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Department of Chemistry Guidelines

for

 Post Tenure Review

[Draft Date: April 6, 2009]

 

Over a five year period a successful candidate must meet the expectations shown below in the area of teaching, professional development, and service.

I.  Teaching

A.      Demonstration of significant contributions as a teacher and a strong likelihood of continuing effectiveness in teaching with evidence from student evaluations and from at least three additional sources listed below:

 

1.      Honors or special recognitions for teaching accomplishments (e.g., successful teaching in the UWG Honors Program).

2.      Letters from former students attesting to the candidate's instructional abilities.

3.      Successful direction of individual student work (e.g., independent projects, theses, exit papers, etc.)

4.      Effectiveness as shown by peer evaluation.

5.      Scholarship related to teaching.

6.      Successful development of courses.

7.      Development of effective curricula and/or instructional methods.

 

II.  Professional Development

 

Research Track (18 contact hours per academic year)

A research track faculty member with a teaching load of an average of 9 contact hours per semester, must meet the criteria listed below. 

 

 A.  Accomplished one or more of the following:

           

1.      Publication of an article in a peer-reviewed national or international journal of chemical research or chemical education.    

2.      Publication of a book chapter, or a book.

3.      Submission of a peer reviewed grant proposal (PI or co-PI) for external funding

 

B.  Engage students in the research process as evidenced by:

 

1.      Student authorships on peer-reviewed papers and/or oral and poster presentations at conferences. 

2.      Pursuing internal funding for student research (e.g. FRG, SRAP, SOFREA).

 

 

Teaching Track (24 contact hours per academic year)

A teaching track faculty member with a teaching load of an average of 12 contact hours per semester, must meet the criteria listed below.

 

A.  Engage students in the research process as evidenced by:

 

1.      Student authorships on peer-reviewed papers and/or oral and poster presentations at conferences. 

2.      Pursuing internal funding for student research (e.g. FRG, SRAP, SOFREA).

 

III.  Service

A.  Demonstration of significant contributions in such service and a strong likelihood of continuing effectiveness as shown by successful, collegial service on departmental, college-wide, institutional or system-wide committees and with evidence from at least three additional sources listed below:

 

1.      Successful development of service programs or projects.

2.      Effective service-related consultation work or technical assistance.

3.      Effective advisement of student organizations.

4.      Successful counseling/advising of students.

5.      Successful service on local, statewide, regional, national, or international levels in community-service organizations (e.g., committees, boards, panels).

6.      Honors, awards and special recognitions for service to the institution or the community.

7.      Significant contributions to the improvement of student, faculty or community life.

8.       Successful mentoring of colleagues.