery that is a strong focus of the Council on Social Work Education, and I hope to contribute to evolving our understanding of this in the future. Congruent with the idea that a more intentional and purposeful bridge between the implicit and explicit curriculum can advance social work training, I spent much of the year cultivating relationships with community agencies with whom I am involved directly. Consequently, I was able to create multiple opportunities for students to experience panel discussions and guest lecturing on critical issues such as current best practice, along with innovative ways to think about current practice dilemmas right in the classroom. Briefly, I would like to mention that I also assumed a new responsibility in my teaching load this year as Coordinator of our new Child and Family Specialty Concentration. I will discuss my work, responsibilities, and outcomes relative to this added role elsewhere. 6. Describe any major teaching and advising activities last year that are not adequately covered in the previous sections. As a faculty member I strive to be an excellent educator AND a mentor to students in the School of Social Work. I think I am unique in academia because I possess and maintain an academic identity that is informed by a strong practice/professional identity and I remain very active in the field even as I work towards establishing an equally sound agenda of research and scholarship. Finding a way to balance these two aspects of my professional identity and training I think serves not only the school but also its students as I have an authentic pulse on day to day practice needs, dilemmas, and trends on the ground that comes from both my research and my ongoing practice activities. Students often seek me out for guidance, counsel, and ongoing professional development that extends way beyond the classroom walls and manifests in coffee meetings, office hour meetings, as well as online skype conferences. I make it a point to meet face to face or in video conference with each of my students in every
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semester to directly provide feedback about their papers, project, professional development and learning goals. For example, this year, I personally mentored several MSW students with strong writing skills, and one of them was honored with a writing award and a couple of others are working on manuscripts that came directly from their work in my class. I have also mentioned and encouraged students to form writing groups as part of their professional identity and work and am pleased to say that I know of one possibly two groups that aim to meet regularly next year for this purpose. I will serve as a guide and resource to them next year, and I hope that over the long run, I can influence our graduate students to publish professionally. Given that over 75% of our workforce obtains an MSW as their terminal degree, I think it is an important contribution to the profession, and a skill that deserves more attention in our education and training programs. In addition, because I am a faculty member of color I am often sought out by students of color, especially Asian students for additional support and mentoring. It is a role that I am honored to have and be sought out for though unfortunately is not captured in measurement indices pertaining to my contributions to the educational success and climate of the School of Social Work. 7. If the activities described above represent significant contributions to diversity and inclusion in your department, school or college, or the campus, please explain here I appreciate this opportunity to elaborate on my reflections above about my contributions to diversity and inclusion. As I have shared I value and expect my teaching philosophy to include mentoring and applied professional development. In this framework and given that I am a faculty member of color I often initiate, maintain, and sustain ongoing dialogues with students of color about my readiness and willingness to nurture their professional development and their capacity to engage their new professional identity as practitioners of color. In addition, because I am a faculty member of color, students often initiate such dialogues with me I think because they feel safe and comfortable given the efforts I put into creating responsive and intentional learning communities in the classroom. As a result, students of color have directly expressed to me that they feel comfortable and connected to the program because of their relationship with me, and they often invite their own colleagues and friends of color who are considering careers in social work to be in touch with me. This year, our admissions coordinator informed me that Asian students look to and mention my work or that they know other students who have worked with me as they contemplate acceptance into our program. I mention this here not as a means to promote myself, but rather as a means to communicate specific mechanisms of retention that is often overlooked in organizational commitments to diversity where there is usually more heavy emphasis on recruitment. Sustainability and inclusive environments are necessary ingredients for retention which is critical if recruitment is to be wholly successful. Finally, as I mentioned above, I am embedded in social work organizations that provide services to immigrant and refugee populations in Massachusetts. In this context, I am also able to represent the value of diversity at Simmons College and the School of Social Work in the larger community. This year I was approached by our local NASW chapter to consult about effective ways to disseminate content on cultural competence to the larger population. 8. If the activities described above represent significant contributions to transformative learning, please explain here. Transformative learning to me evolves out of the work involved in striking balance between holding and challenging students -- diving in and stepping back. In addition, I think it requires a pedagogy that can afford to draw on multiple pathways to knowledge and content. I think these are the ingredients that enable student risk taking, encourage critical thinking, and develop the capacity for engagement and demonstration of multidimensional worldviews. To me, these are the pathways to transformation in the context of learning and what I shared above reflects these critical processes. I work hard to make the content come alive for students whether it is through my own case studies and experience, or through exposure to real and current practice dilemmas, or through media enhanced content delivery, the ultimate outcome I aim for is for the student to not only be inspired by what is happening, but unambiguously clear about how they can play a direct role in making it happen. As an example, two students each in a different section of a practice course I taught last year yet in the same field placement collaborated together to develop what we ended up coining a mirroring program for

young boys of color in their placement site. They approached me to help them identify significant practitioners and leaders of color in the community who could come and talk to the boys about being young and remind them of the opportunities that were present though perhaps not often obvious in their own neighborhoods. They both shared that they were inspired to implement this because of a joint lecture that I delivered to the class with a colleague from the field about the value and effects of racial mirroring in positive identity formation for youth. The students were thrilled at the end of the year when their field placement shared with them that this was a practice they wanted to institutionalize at the organization. Rating for Excellence as a Teacher Exceeds Expectations Meets Expectations Needs Improvement Comment

II. Achievement in Research, Scholarship and Creative Works 1. Scholarly Books or Chapters and Monographs: Use the following bibliographic format: Author(s) as listed on book or monograph. Title of Book, or Monograph, Title of Chapter (if applicable). Place of publication: Publisher, year of publication. Total pages. Type Book Chapter Monograph Workbook Lab Manual Software Other (Specify) Type Not applicable Status Status In Preparation Submitted Accepted for Publication Published Reprinted Published in Translation

Bibliographic Entry

2. Edited Books, Anthologies, Collections, and Bibliographies: Use the following bibliographic format: Editor(s) as listed on book. Title of Book. Place of Publication: Publisher, year of publication. Total pages. Type Book Anthology Bibliography Collection Other (Specify) Type Book Status In preparation Status In Preparation Submitted Accepted for Publication Published Reprinted Published in Translation

Bibliographic Entry Aldarondo, E. and Ung, T. (Eds.). Engaged community based participatory methods: Examples from immigrant and refugee

communities. 3. Articles in journals: Use the following bibliographic format: Author(s) as listed on article. Title of Article. Title of Journal. Volume, number (if applicable), year of publication, inclusive pagination. Type Refereed Non-refereed Other (Specify) Status In Preparation Submitted Accepted for Publication Published Reprinted Published in Translation

Type Refereed Journal

Status Submitted

Bibliographic Entry Ung, T., Pillidge, R., and Harris, S. An ecological approach to racial identity development in transracial adoptees. Adoption Quarterly. Ung, T. and Carter, C. Lost in translation: Conversations in race, ethnicity, culture, and power in child. Journal of Multicultural Counseling and Development. Ung, T. and Kamya, H. Ubuntu: Exploring the role of social capital in redefining community for the Somalian diaspora. Journal of immigrant and refugee studies.

Refereed Journal Refereed Journal

In Preparation In Preparation

4. Reviews (book, drama, music or art), Abstracts, Pamphlets, and Other Publications: Use the following bibliographic format: author(s), title, pertinent publication information, and inclusive pagination (if applicable). Type Review Review Essay Abstract Pamphlet Software Technical Report Transcript or Translation Patent or Disclosure Other (Specify) Type Not Applicable Status Status In Preparation Submitted Accepted for Publication Published Reprinted Published in Translation

Bibliographic Entry

5. Papers and Presentations at Off-Campus Conferences, Meetings, Symposia, etc.: Use the following bibliographic format: Author(s) as listed on the paper. Title of Paper. Title of Proceedings. Place of publication: Publisher, year of publication. Inclusive pagination (if applicable). Type Invited Status Full Proceedings

Other (Specify)

Published Abstract Unpublished Reprinted Published in Translation Other (Specify)

Type Invited

Status Other: Presentation

Bibliographic Entry Ung, T. (August 2010). Pathways to culturally competent communities. Alumni Professional Development Symposium. Simmons College School of Social Work, Boston, Ma. Ung, T. (August 2010). Becoming a bi-cultural professional. Newton Public Schools Annual Safe Initiatives Symposium: Safe for all: Creating Healthy Environments to Achieve School Success. Newton, MA. Ung, T. (Dec. 2010). Lessons learned: Initial reflections from community based participatory research within the Asian immigrant community in Boston, Ma. Robert Wood Johnson Foundation Annual Grantee Meeting. Baltimore, MD.

Invited

Other: Professional meeting

Invited

Other: Grantee Meeting

6. Editor or Ad Hoc Reviewer for a Professional Journal. List name of journal and position held. Position Journal Editor Associate Editor Other Editorial Position (Specify) Ad Hoc Reviewer Position Not applicable Publication

7. Member, Peer Review Panel. List name of panel, frequency of meeting and duration of term, if applicable. Type Federal National or International State or Local Other (Specify) Type Not applicable Status Status Standing Member Ad Hoc Member

Description

8. Sponsored Activity. List active and submitted grants and contracts. Use the following descriptive format: name of principal investigator(s), funding agency, period of grant and/or contract, and amount awarded or requested in direct and indirect costs. Type Status

Grant Contract Other (Specify) Type Grant Status Active

Active Awarded not yet funded Submitted

Contracted within funded grant Grant

Active Submitted

Grant

Awarded & funded

Other CBPR initiative invited by Director

Awarded not yet funded

Description Ung, T. (Principal Investigator). February 2009. Simmons College, Presidential Fund for Research. Community-Based Services for Somali Refugees: Addressing social capital, human capital and cultural capital toward family functioning and wellbeing. July 2009- July 2011. $15,000. Ung, T. (Project Capacity Consultant). Robert Wood Johnson Foundation. Strengthening What Works Initiative. December 2009 December 2013. $115,000.00/year - for three years. Ung, T. (Principal Investigator). May 2011. Robert Wood Johnson Foundation. New Connections: Increasing Diversity of RWJF Programming Junior Investigators Initiative. November 2011 November 2013. $75,000.00/year - for two years. Ung, T. (Principal Investigator). February 2011. Simmons College, Presidential Fund for Research. Understanding parallel processes in family violence work: A phenomological exploration of Asian community based workers. July 2011 July 2012. $10,000. Ung, T. (Principal Investigator). May 2011. Center for Community Health, Education, and Research, Inc. Exploring relationships between depression literacy, attitudes towards mental illness, help-seeking, and service utilization among the Haitian community in Greater Boston, Ma. May 2011 May 2012.

1. List Other Research, Creative or Professional Activities not adequately covered in previous sections. Format: include sufficient information to identify the activity in a complete manner. Type Other (Specify) Status Completed Completed, not yet published, performed, or exhibited In Progress Description Shi, Q., Bhattacharyya, D., Ho, D., & Ung, T. (November 2010). Identifying critical components of empowerment among Asian youth: A Model for Prevention. Presentation of initial findings from first year Strengthening What Works Initiative. Robert Wood Johnson First Annual Grantee Meeting. Baltimore, MD.

Type Presentation

Status Completed & disseminated

2. If the activities described above represent significant contributions to diversity and inclusion in your department, school or college, or the campus, please explain here

3. Please highlight Achievements in Research, Scholarship and Creative Works that were cross-disciplinary. Not applicable Rating for Achievement in Research, Scholarship and Creative Works Exceeds Expectations Meets Expectations Needs Improvement

IV. Contributions to Service 1. Departmental and Interdepartmental Service and Administrative Contributions. List departmental and interdepartmental service activities. Include sufficient information to identify the activity in a complete manner. Type Member of Standing or Ad Hoc Committee Chair of Standing or Ad Hoc Committee Administrative Position (e.g. Chair or Assoc. Chair, Graduate Program Director) Other (Specify) Type Member of Standing Committee Faculty lead Member of Standing Committee Coordinator (Administrative Position) Description Doctoral Committee Doctoral Sub Committee: Conceptualizing and operationalizing competencies as a scholar practitioner for doctoral program Academic Standards Committee Child and Family Concentration within the MSW program at Simmons School of Social Work Part Time/Full Time Full Time Full Time Full Time Full Time

2. Service to the College. Include sufficient information to identify the activity in a complete manner. Type Member of standing or ad hoc committee, Faculty Senate council or committee Chair of standing committee or ad hoc committee, Faculty Senate council or committee Administrative position (e.g., Associate or Assistant Dean) Officer of Faculty Senate (e.g., Speaker, Presiding Officer) Other (specify) Type Member of Standing Committee Description Academic Technology Committee (Full Time)

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Member of Ad Hoc Committee

Presidents Strategic Planning Initiative Simmons Core Values sub-committee

3. Service to Discipline-Specific Association. List name of organization, activity and term of office (if applicable). Type Regional National International Other (Specify) Type Regional Regional National National National National Status Professional Member Advisory Committee Member Professional Member Professional Member Professional Member Professional Member Status Officer Committee Member Conference or Workshop Organizer Other (Specify) Description National Association of Social Workers Massachusetts Chapter (1999) Center for Family Connections, Cambridge, Ma. (1999) American Professional Society on the Abuse of Children (2005) National Network to End Violence Against Immigrant Women (2006) Council of Social Work Education (2007) Community-Campus Partnerships for Health (2010)

4. Scholarly Awards, Degrees and Honors. List scholarly awards, degrees and honors received. Type Research Award Service Award Teaching Award Honorary Degree Other Award or Degree (Specify) Type Other award Other award Level Campus Campus Level Campus Regional, State or Local Award National International

Description Tenure-track faculty voucher. Awarded Spring 2011 Tenure-track faculty voucher. Awarded Academic year: 2011 2012

5. List on- or off-campus non-credit workshops, training sessions or other course offerings conducted at the local, state or national level. List name of course, location, dates, and number of participants. Dates Not applicable Course Name Course Location Audience: On or Off Campus No. Participants

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6. Professional Community Service. List those activities involving the application of academic or professional expertise. Include sufficient information to identify the type of service and recipient of the service in a complete manner. List as many types as may apply to a particular activity. Type Application of research Economic development Clinical work Consultation or technical assistance Instruction Technology transfer Training Other (specify) Recipient State or local government Federal government Community group Hospital or health care facility School, school system or educational institution Service organization Library Other non-profit State or local business and industry National or international business and industry Other (specify) Description Case and organizational consultation on best crosscultural practice Case, program, and organizational consultation on best cross-cultural practice and building evaluation capacity and infrastructure; establishing long term partnership with academic institution via internship and fellowship model for cross fertilization of best practice standards and scholarship; translation and dissemination of research related findings to staff, board members, and larger constituencies and keystakeholders; build human capital among Asian Americans relative to social work capacity. Organizational consultation surrounding building sustainable and feasible evaluation capacity within a constrained and limited environment; initiate and implement a community based participatory research project with the goal of seeking larger funding; provide statistical analysis of secondary data; provide methods training and resources. Organizational and programming consultation surrounding building sustainable and feasible evaluation capacity; provide statistical analysis of secondary data; identifying best practice model for working with at risk male youth in the context of independent living. Collaborate with institute leaders on community based participatory project involving ATASK; share methods

Type (as many as possible) Clinical work; consultation Clinical work; consultation, application of research

Recipient Department of Children and Families public state agency Asian Task Force Against Domestic Violence local non profit

Consultation; application of research; evaluation training

Center for Community Health, Education, and Research, Inc. local non profit

Consultation; application of research; evaluation training

The Plummer Home for Boys local non profit Tufts Clinical Translational Science

Consultation; application of research; evaluation training

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Institute

Consultation

Clinical work

NASW State Chapter: Professional Membership Organization Clients

expertise; share findings from social capital research in Asian immigrant communities facing intimate partner violence; develop best practice model for participatory research with immigrant and refugee communities; develop best practice standards for translational research involving communities of color Strategic planning for professional development regarding cultural competency to Massachusetts membership Provide individual, couples, and family therapy

7. Other professional service activities or accomplishments not adequately covered in any of the previous sections. Include sufficient information to identify the activity in a complete manner. In addition to the workload that I have described here I do think it is important to mention the behind the scenes commitments and activities I engage in with our Admissions Department to attract and recruit strong candidates into our program. For example, this year, I volunteered to participate in 3 MSW information sessions. Additionally, I worked closed with Carlos Frontado, our Director of Admissions and his staff to ensure that my classroom environment was consistently open and accessible to potential social work students, even if it meant that I could spontaneously have a prospective student drop in with very little or no advance notice. The director of the Admissions program shared with me that prospective students are consistently positive about their experiences in the classroom with me and I believe this is an important service to the school. Other ways in which I demonstrate and live the value of connecting students to the school manifest in my regular attendance at student centered activities such as orientations, student poster sessions, student sponsored discussion groups, and student dinners. To me, these small gestures are symbolically quite meaningful to students who value authentic connection and access to their faculty. I take that role seriously and consistently make myself as present as possible at events such as these throughout the year. Finally, I want to take this chance to elaborate more about the work that I mentioned in brief at the beginning of this document regarding the role of Coordinator of the Child and Family Specialization to which I was nominated by my peers. Despite the added workload, I have thoroughly enjoyed the opportunity to continue to blend technology, my teaching philosophy, and my commitment to the development of a competent and engaged social work practitioner in this position. In this role, I have been able to draw on my skills as a former administrator and program manager to erect and evolve a community within the larger School of Social Work community for a cohort of about 17 students. In addition to the technical work of reviewing syllabi, creating a specialty focus integrated and not separate from the larger MSW program, convening other faculty associated with the specialization together, and reporting progress back to the curricular leaders within our school, I also, enjoyed creating a live (or face to face) and virtual community of practice for our students. Through the creation of a simple listserv as the primary means of information delivery I was able to pull students together, host a meet and greet between themselves and their faculty, draw their attention to free and low cost community events and trainings relevant to child and family work, and worked in partnership with the Center for Applied Community Research to host one symposium specifically targeted for the students area of interest. As this year draws to a close I am proud to say that I have already lined up two practice symposia for Child and Family Specialists in this upcoming academic year, one for each semester of their final year. Though I think my most exciting work in this role to date is the creation and design of a multimedia technology platform that will serve to link the tower of academia to the streets of social work practice which the team I have pulled together to support my vision and I call Project Rapunzel! I am pleased that I was able to include one second year student on this project from the very beginning, and even more thrilled to say that she initiated her role, and is making extraordinary commitments of time and work on top of a very busy schedule without pay because of her own excitement about the project and

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its possibilities.

8. If the activities described above represent significant contributions to diversity and inclusiveness in your department, school or college, or the campus, please explain here. I see myself as a steward of Simmons School of Social Work in the community. My presence and active association in the field reinforces the schools commitment to applied research and validates its reputation as a school with training expertise in clinical practice. In addition, as much of my work is committed to and happens in communities of color or in undernourished communities I do believe that I provide exposure to residents in and constituents of those communities about the value of social work. This does lead to heightened curiosity and interest in education and cross disciplinary partnerships at the Simmons School of Social Work and is also welcoming to prospective faculty and students of color. Similarly, since many of the professionals I partner with are also professionals of color, this provides a rich opportunity for my practice colleagues to present unique and diverse perspectives to students and faculty within the School of Social Work about cross cultural needs and competencies.

9. Please discuss how the activities described above speak to values: "We are at our best when students are first; when we cross boundaries to create opportunities; when we prepare students for life's work; and when we invest in the Simmons community." My teaching philosophy and work ethic are heavily informed by my race and ethnic identity and culture. Interconnectivity, balance, harmony, and mindfulness are integral to my practice framework and central in my attitude towards work. These principles manifest in my emerging and evolving academic identity as a commitment to teaching that is student centered, a core belief that the most effective learning is student driven, and as an unyielding quest to ensure that the content delivered in the classroom is both community informed and scientifically analyzed. In order for me to actualize and operationalize these teaching values and work ethic I must put students first, cross boundaries to create reciprocal and mutually beneficial opportunities, and focus on both equipping students with knowledge, and preparing students through capacity development to engage in competent practice and ethical and socially just service delivery. Instances of these principles exemplified are shared throughout this document so I wont repeat them here. Though I will close with an emphasis on my steadfast belief that I myself must commit to my colleagues, learn from them, as well as share with them what I have learned. In all these ways, I find that I am as we say in social work a good fit with the Simmons College culture and environment. Rating for Contributions to Service. Exceeds Expectations Meets Expectations Needs Improvement Comments

V. Additional Activities Activities and accomplishments not adequately covered in any of the previous sections. Include sufficient information to identify the activity in a complete manner. VI. Self Reflection (Suggested length 3 pages, double spaced):

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Please respond to the following questions: 1. Please assess the progress made toward the goals that you set for this year. 2. Please summarize your progress and/or growth in teaching, scholarship, service and creative works during the year. 3. Where do you think you need to focus your efforts next year? 4. How did you work this year address our core purpose and values? Or please reflect on how your work addresses at least one of the strategic themes or strategic objectives (aka "bubbles")? (Download PDF at http://www.simmons.edu/strategy2015/map/) See attached document titled Personal Statement VII. Goals for the 2011-2012 Academic Year 1. Prepare manuscript to disseminate lessons learned from the RWJFs Strengthening What Works Initiative 2. Launch and support Project Rapunzel to the incoming and current child and family cohort 3. Continue to establish community based research agenda and bridge Simmons to the local community via consultation, training, and grant writing 4. Continue to work with Academic Technology on developing pedagogical competence in blended and online instruction.

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VIII. Comments of the Department Chair, Program Director or Dean.

Signature of the Dean, Department Head or Chair-Primary Reviewer After Section VIII has been completed, the Dean, Department Head or Chair returns the completed form to the faculty member for signature below. IX. I certify the accuracy of Sections I through VII. In addition, I have read the comments in Sections VIII. (An additional faculty statement may be appended with any clarifications or points of difference.)

Date

Signature of the Faculty Member

After completing this section, the faculty member retains one copy and returns the original to the department head or chair. The department head or chair keeps a copy and forwards the original to the Dean.

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Signature of the Dean, if review completed by Department Head or Chair After completing this section, the Dean retains a copy. If the Dean writes comments, the Dean will send a copy of this final page to the faculty member and the appropriate department head or chair.

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