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Tool for Merit Pay


I.       Teaching

1.     a.     Organizing and conducting relevant classroom techniques in teaching.

  b.     Organizing and conducting relevant laboratory experiences.

  c.     Showing enthusiasm for subject matter.

 d.     Utilizing evaluations to enhance abilities and improve course content, laboratory techniques, and presentation

          skills, thereby increasing teaching effectiveness.

  e.     Efforts made by the faculty in promoting the study of chemistry at State University of West Georgia.


II.      Service to the Institution

Service shall include participation and contributions to college committees, recognized as an advisor to students and organizations, and any other activity that promotes the State University of West Georgia.


Examples of service

a.     Participating and contributing to committee activities within the University System.

b.     Advisement of students.

c.     Service to the community relating to science and education.  Contributing professional expertise by consulting,

        judging, and science demonstrations.  (May count as service or in some instances professional growth).

d.     Advising student organizations.


III.     Professional Growth

Professional growth may be demonstrated by study, research, participation in professional organizations and recognition in oneís area of competence.  Publishing journal articles, presentations, grants, formal professional study, submission of manuscripts, proposals, or any other mechanism which demonstrates achievement in oneís area of specialization.


Examples of Professional Growth

a.     Establishing a viable research program suitable for a predominately teaching institution with limited resource allocation.

b.     Teaching Chemistry 450 and getting undergraduates involved in research.

c.     Preparing and submitting proposals which may lead to funding to support research as well as the undergraduate program.

d.     Sharing research results through articles in refereed journals, presentations at professional meetings, student presentations at professional meetings.

e.     Active membership and participation in professional or honorary societies.

f.      Attending workshops, seminars, short courses, and professional meetings.

g.     Collaborative research with colleagues or industry.

h.     Textbook publication:  writing laboratory manuals and study guides.


Peer-Review for Merit raises:  Key to Scoring Scale


The basic philosophy here is that the maximum score in any area should, as a general rule, indicate that there is no conceivable way the achievement in that area could possible be improved over what it is now.  While this makes it unrealistic to expect any of our faculty to reach the maximum number of points in any area, it also leaves room for a higher score next year in case performance in that area gets even better.




100    Outstanding teaching skills and very high student evaluations.  Excellent in all aspects of departmental criteria for teaching evaluation.  If standardized examinations used in courses, students score at or above national norms.  Students in courses taught more likely to switch from another major to chemistry than vice versa.


90      Excellent all-round teacher.  Good in all aspects of departmental criteria for teaching evaluation; excellent in some of them.


80      Good to very good teaching skills, good or very good in all aspects of departmental criteria.


70      Meets expectations.


60      Adequate performance as a teacher.  Meets minimum expectations but has lots of room for improvement.


50      Decidedly below expectations.  Improvement definitely needed.


10-0   No teaching competence whatever





This portion of the evaluation is in some ways more difficult to deal with than teaching.  To count as part of what is considered for merit pay, which is remuneration for the faculty member, the service activities should be of positive benefit to, or demonstrably further the mission of, the department and the institution.  Paid service (e.g., consulting, teaching for an external agency) is activity for which the faculty member has already been remunerated directly by the hiring agent, and should not be rewarded further through salary increments.  Furthermore, certain unpaid activities (e.g., attendance at departmental faculty meetings) are part of assumed expectations of good citizenship and should not be rewarded because they are required of all faculty as a minimal part of the position they hold.[1]


Another difficulty is that many service activities also have instructional and/or professional components.  Refereeing articles for a professional journal, for instance, is often an adjunct to a professorís research program.  Likewise, presentation of talks and demonstrations to local school audiences might be classified as an extension of teaching.[2]


The decision of what to list as service activities is perhaps best left to the individual faculty member.  Certainly dedicated work on faculty governance bodies which draft and deliberate policies affecting the whole institution warrants some justifiable claim to be rewarded, despite the factor of self-interest that may inform the deliberations.  Unpaid efforts to organize and, to a lesser extent, participate in extracurricular programs bringing individuals from the wider community to the campus and the department should likewise be rewarded.


100    Able and sought-after contributor to every committee, meeting, and task force for which eligible.  Sees areas where service needed and willing to work as committee of one if necessary to address issues.    Thorough, masterfully-written reports turned in prior to deadlines.  In lab and office or otherwise helping and advising students evenings and weekends.


70      Contribution recognized by election to committees.  Volunteers for time-consuming community activities.  Conscientious service on all tasks.


40- 0  Is nominal member of a committee or two.  Goes to some of meetings.  Talks to students who happen to come for advisement when available in office. 



Professional Growth


100    Active research program with several 450 students each quarter.  Steady trickle of publications emerging.  New proposals continually being generated and submitted to external agencies.  Initiative taken in establishing collaborative relationships at other academic institutions and with industry.


85      Either active research program carried out solo or success in attracting students who will do carry out research projects.  Publication or proposal submitted.  Numerous senior thesis.


70      Has written and submitted proposals.  Or, on status quo basis, one or two 450 students per year who do all the work that gets done.  One senior thesis.


55-0   No activity whatever - Reads a journal article occasionally.  Pays dues to one or two professional organizations.


[1][1]Dilts, Haber, and Bialik, Assessing What professors Do: An Introduction to Academic Performance Appraisal in High Education, (Greenwood Press, 1994) p. 81.