Agreement/Professional Development Plan, and assigned as part of the faculty member’s regular duties, then they generally fall in the category of meeting expectations. If not, or if the level of success and achievement is high, then they fall in the category of exceeding expectations. Such achievement can be documented in various ways, such as including in the faculty member’s portfolio copies of handout materials, descriptions of teaching strategies, examinations, other exhibits, student projects, letters of appreciation, student evaluations of instructions, etc.

2. Contribution to Curriculum Development. Faculty members regularly contribute to curriculum development. Evidence of significant contributions can include curriculum revisions, development and implementation of new courses, student evaluations of new courses, and other relevant documentation.
3. Contribution to Program Excellence. Students who have worked closely with faculty will achieve success after graduation in the following or similar ways; a) entry of the student into graduate school and/or completion of an advanced degree; b) receipt by the students of awards, prizes, or other honors for their professional accomplishments; or c) entry into the job market and/or professional advancement. Achievement of this benchmark may be demonstrated by graduate surveys, alumni correspondence, evaluation by managers, administrators, or academic advisors responsible for working with and/or supervising the graduate, or other appropriate means. All members of the area will share the responsibility of this kind of success. Documentation is necessary.
4. Additional Teaching Responsibilities. Additional teaching responsibilities, including non-compensated overload, a total regular course load of over 100 students, independent study, faculty exchanges, seminars, etc. are acceptable evidence contributing to the evaluation of exceeding expectations.
5. Contributions to Student Success. Faculty members may include evidence of contributions to individual student success.

C. Failing to Meet Expectations

Faculty with demonstrated weaknesses or problem areas in teaching will take steps to correct these weaknesses including (but not limited to) attending professional conferences, undertaking additional graduate study, participation in teaching improvement workshops, and taking steps to keep current in the field such as reading scholarly journals and books. The University must support this development effort and make clear the steps required for the faculty member to be recognized as having remediated his or her weakness.

II. Scholarly Research and Creative Activity

While a faculty member’s primary responsibility is teaching, each faculty member is encouraged to engage in creative, professional, and/or scholarly activities. This is a requirement for promotion to the higher academic ranks and is expected of any faculty member who lists it on his/her Distribution of Effort Agreement/Professional Development Plan.

The list below is intended to be general, and meant to serve as a guideline. Furthermore, these guidelines should be interpreted with sufficient flexibility to allow outstanding achievements and contributions to receive appropriate recognition. Most importantly, these items, in order to be meaningfully interpreted, must be considered along with a faculty member's listed percentage for this category on the Distribution of Effort Agreement/Professional Development Plan.

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