RodKeller Associate Dean of Lower Division Collegiate and Developmental Education Interview August 15, 2012

Rodney D. Keller Rodney D. Keller 518 Rolling Hills Dr. Rexburg, ID 83440 208-356-0436 Rodney D. Keller

Leadership Rodney D. Keller English Professor , BYU-Idaho, 1982-2012 Dean, College of Language and Letters, BYU-Idaho, 2001-2008 Chair, English Department, Ricks College, 1997-2001 Director of Composition, Ricks College, 1992-1997 Reviewer, Teaching English in the Two-Year College, 1991-present National TYCA Executive Committee, 1997-2002 National TYCA, National Representative, 1997-2002 NCTE, TYCA, National Task Force, 1996-2001 Chair, TYCA-West, 1993-1996 State Chair of Studies and Research, ICIRA, 1987-1990 Leadership

R. Keller Programs Faculty Students Community Budget Leadership

Programs R. Keller English Major Foundations Course Design Accreditation Programs

Programs English Major As the English Department Chair at the time of the BYU-Idaho announcement, I had two weeks to propose to the Board that English be the first of eight majors at BYU-Idaho. With the help of Elaine Hawker, Director of Composition, we became the chief architects of the English major that has remained relatively unchanged for over ten years.

Programs Foundations As a dean, I was directly involved in the creation, development, and implementation of BYU-Idaho Foundations & Interdisciplinary Studies, its new general education program. We eliminated our traditional discipline-specific general education courses and replaced them with interdisciplinary, integrated courses.  

Programs Course Design Over my 30 year teaching career, I have developed probably 50 different courses. Most of these courses are not teacher-specific but were developed with the intent that others would adopt and adapt the courses. For each course, I identify specific themes, concepts, skills, assessments, and outcomes, I also prepare formal lesson plans for each class period.

Programs Accreditation I was the college dean during two accreditation processes and the department chair for one. The first accreditation review as dean was to request provisional status as a new BYU-Idaho. The second review was to receive permanent status as an accredited university through the Northwest Commission on Colleges and Universities. We also prepared our education majors for NCATE certification.

R. Keller New Hires Pre-CFS Post-CFS Development Faculty

Faculty New Hires Over the course of my academic administrative service, I was directly involved with hiring 70% of the English Department faculty and 40% of the college faculty. These hiring experiences represent the screening of thousands of applications, interviewing, and observing teaching demonstrations of hundreds of candidates.

Pre-Continuing Faculty Status When new faculty members are hired, they begin the process of Continuing Faculty Status, much like tenure. As a dean, I was directly involved with the development and implementation of the CFS process at BYU-Idaho. I was also the first dean to request pre-CFS candidates generate a teaching portfolio to document their performances. 

Post-Continuing Faculty Status After BYU-Idaho faculty receive CFS, they continue in a similar review process every three years.  As chair and dean, I was to observe and evaluate all faculty every three years. Not only did I observe each review teacher each semester, I also developed a peer review process where the review faculty would observe and evaluate two others that semester.

Faculty Faculty Development As an academic administrator, I continued to focus on faculty professional development. Not only did I approve requests and provide monies for travel to professional conferences, I also encouraged in-house training workshops for faculty to highlight their areas and expertise. I conducted annual college meetings and workshops and wrote theory and researched-based newsletters.

Students R. Keller Track System Learning Model Disciple Leadership Internships Advising Centers Students

Students Three Track System To accommodate higher enrollments and to utilize university resources and facilities, faculty teach 12-month contracts, and students are assigned a specific track: fall/winter, winter/spring, spring/fall.

Students Learning Model The Learning Model articulates theories and practices of effective teaching into a three part sequential and circular pattern: prepare, teach one another, ponder/prove.

Students Disciple Leadership To encourage well-rounded development among students, courses and programs integrate academics, leadership, and ethics.

Students Internships A majority of BYU-Idaho majors include an internship requirement allowing students to apply academic learning within professional settings.

Students Advising Centers Although advising and mentoring continue to rest primarily upon faculty, advising centers and the Discovery Center provide students with clear direction for their academic and professional careers. These centers rely on trained and supervised peer advisors.

R. Keller University Professional Community

Community University Councils BYU-Idaho works predominantly through councils. I have served on the following councils: University Council, University Leadership Council, Academic Council, Deans Council, College Council, and Curriculum Council.

Professional Organizations Community Professional Organizations As an academic administrator, I continued to represent the university through professional organizations and conferences. I have made 24 presentations at the Conference on College Composition and Communication (CCCC). I have also held regional and national offices in these organizations. I continue to be a reviewer for the journal TYCA.

R. Keller Budget

Budget Stewardship Reviews Each year department chairs and deans meet with Presidents Council in Stewardship Reviews to account for the previous year's resources and to request resources for the upcoming year, including new hires, facilities, and monies. The university reorganized the annual reports into Stewardship Reviews.