JAMES
MADISON UNIVERSITY
Department
of Mathematics and Statistics
GUIDELINES
FOR ASSESSING THE CONTRIBUTIONS
OF
CANDIDATES FOR PROMOTION AND TENURE
Faculty of the Department of Mathematics and Statistics are expected to be professionals who are committed on a full-time basis to teaching, scholarship, and service. For convenience and compliance with the JMU Faculty Handbook, the department has divided the guidelines into separate categories: one for each of the areas of teaching, scholarship and service. However, in point of fact these categories actually overlap and all three of the categories support the primary teaching mission of the university.
The
faculty must be strongly committed to excellence in teaching yet must also
actively demonstrate commitment to scholarship and service, thus creating
balance in faculty contributions. It
is recognized that each faculty member makes unique contributions to the
University. Therefore, the exact
distribution of professional activities should be sufficiently flexible that
all members of the faculty will be able to concentrate on their strongest
areas within teaching, scholarship, and service.
Faculty members may be released from duties in one professional
category in order to carry additional responsibilities in another.
Faculty are expected to work with the department head to tailor the
distribution of their individual responsibilities, in a mutually acceptable
way, so that the collective contributions of the Department will support well
the teaching, scholarship, and service missions of the University.
Each
faculty member will be evaluated in accordance with the Faculty Handbook.
The standards listed for each category of teaching, scholarship, and
service should be looked upon as guidelines for matters the Department
considers important rather than goals to be achieved or checked off on the way
to promotion and tenure. Consistently
strong ratings over a period of years should be viewed as exceptional,
particularly in consideration for promotion.
Teaching
Faculty
members will be assessed on their teaching effectiveness, their commitment to
teaching, and their service to the teaching mission of the Department and the
University. Evaluation of the
candidate by the PAC and the department head's review of the candidate are
elements of primary importance in the evaluation of teaching effectiveness.
In addition, recent student evaluations are a required source of input
for the assessment of teaching effectiveness.
Additional
elements, which may be submitted for consideration in support of a candidate's
teaching effectiveness, include:
statements
of self-evaluation
peer
evaluation reports
questionnaires,
letters or other responses from recent graduates, or other evidence which
supports the contention that students have been well taught
documents
that reflect innovations in teaching methodology, or in course development
or revision
documents
that reflect effectiveness in formulating and meeting course objectives.
Evidence
of commitment and service to teaching may be drawn from such sources as:
general
attitude toward students and teaching
diligence
in meeting assigned classes
thoroughness
of class preparation and presentation
care
in assigning and evaluating student work
professional
relations with students outside the classroom
advising
willingness
to lead independent study or research projects
attendance
at workshops or seminars devoted to the enhancement of teaching
involvement
in experimental and/or interdisciplinary courses
involvement
in the general education program and commitment to the ideals of liberal
education
contribution
to the development of new courses or programs
willingness
to assume difficult assignments
securing
grants that directly support teaching
writing
grant proposals that directly support teaching
Scholarly
Achievement and Professional Qualification
Elements
in this category will be weighed in proportion to the relative importance of
the accomplishment, as determined by the PAC and the department head.
Such elements shall be weighted by the scope and quality of the
community by which they have been accepted, and by the level of acceptance
implied. (See also the note on
scholarship and tenure in the Faculty
Expectations and Evaluation document.)
Evidence
of scholarly achievement and professional qualification may
be
drawn from such sources as:
publications,
including textbooks
articles
submitted for review
unpublished
articles or research reports
on-going
research
awards
and other honors for scholarly work
invited
or contributed addresses
securing
research grants or grants that directly support research activity
writing
research grant proposals or grant proposals that directly support research
activity colloquia or seminars
refereeing
or reviewing research manuscripts or other scholarly material
editing
scholarly journals or other professional publications publishing problem
solutions, book reviews, scholarly letters, etc., in professional journals
participation
at professional meetings as panelist, session chair, etc.
continuing
professional development through individual study, formal course work,
workshops, short courses, professional meetings, etc.
Professional
Service
Candidates
will be judged by their services at the departmental, college and university
levels, as well as service to the profession and the community.
In assessing service within the University, consideration will be given
not only to the number of committee memberships, but also to the level of
responsibility and involvement.
Forms
of service which may be taken into account include:
membership
on committees at the university, college or departmental levels
sponsor
or advisor to student organizations
advising
duties, especially those above and beyond the normal assignments shared by
all faculty
special
assignments and contributions to the University at any level '
conducting
professional workshops, symposia, etc.
membership
in professional organizations
membership
on governing bodies of professional organizations
refereeing
or reviewing research manuscripts or other scholarly material
editing
scholarly journals or other professional publications
securing
grants that directly support non-research activities such as teaching,
student development or community development
writing
grant 'proposals that directly support non-research activities such as
teaching, student development or community development.