excellence, respectively. Race, gender, ethnicity, and other attributes of the instructor irrelevant to teaching performance can influence evaluations. Course workload, difficulty, and expected grade may also be factors that impact evaluations. Any set of comments might include negative remarks not merited by actual teaching performance. Evaluation of Scholarly Activity Overall, the evaluation should accomplish the following: Describe and define the full range and nature of the candidate’s scholarship. Describe the work done at Western since appointment or last promotion as well as prior scholarship (if any) to provide a sense of the candidate’s scholarly career. Assess the significance of the candidate’s contribution in relation to scholarly activity in the candidate’s field, the level of work done in the department, and departmental expectations. Summarize and analyze the evidence that supports a judgment on the quality of the candidate’s accomplishments in scholarly activity. Issues and kinds of evidence may include: The relationships between the candidate’s scholarship and teaching and contributions to curriculum and program development. The quality, reputation or significance of venues: conferences, exhibits, etc. in which work has been published/exhibited/presented. Reception of the work in reviews or citations. Quotations should be carefully chosen to be representative or typical. Assessments of the contribution by those with particular expertise, members of the department or external reviewers. Quotations should be carefully chosen to be representative or typical. Time and effort required to develop discipline-based programs that support the curriculum (laboratories, galleries, field work, learning centers, etc.). Efforts to obtain external funding for scholarly activities if these are important to the candidate’s field. The status of work in progress and how it fits into the overall accomplishment.
excellence, respectively. Race, gender, ethnicity, and other attributes of the instructor irrelevant to teaching performance can influence evaluations. Course workload, difficulty, and expected grade may also be factors that impact evaluations. Any set of comments might include negative remarks not merited by actual teaching performance. Evaluation of Scholarly Activity Overall, the evaluation should accomplish the following: Describe and define the full range and nature of the candidate’s scholarship. Describe the work done at Western since appointment or last promotion as well as prior scholarship (if any) to provide a sense of the candidate’s scholarly career. Assess the significance of the candidate’s contribution in relation to scholarly activity in the candidate’s field, the level of work done in the department, and departmental expectations. Summarize and analyze the evidence that supports a judgment on the quality of the candidate’s accomplishments in scholarly activity. Issues and kinds of evidence may include: The relationships between the candidate’s scholarship and teaching and contributions to curriculum and program development. The quality, reputation or significance of venues: conferences, exhibits, etc. in which work has been published/exhibited/presented. Reception of the work in reviews or citations. Quotations should be carefully chosen to be representative or typical. Assessments of the contribution by those with particular expertise, members of the department or external reviewers. Quotations should be carefully chosen to be representative or typical. Time and effort required to develop discipline-based programs that support the curriculum (laboratories, galleries, field work, learning centers, etc.). Efforts to obtain external funding for scholarly activities if these are important to the candidate’s field. The status of work in progress and how it fits into the overall accomplishment.
CST_COPEP_16Jul2012.docx