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| OFFICE OF RECORD: | Office of the President | ||
| ISSUED BY: | President | ||
| APPROVED BY: |
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02-45-00 | |
| EFFECTIVE DATE: | 08/25/94 | (Revised 9/23/05) | |
In 1984, the South Dakota State Legislature identified a radical, new mission for DSU, mandating the integration of technology across the entire curriculum. The mission-change years turned what had been a small, locally focused Normal School into a high-tech institution that prides itself on innovation while ensuring a quality educational experience. Dakota State University is mission-driven -- focused on fully integrating new computer technology into all academic programs.
Our state-mandated mission (see Attachment A) is to specialize in baccalaureate programs in computer management, computer information systems, and related fields, with a special emphasis on the preparation of elementary and secondary teachers with expertise in the use of computer technology and information processing in the teaching and learning process. Additionally, we offer two-year programs in computer applications, business management and allied health fields. Dakota State University also offers degrees at the University Center in Sioux Falls, a joint-use facility whose operation is shared among DSU, SDSU and USD.
We view our campus as a safe, friendly, open, cooperative and collaborative environment. We see ourselves as flexible, adaptable and accountable. We are proud of our graduates and the high placement levels they achieve. We have a quality and caring faculty and staff who are student-focused. These are primary characteristics of the institution that we want to carry forward into our future.
DSU’s Strategic Initiatives for 2007-2012
Every five years, the university sets aside time to look at its accomplishments and plan for the future. The most recent strategic planning process established seven strategic initiatives to drive the decision-making of the campus throughout 2007-2012.
Strategic Focus #1: Expanding Information Technology Leadership
Outcome: By 2012, DSU will have three new cutting-edge graduate programs and five new cutting-edge undergraduate degree programs that reflect the institution’s strong focus on its information-technology mission.
Strategic Focus #2: Optimizing and Sustaining On-Campus Enrollment
Outcome: By 2012, DSU will attain an optimal on-campus enrollment of 1,400 undergraduate students.
Strategic Focus #3: Retention and Graduation by Providing an Exceptional Student Experience
Outcome: By 2012, the first-year retention and six-year completion rates of first-time, full-time baccalaureate degree-seeking students will increase by 5% over the last 5-year average.
Strategic Focus #4: Advancing Applied Research
Outcome: By 2012, DSU will increase its research activity by doubling the number of awarded grants/contracts and increasing the value of these grants/contracts to $5 million.
Strategic Focus #5: Extending Educational Outreach
Outcome: By 2012, DSU will increase self-support credit hour generation by 50%.
Strategic Focus #6: Promoting National and International Visibility
Outcome: By 2012, DSU will achieve one nationally competitive award for academic excellence or innovation.
Strategic Focus #7: Developing New Financial Resources
Outcome: By 2012, the DSU Foundation net assets will reach $10 million, the annual phonathon will reach $150,000 in pledges, and the University will have new resources in place to support new academic programs and initiatives.
Faculty Roles Relative to DSU’s
Institutional Mission and Strategic Initiatives
Dakota State University strives for excellence through accomplishment of its mission and strategic initiatives and the institution’s faculty contribute to the university’s success through their specific assignments and accomplishments.
The 2005-2008 Council of Higher Education (COHE) Agreement indicates that all faculty (unless otherwise specified in a faculty member’s contract) must be significantly active in the broad areas of teaching and advising; scholarship, research and creative activity; and service. Faculty members whose assignment includes 30 workload hours of teaching may be relieved of some responsibilities for research and scholarship but are still expected to meet their service obligations to the university.
This document is intended to define, for the faculty, the university’s qualitative and quantitative expectations for faculty. The standards provided here take into consideration the university’s mission, the faculty member’s discipline and the faculty member’s rank and role within the university. To identify and reward professional achievement and excellence among the faculty, the university and its faculty together have developed the broad definitions of professional achievement included in this document. Further, these broad statements of professional achievement are intended to:
Bring into focus the institutional mission;
Clarify faculty roles relative to the institutional mission;
Improve the dialogue between faculty members and the university administration;
Facilitate professional development activities for faculty;
Clarify faculty development needs;
Improve the process for faculty evaluation;
Improve decision-making processes relative to faculty promotion, tenure, salary, and appointment to senior/advanced positions;
Enhance opportunities for faculty recognition and reward; and
Demonstrate accountability to the public.
Clarifying and understanding the university’s expectations relative to teaching and advising, scholarship, research and creative activity and service are a necessary first step in identifying and rewarding the professional behavior of faculty. As a consequence, the professional behaviors identified here are intended to help faculty understand the university’s expectations. These professional behaviors are used to determine the faculty member’s annual performance ratings and eligibility for a continuing contract. They are also used to determine the faculty member’s eligibility for promotion and tenure and other university decisions that are naturally linked to faculty performance, such as appointment to the graduate faculty or other, similar recognitions.
Teaching and Advising
Teaching: A fundamental mission of any university is to provide opportunities for learning and academic achievement. In their teaching roles, faculty members are expected to initiate, develop and evaluate educational programs, courses and related materials; to develop new ways of conveying knowledge, to share knowledge, and to train others; and to integrate new knowledge and research into the learning experiences. At DSU, faculty members are also expected to demonstrate professional skills in the use of technology appropriate to their discipline.
To meet expectations in teaching, all faculty members must demonstrate professional achievement in teaching undergraduate and/or graduate courses and in the evaluation of student performance. These aspects of teaching are critical to professional achievement:
Content Expertise – defined as knowledge, skills and abilities in an academic discipline;
Instructional Design –
defined as skills in designing, sequencing and presenting content;
skills in
evaluation and assessment of student performance;
Instructional Delivery – defined as the human interactive skills that promote learning;
Course Management – defined as the organizational and bureaucratic skills needed to manage and operate a course;
Instructional Technology – defined as the use of appropriate technology by both the faculty member and by the students in the classroom and in content delivery.
Advising – defined as consulting with students to provide guidance relative to classroom performance, academic planning and scheduling, career goals and decisions.
In order to meet expectations for Basic Performance in teaching and advising, the faculty member must meet expectations for Basic Performance in teaching and Basic Performance in advising. In order to meet expectations for High Performance in teaching and advising, the faculty member must also meet expectations for High Performance in teaching and High Performance in advising. It is the faculty member’s responsibility to fully describe the impact, benefit and effort expended in their teaching activities.
Teaching -- Basic Performance: The faculty member must demonstrate and document all of the professional behaviors listed below to meet expectations for Basic Performance in Teaching:
Develop a syllabus that adheres to university/board of regents policy;
Provide an appropriate syllabus for each course as defined in BOR policy;
Adhere to the course objectives, content, activities, etc. presented on the course syllabi;
Align course objectives to meet appropriate standards;
Demonstrate teaching competence in content area;
Instruct and evaluate at levels meeting college-level standards for the discipline;
Be available to students enrolled in his or her classes, advisees, and colleagues;
Use technological resources in courses as appropriate;
Process students' grades and university forms in a timely fashion; and
Meet expectations for Basic Performance in Advising.
To
exceed expectations for Basic Performance in Teaching, the
faculty member must demonstrate and document additional professional
behaviors in teaching. The list included below is not intended to be
all-inclusive; these are examples only:
Develop and use appropriate instructional materials to meet course program objectives;
Engage in self-assessment of instruction and teaching materials;
Offer challenging and current courses that afford students opportunities to learn the information, methods of inquiry, and professional skills identified in the descriptions and relevant departmental or program mission statements;
Interpret and present technical information in a way the learners (public, students, other clientele) will understand;
Provide supplementary learning resources in a timely and organized manner;
Review and revise program material including textbooks, syllabi, evaluation instruments;
Facilitate evaluation of the course, program and/or instructor;
Provide for individualized instruction through courses or activities when appropriate;
Promote student-to-student, student-to-faculty, and small-group interaction;
Support university-wide program assessment;
Contribute to program development and/or review processes;
Collaborate with colleagues to improve teaching/learning;
Sponsor field trips, outside resource instructors and research projects, if appropriate and consistent with available resources;
Attend conferences and faculty development opportunities relevant to the teaching discipline;
Use technology-based instructional methods to aid student learning, as appropriate.
Teaching -- High Performance: High Performance presumes the faculty member has demonstrated characteristics listed under Basic Performance and that the faculty member’s professional behavior has moved beyond this level. High Performance in Teaching may be demonstrated through attitudes and activities that convey an excitement for the course material and inspire learners to continue and excel. It may be exceptional clarity and delivery of the content or the use of innovative classroom methods that challenge the students to question, to take risks, to push themselves intellectually, and to go beyond the requirements. It may include the exceptional ability to relate abstract ideas to everyday life or actively involve students in the learning process and to demonstrate the process of learning.
Participation in faculty development efforts and the application of knowledge gained from these activities reflect a commitment to excellence by the individual. As examples, faculty development may include participation or presentation of workshops or courses in writing across the curriculum, accelerated learning techniques, student learning styles, teaching innovation, cultural diversity, strategies to improve the teaching of nontraditional students, the use of modern technology/telecommunications. It might be auditing other faculty members' classes to observe and learn teaching techniques, and many other similar activities.
Teaching excellence also requires the presentation or sharing of information with other faculty members with a goal toward improved teaching. Excellence may also include sharing with colleagues, both internal and external to the University, information attesting to the University's excellence in teaching. This may take the form of reports, presentations, or exhibits. Excellent teachers, who strive to improve, try new techniques, evaluate and share successful innovations, enhance the reputation of the University.
High Performance in teaching may be thought of as efforts to enrich the learning experience and the quality of teaching. It is an improvement in the quality of the work already provided at Basic Performance. It is the faculty member’s responsibility to fully describe the impact, benefit and effort expended in their teaching activities.
Some activities in this list differ from Basic Performance activities only by inclusion of the relative term “significant”. In this context, “significant” should be interpreted as describing activities which are exceptional in terms of scope, prestige of venue, impact on the audience / profession, importance to the university, etc.
In addition to accomplishing the professional behaviors listed above for Basic Performance in teaching, the faculty member must demonstrate and document all of the professional behaviors listed below to meet expectations for High Performance in Teaching:
Demonstrate teaching mastery in content area;
Guide, inspire and challenge learners to push themselves intellectually;
Use primary or scientifically-based sources of information associated with a discipline or area of study to create opportunities to learn;
Evaluate teaching techniques with a variety of methods;
Meet expectations for High Performance in Advising.
To exceed expectations for High Performance in Teaching, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
Require students to use advanced technological resources;
Create an environment for questioning and risk taking;
Encourage and guide students to achieve career relevant, and experiential learning outcomes;
Demonstrate exceptional skill in dissemination and delivery;
Conceive, explore, develop, implement, evaluate and refine creative, innovative instructional methods, techniques, and materials;
Foster independent learning, creative thinking and exploration of ideas;
Develop conceptual connections between fields, ideas, values;
Seek collaborative relationships in teaching;
Model excellence in scholarship and learning;
Attract students to courses by maintaining standards of excellence;
Be sought by and serve as a mentor for students and other faculty;
Apply theories and techniques from faculty development activities;
Involve colleagues to improve teaching methods;
Be sought to serve as a member of graduate committee or capstone experience advisor;
Develop and communicate new understanding and insights;
Publish work related to innovative teaching and advising;
Deliver presentations or papers on teaching-related topics;
Develop and use instructional materials to meet degree program objectives;
Receive fellowships for teaching activities;
Use peer evaluations to evaluate teaching techniques.
Advising: The faculty member’s role as advisor is critical and essential, not only to advise students with regard to university requirements but also to assist students in identifying and developing skills and knowledge in their chosen professional field. In that respect, faculty members also serve as mentors to the students assigned to them through a formal advisor / advisee relationship and to the students in their classes or majoring in their discipline.
Academic advising includes both the formal and informal guidance provided to students to help them investigate, identify and accomplish academic and career goals. To meet expectations in advising, all faculty members must demonstrate professional achievement in both formal and informal advising. These aspects of advising are critical to professional achievement:
Formal advising - defined as providing sensitive, knowledgeable and skilled guidance to enhance the relationship between the student and the university and to help the student achieve his/her academic goals;
Informal advising - defined as providing sensitive, considerate and caring guidance to enhance the student's experiences at the university and to help the student achieve his/her personal goals.
To meet expectations for Basic Performance in Teaching and Advising, the faculty member must meet expectations for Basic Performance in Teaching and Basic Performance in Advising. To meet expectations for High Performance in Teaching and Advising, the faculty member must meet expectations for High Performance in Teaching and High Performance in Advising. It is the faculty member’s responsibility to fully describe the impact, benefit and effort expended in their advising activities.
Advising -- Basic Performance: The faculty member must demonstrate and document all of the professional behaviors listed below to meet expectations for Basic Performance in Advising:
Be available to students on a regular basis;
Maintain advisee records and track their progress;
Process all university forms related to advising in a timely fashion;
Use Web-Advisor or Colleague in advising;
Proactively work with students to clarify graduation and major requirements.
To exceed expectations for Basic Performance in Advising, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
Help students transition into the university (e.g., registration, meet with incoming students and their families);
Inform students of university policies and procedures;
Assist students in locating available resources;
Guide students in the selection of classes to meet academic requirements;
Communicate basic career guidance to students;
Help students understand the role of general education and foundation courses in the degree program;
Provide students with recommendations for scholarships and job placement.
Advising -- High Performance: High Performance presumes the faculty member has demonstrated characteristics listed under Basic Performance and that performance moves beyond this level. Some activities in this list differ from Basic Performance activities only by inclusion of the relative term “significant”. In this context, “significant” should be interpreted as describing activities which are exceptional in terms of scope, prestige of venue, impact on the audience / profession, importance to the university, etc.
In addition to accomplishing the professional behaviors indicated above in Basic Performance in Advising, the faculty member must demonstrate and document all the professional behaviors listed below to meet expectations for High Performance in Advising.
Help students transition into the university (e.g., registration, meet with incoming students and their families);
Develop and make readily available information to assist advisees (e.g., checklists, mailing/distribution lists);
To exceed expectations for High Performance in Advising, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
Initiate opportunities for interaction with students;
Encourage students to seek out university resources, policies and procedures to enable them to deal with situations before they become problems;
Recognize and adapt advising techniques for students with diverse needs;
Assist students in developing study skills and other techniques to improve their academic performance;
Help students assess their skills and interests to help them obtain their personal and career goals;
Be recognized as an outstanding advisor;
Provide training to other advisors;
Develop advising strategies to improve student retention;
Be sought by graduate students as thesis/dissertation advisor and undergraduate students as capstone experience advisor;
Assist with the Freshman Success Seminar or equivalent;
Seek out opportunities to enhance advising skills;
Assist with at-risk advising or the Early Alert Program.
Scholarship, Research and Creative Activities
Scholarship, research and creative activities, prerequisites for competent and current teaching, contribute to the expansion of knowledge and the development of the arts, and enhance the service provided to the public. Except for faculty members who teach the full fifteen hour per semester load, the university expects that faculty make a serious commitment to scholarship, research and creative activities, particularly those activities most relevant to the university’s mission. Faculty members whose performance expectations include scholarship, research and creative activity must continue to learn in his/her discipline through appropriate scholarship / research / creative activities and to participate in the discipline’s professional deliberations.
Scholarship, research and creative activities may take a variety of forms but, with the exception of faculty members whose only responsibility is teaching, it cannot be only for the classroom or take place only in the classroom. It must involve the presentation of one’s ideas and works to one’s professional peers or the learned public for debate and judgment. At a minimum, this presentation of ideas must include a proposal or invitation to present to a learned audience outside the university. Scholarship activities should result in new knowledge in a discipline, improved teaching or other knowledge enhancement, lead to publications and presentations or the development of new programs or delivery techniques, conclude in performances or exhibits, assist in developing clinical practice, or result in any of a myriad of other appropriate outcomes.
Dakota State University recognizes scholarship to include both basic and applied research as well as other forms of scholarship and creative activity. These aspects of scholarship, research and creative activity are critical to professional achievement:
· Development of knowledge within the professional community – defined as sustained inquiry in the academic discipline, with productivity in the areas of publication, presentation, exhibition and/or performance.
· Development of professional skills and standing within the professional community – defined as recognition among peers and others for expertise in the academic discipline.
The recognition and importance of the different forms and presentations of scholarship will vary depending upon the mission of the university, the mission of the college, the role of a discipline within the university's functions and the individual faculty member's assignment. It is the faculty member’s responsibility to fully describe the impact, benefit and effort expended in their scholarship, research and creative activities.
Scholarship, Research and Creative Activity – Basic Performance: To ensure competency and currency, faculty must be engaged in behaviors which exhibit sustained inquiry in their academic discipline. These activities may be demonstrated, for example, by maintaining currency in the literature of one’s discipline, sustained participation in professional organizations, and/or a continuing series of research and publication.
The faculty member must demonstrate and document all of the professional behaviors listed below to meet expectations for Basic Performance in Scholarship, Research and Creative Activity:
· Demonstrate sustained inquiry in their academic discipline;
· Demonstrate scholarly productivity.
To exceed expectations for Basic Performance in Scholarship, Research and Creative Activity, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
· Demonstrate willingness to share expertise with university community;
· Participate in professional meetings, conventions, symposiums, and conferences and share that knowledge with the campus community;
· Publish / present non-peer reviewed research at professional meetings, conventions, symposiums, and conferences;
· Write for discipline related periodicals or bulletins;
· Serve as a book reviewer;
· Demonstrate creative application of new technologies within the academic discipline;
· Deliver artistic performance of established artistic works;
· Exhibit an accumulated body of artistic works;
· Use research to develop new teaching methods, library or other learning tools / services / resources;
· Experiment with instructional methods and techniques using one’s own research;
· Guide and evaluate student research projects and/or theses;
· Supervise student research which results in presentations;
· Submit proposals for / receive / conduct research specified in grants;
· Evaluate grant proposals.
Scholarship, Research and Creative Activity – High Performance: High Performance presumes the faculty member has demonstrated characteristics listed under Basic Performance and that the faculty member’s professional behavior has moved beyond this level. Some activities in this list differ from Basic Performance activities only by inclusion of the relative term “significant”. In this context, “significant” should be interpreted as describing activities which are exceptional in terms of scope, prestige of venue, impact on the audience / profession, importance to the university, etc.
In addition to accomplishing the professional behaviors indicated above in Basic Performance in Scholarship, Research and Creative Activity, the faculty member must demonstrate and document all the professional behaviors listed below to meet expectations for High Performance in Scholarship, Research and Creative Activity:
· Demonstrate significant and sustained inquiry in their academic discipline;
· Demonstrate significant and sustained scholarly productivity.
To exceed expectations for High Performance in Scholarship, Research and Creative Activity, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
· Publish research, poems, novels, plays, musical compositions, and/or works of art in significant / peer reviewed publications;
· Present at peer-reviewed or significant professional meetings, conventions, symposiums, and conferences;
· Deliver invited lectures and/or speeches for other universities, professional meetings, conventions and/or conferences;
· Serve as organizer / moderator / peer reviewer at professional meetings, conventions, symposiums, and conferences;
· Serve as an editor / peer reviewer of papers for publication;
· Write chapter(s) for discipline-related books;
· Develop new educational software or new curricula / degree programs;
· Develop new inventions and/or patents;
· Receive recognition as an expert in one’s academic field;
· Deliver performances of original artistic works;
· Exhibit an accumulated body of original artistic works;
· Provide consulting services pertaining to one’s discipline;
· Supervise independent student research which results in publication or presentation to professional / learned audience;
· Submit proposals / receive / conduct research specified in significant grants;
· Evaluate significant grant proposals;
· Receive fellowship for research or artistic activity;
· Mentor the research and publication activities of junior faculty.
Service
Dakota State University has defined service as the donation of time, effort and energy, without significant compensation, to activities that draw upon the faculty member’s professional expertise and knowledge. Service is an integral facet of the profession and all faculty members are expected to demonstrate professional achievement in service to the university. Depending on the faculty member’s rank and role within the university, the faculty member may also be expected to provide service to their discipline/profession and the community or public, as indicated below. These aspects of service are critical to professional achievement:
· Service to the university – defined as active participation in academic and university functions and activities, committees, and other governance structures.
· Service to the discipline or profession – defined as active participation in professional organizations and their activities.
· Service to the community or public – defined as discipline-specific activities that benefit K-12 school districts and organizations, corporations and agencies other than the university.
· Good citizenship – defined as active participation in functions, activities, and committees that aren’t clearly linked to the faculty member’s expertise or knowledge in the discipline. While the university recognizes and values this type of contribution to the community as a whole, demonstration of good citizenship is not sufficient to prove professional achievement in service.
It is the faculty member’s responsibility to fully describe the impact, benefit and effort expended in their service activities. Where appropriate, the faculty member is encouraged to use the mission or responsibility of a committee or organization to appropriately demonstrate the value of the service they’ve provided. The quality or time commitment to the service activity can be more important than the number of service activities listed.
To meet expectations for Basic Performance in Service, a faculty member must meet expectations for Basic Performance in Discipline-Specific Service to the University. To exceed expectations for Basic Performance in Service, a faculty member must exceed expectations in Discipline-Specific Service to the University and demonstrate professional achievement by meeting expectations for Basic Performance in at least one of the other categories – Discipline-Specific Service to the Discipline / Profession or Discipline-Specific Service to the Public / Community.
To meet expectations for High Performance in Service, a faculty member must meet expectations for High Performance in Discipline-Specific Service to the University and demonstrate professional achievement by meeting expectations for High Performance in at least one of the other categories – Discipline-Specific Service to the Discipline / Profession or Discipline-Specific Service to the Public / Community. To exceed expectations in High Performance in Service, a faculty member must exceed expectations for High Performance in Service to the University and demonstrate professional achievement by exceeding expectations for High Performance in at least one of the other categories -- Discipline-Specific Service to the Discipline / Profession or Discipline-Specific Service to the Public / Community.
Discipline-Specific Service to the University -- Basic Performance: The faculty member must demonstrate and document all of the professional behaviors listed below to meet expectations for Basic Performance in Discipline-Specific Service to the University:
· Participate in academic / campus committees;
· Participate in program/university assessment, evaluation or accreditation;
· Participate in student recruitment and retention activities;
· Participate in activities which support the university’s strategic initiatives.
To exceed expectations for Basic Performance in Discipline-Specific Service to the University, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
· Share professional expertise and/or materials with the university community;
· Participate in faculty, college or university governance structure;
· Participate in the development of university’s academic programs, curriculum and /or program modification, assessment plans, learning, or support services;
· Participate in institutional projects/studies;
· Provide faculty/staff development activities;
· Serve as a mentor for junior faculty;
· Serve as faculty representative to larger university community.
Discipline-Specific Service to the University -- High Performance: Service at a high level of performance presumes that the professional behaviors included in Basic Performance have been demonstrated and that performance has moved beyond this level. As in Basic Performance, the quality or time commitment of involvement may be more important than the number of service activities listed. Some activities in this list differ from Basic Performance activities only by inclusion of the relative term “significant”. In this context, “significant” should be interpreted as describing activities which are exceptional in terms of scope, prestige of venue, impact on the audience / profession, importance to the university, etc.
In addition to accomplishing the professional behaviors indicated above in Basic Performance for Discipline-Specific Service to the University, the faculty member must demonstrate and document all the professional behaviors listed below to meet expectations for High Performance in Discipline-Specific Service to the University:
· Actively participate in a manner which has a significant impact on the development of university’s academic programs, curriculum and/or program modification, assessment plans, learning or support services;
· Sponsor or supervise student activities and/or student organizations; advise student groups; support student activities financially or personally through participation;
· Contribute to the development of the library or other learning resources (eg. Praxis or proficiency exam tutoring, etc.).
To exceed expectations in High Performance in Discipline-Specific Service to the University, the faculty member must accomplish the professional behaviors indicated above under Basic Performance as well as demonstrate and document additional professional behaviors. The list below is not intended to be all-inclusive and is intended to provide examples only:
· Assume leadership role on academic / campus committees;
· Assume leadership role in faculty, college, or university governance structure and/or policy development;
· Serve on review boards and with accrediting agencies in a manner which has a significant impact;
· Assume a leadership role in program review and accreditation self-study process;
· Serve, in a significant manner, as university representative to larger university community;
· Share expertise in technology with other faculty members.
Discipline-Specific Service to the Discipline / Profession – Basic Performance: The faculty member must demonstrate and document all the professional behaviors listed below to meet expectations for Discipline-Specific Service to the Discipline / Profession:
· Participate in professional organizations and associated activities.
To exceed expectations for Basic Performance in Discipline-Specific Service to the Discipline / Profession, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
· Share professional expertise and/or materials with the discipline;
· Provide consulting services (or serve as resource person) within the academic discipline / professional field.
Discipline-Specific Service to the Discipline / Profession – High Performance: Service at a high level of performance presumes that the professional behaviors included in Basic Performance are demonstrated and that performance moves beyond this level. As in Basic Performance, the quality or time commitment of involvement can be more important than the number of service activities listed. Some activities in this list differ from Basic Performance activities only by inclusion of the relative term “significant”. In this context, “significant” should be interpreted as describing activities which are exceptional in terms of scope, prestige of venue, impact on the audience / profession, importance to the university, etc.
In addition to accomplishing the professional behaviors indicated above under Basic Performance for Discipline-Specific Service to the Discipline / Profession, the faculty member must demonstrate and document all of the professional behaviors listed below to meet expectations in High Performance:
· Contribute, in a significant manner, to professional organization(s), agencies, corporations, or school districts; or plan and implement activities for professional organizations, agencies, corporations or school districts.
To exceed expectations for High Performance in Discipline-Specific Service to the Discipline / Profession, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
· Accept appointment in scholarly and/or leadership capacity to a state, regional, national or international position;
· Provide consulting services (or serve as resource person) within the academic discipline / professional field (i.e., edit professional journals);
· Provide educational services (or serve as resource person) within the academic discipline / professional field;
· Review or edit the scholarly or creative works of others;
· Provide consulting services to other universities, colleges, departments, or K-12 school districts within the discipline;
· Serve on review boards with accrediting agencies.
Discipline-Specific Service to the Community / Public – Basic Performance: The faculty member must demonstrate and document all of the professional behaviors included below to meet expectations for Discipline-Specific Service to the Community / Public:
· Share professional expertise with the community or public.
To exceed expectations for Basic Performance in Service to the Community / Public, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
· Provide consulting services to organizations, agencies, corporations, or K-12 school districts;
· Provide educational services to community organizations, agencies, corporations, or school districts;
· Exercise professional judgment in evaluation of community projects, activities, etc.;
· Serve as the university’s representative to community organizations, agencies, corporations, or K-12 school districts.
Discipline-Specific Service to the Community / Public – High Performance: Service at a high level of performance presumes that the professional behaviors included in Basic Performance are demonstrated and that performance moves beyond this level. As in Basic Performance, the quality or time commitment of involvement can be more important than the number of service activities listed. Some activities in this list differ from Basic Performance activities only by inclusion of the relative term “significant”. In this context, “significant” should be interpreted as describing activities which are exceptional in terms of scope, prestige of venue, impact on the audience / profession, importance to the university, etc.
In addition to accomplishing the professional behaviors indicated above under Basic Performance, the faculty member must demonstrate and document all the professional behaviors listed below to meet expectations in High Performance for Discipline-Specific Service to the Community or Public:
· Share professional expertise with the community or public, which results in significant recognition to the university or faculty member.
To exceed expectations for High Performance in Discipline-Specific Service to the Community / Public, the faculty member must demonstrate and document additional professional behaviors. The list included below is not intended to be all-inclusive; these are examples only:
· Provide significant consulting services to organizations, agencies, corporations, or K-12 school districts;
· Provide significant educational services to community organizations, agencies, corporations, or school districts;
· Exercise professional judgment in evaluation of community projects, activities, etc., which result in significant recognition to the university or faculty member;
· Serve as the university’s representative to community organizations, agencies, corporations, or K-12 school districts and which results in significant recognition to the university or faculty member.
Good Citizenship: Demonstration of good citizenship is not sufficient to prove professional achievement in the service category. Nonetheless, faculty members are encouraged to provide these professional behaviors:
· Participate in local, state, and/or national civic activities that promote a positive relationship between the university and the community;
· Assume a leadership role in civic activities that promote a positive relationship between the university and the community.
Librarianship
Librarians are evaluated on their librarianship rather than and/or in addition to their teaching skills. Since librarians are seldom involved in formal pedagogical activities with students, they are generally evaluated on professional effectiveness rather than teaching effectiveness and academic advising. To meet expectations in librarianship, librarians must demonstrate professional performance in these aspects of librarianship:
· Professional effectiveness – defined as the attributes and qualifications linked to the specific position held within the library.
· Professional knowledge – defined as the command and knowledge of one’s specialty area and the ability to instruct in that area, as required.
Central to academic librarianship is the creation, communication, and provision of access to knowledge. DSU librarians are expected to devote most of their time and energy in exercising their skills in support of the teaching curriculum and faculty research work, developing and preserving appropriate collections, and establishing effective bibliographic control over them. They are committed to assisting students to become scholars who can effectively find, critically evaluate, and appropriately use information.
Beyond their assigned responsibilities, librarians are also expected to pursue research and creative activity and make general service contributions. Librarianship responsibilities reflect the nature of their role within the library. Librarians whose main responsibilities lie in the cataloging and acquisitions areas of Technical Services are more focused on the acquisition and organization of knowledge while librarians in the reference and instruction areas of Public Services are more focused on access and instruction. Both sides are of equal and central importance to the primary mission of the library.
The following is a representative list of faculty responsibilities in the areas of librarianship. The list is not all-inclusive but serves as a guide for the annual performance evaluations and promotion and tenure evaluations of faculty librarians.
· Identify, select, and acquire books, serials, and other resources necessary to support the teaching, research, and service activities of the university;
· Classify and catalogue books, serials, and other resources;
· Provide reference services, including information desk service and telephone, email, and online services;
· Provide interpretation of and instruction in the use of library and information resources, bibliographic tools, databases, and other organized guides to knowledge;
· Develop, prepare, and provide instruction in and promotion of information literacy;
· Provide access to, and maintain records for, information resources that support the teaching and research activities of faculty, staff, students, and others;
· Analyze and develop methods of organizing bibliographic information and maintaining quality control;
· Maintain and monitor the quality of library collections and services;
· Collect, preserve, and provide access to archival materials;
· Communicate and cooperate with faculty, staff, students, and others in the pursuit of better library services;
· Analyze library needs, organize library materials, and design services to meet the present and future needs of the university community;
It is the library faculty member’s responsibility to fully describe the impact, benefit, and effort expended in their librarianship activities.
Librarianship – Basic Performance: The library faculty member must demonstrate and document all the professional behaviors listed below to meet expectations for Basic Performance in Librarianship:
· Demonstrate level of competence equal to that of other librarians of similar experience and rank; <
