Criteria for effective performance.

The following descriptions are to be used as a guide in recognizing effective performance in the areas of responsibility listed above.

1. Research and creative activity. Research and creative activity are required for good teaching, at least above the basic studies level. In addition, research must be regarded as a highly desirable activity in itself. The advancement of knowledge through research and creative activity is a primary mission of the Department and the University. The faculty member is expected to maintain a current knowledge and understanding of scientific advances, to contribute to these advances, and to disseminate results in reports, meetings, conferences, and publications.

2. Teaching at the basic studies level. The basic objectives in teaching at this level include: (a) to help students prepare for their inevitable encounters with computing devices and the influence of these devices on their lives; (b) to provide background for basic science teachers in primary and secondary schools; (c) to promote awareness of computers and computer science as they affect other professions and careers; and (d) to provide understanding of basic computing principles and methodologies.

   The faculty member assigned to teach a course at the basic studies level is expected to make every reasonable effort to present basic and relevant material appropriate for non-science majors in such a way as to stimulate student interest and understanding.

3. Undergraduate teaching of science majors. The objectives include: (a) to educate professional computer scientists to fill B.S. level government and private sector positions; (b) to prepare interested students for graduate work in computer science or related fields; and (c) to provide students from related disciplines with necessary background in computing.

   Faculty members assigned to teach courses at this level are expected to present organized and current material consistent with related courses and the departmental curriculum. Effective classroom teaching must be combined with a willingness to assist students who require special attention. Classroom presentations should challenge students to critically examine and question the issues before them.

4. Graduate teaching at the M.S. level. The objectives include: (a) to educate M.S.-level professional computer scientists for careers in the public and private sectors; (b) to prepare interested students for advanced graduate work in computer science and related fields; and (c) to provide appropriate background in computer science for students from related fields of science.

   At this level, classroom teaching of the type described under 2 is expected but with more emphasis on the quality and timeliness of course content. What is taught one year may be superseded the next year by newer research results. The successful teacher must at least keep abreast of developments and preferably participate in them.

   Also at this level, the emphasis on working with students individually becomes greater. The good teacher works with M.S. students in preparing papers, projects, seminars, and theses, either as a member of the student's committee or as a helpful advisor when appropriate.

5. Graduate teaching at the Ph.D. level. There is one principal objective: to educate future national and international leaders in computer science and related disciplines.

   The successful teacher at the doctoral level must understand intimately and critically the latest developments in a chosen specialized field and encourage and assist doctoral students to do the same. Doctoral students are to be taught means of establishing new ideas and concepts, as well as established ones, through active supervision of their study and dissertation research.

6. Service. Service activity most often falls into the category of helping others (or organizations of others that may include the contributor as a member) in ways that do not directly benefit the contributor. Examples include committee work at all levels, counseling undergraduate students, administrative assignments, and certain types of editing and reviewing. Each faculty member is expected to spend some time and resources on service activity.

Effectively carrying out the Faculty Duties and Responsibilities, as discussed above, is expected of the faculty and does not necessarily imply meritorious performance, right to tenure, or right to promotion. Generally speaking, these rights are earned by performance of duties at a higher than adequate level. This section concludes with guidelines for recognition of these higher levels of performance.