2. The Departmental Standards section should include a copy of the section of the department’s COPEP addendum relevant to tenure review and/or promotion review. If the candidate is also a member of a College program, such as SMATE and AMSEC, a copy of the section of the program’s COPEP addendum should be included as well. 3. The Reflections by the Candidate section should describe and evaluate the faculty member’s teaching, scholarly program, and service activities and since the time of the original appointment as a probationary faculty member in the case of tenure review or since the last promotion in the case of promotion review. To that end, the candidate should write three reflections: a) A teaching reflection supporting the assertion that she/he is an effective teacher, assessing her/his growth gained as teacher, including strengths and for improvement, and describing future teaching goals. Evidence of teaching effectiveness may include students’ gains, teaching methods employed, and teaching innovations and curriculum developed pertinent to the review period. b) A scholarship reflection supporting the assertion that she/he engaged in productive scholarship or creative activity, assessing the achievements and impacts of her/his scholarship or creative activity, and describing future research directions and goals. c) A service reflection supporting the assertion that she/he actively participated in service, assessing her/his specific contributions to the service activities listed in the curriculum vitae and pertinent to the review period, and describing future service goals. 4. The Summary of Supporting Documentation section should provide a concise overview of all the materials in the supporting binder(s). 5. The Ancillary Documents section should contain the following types of documents: The departmental teaching feedback forms completed by faculty observers during the review period and provided to the candidate after being observed. All student evaluations including comments for courses listed in the curriculum vitae and pertinent to the review period. Course materials that demonstrate teaching effectiveness. Examples include pre- and post-course test scores and other assessment of student
2. The Departmental Standards section should include a copy of the section of the department’s COPEP addendum relevant to tenure review and/or promotion review. If the candidate is also a member of a College program, such as SMATE and AMSEC, a copy of the section of the program’s COPEP addendum should be included as well. 3. The Reflections by the Candidate section should describe and evaluate the faculty member’s teaching, scholarly program, and service activities and since the time of the original appointment as a probationary faculty member in the case of tenure review or since the last promotion in the case of promotion review. To that end, the candidate should write three reflections: a) A teaching reflection supporting the assertion that she/he is an effective teacher, assessing her/his growth gained as teacher, including strengths and for improvement, and describing future teaching goals. Evidence of teaching effectiveness may include students’ gains, teaching methods employed, and teaching innovations and curriculum developed pertinent to the review period. b) A scholarship reflection supporting the assertion that she/he engaged in productive scholarship or creative activity, assessing the achievements and impacts of her/his scholarship or creative activity, and describing future research directions and goals. c) A service reflection supporting the assertion that she/he actively participated in service, assessing her/his specific contributions to the service activities listed in the curriculum vitae and pertinent to the review period, and describing future service goals. 4. The Summary of Supporting Documentation section should provide a concise overview of all the materials in the supporting binder(s). 5. The Ancillary Documents section should contain the following types of documents: The departmental teaching feedback forms completed by faculty observers during the review period and provided to the candidate after being observed. All student evaluations including comments for courses listed in the curriculum vitae and pertinent to the review period. Course materials that demonstrate teaching effectiveness. Examples include pre- and post-course test scores and other assessment of student
CST_COPEP_16Jul2012.docx