To meet departmental standards in this category, we require evidence of sustained engagement and success in teaching as evidenced by: Student teaching evaluations for all courses taught during the review period (unless unusual circumstances exist). Course syllabi, assignments, examinations and other assessment and supplemental materials generated by the instructor. A statement of general instructional and course and self-assessment of teaching accomplishments. Positive peer evaluations by several faculty. Other useful material includes evidence of curricular or instructional innovation, letters from recent students, alumni etc. Research The level of expectations in this category will typically be reduced during the later years of an individual faculty member’s professional life cycle, provided that there is commensurate growth in the candidate’s contributions to teaching and service. Activities such as engagement of undergraduate and / or graduate students in research and other scholarly projects, and professional scholarly service in the form of refereeing and reviewing publications, are examples of professional contributions that serve to replace the need for external scholarly validation (such as the publication of refereed papers) during the later years of service of individual faculty members. In the context outlined to meet departmental standards in this category, we require evidence of continued engagement in scholarship and creative activity, usually consisting of some combination of: Published manuscripts. Professional presentations at regional or national meetings. Grant funding. Mentorship of undergraduate or graduate projects and research. Active involvement in professional scholarly activities, such as review of publications or refereeing of papers. Evidence of on-going research and scholarship as evidenced by: abstracts, work in progress and submitted manuscripts, submitted proposals for grant funding,
To meet departmental standards in this category, we require evidence of sustained engagement and success in teaching as evidenced by: Student teaching evaluations for all courses taught during the review period (unless unusual circumstances exist). Course syllabi, assignments, examinations and other assessment and supplemental materials generated by the instructor. A statement of general instructional and course and self-assessment of teaching accomplishments. Positive peer evaluations by several faculty. Other useful material includes evidence of curricular or instructional innovation, letters from recent students, alumni etc. Research The level of expectations in this category will typically be reduced during the later years of an individual faculty member’s professional life cycle, provided that there is commensurate growth in the candidate’s contributions to teaching and service. Activities such as engagement of undergraduate and / or graduate students in research and other scholarly projects, and professional scholarly service in the form of refereeing and reviewing publications, are examples of professional contributions that serve to replace the need for external scholarly validation (such as the publication of refereed papers) during the later years of service of individual faculty members. In the context outlined to meet departmental standards in this category, we require evidence of continued engagement in scholarship and creative activity, usually consisting of some combination of: Published manuscripts. Professional presentations at regional or national meetings. Grant funding. Mentorship of undergraduate or graduate projects and research. Active involvement in professional scholarly activities, such as review of publications or refereeing of papers. Evidence of on-going research and scholarship as evidenced by: abstracts, work in progress and submitted manuscripts, submitted proposals for grant funding,
CST_COPEP_16Jul2012.docx