Standard III: Faculty

I. Faculty Who Enable the School to Reach Its Goals

Standard III.1. The school has a faculty capable of accomplishing program objectives. Full-time faculty members are qualified for appointment to the graduate faculty within the parent institution and are sufficient in number and in diversity of specialties to carry out the major share of the teaching, research, and service activities required for a program, wherever and however delivered. Part-time faculty, when appointed, balance and complement the teaching competencies of the full-time faculty. Particularly in the teaching of specialties that are not represented in the expertise of the full-time faculty, part-time faculty enrich the quality and diversity of a program.

I.A. Full-time faculty are qualified for appointment to the UNC graduate faculty

I.B. Full-time faculty are sufficient in number and diversity of specialties to carry out the major share of the programs

Table X: Full-time faculty, 2005-2006

Faculty member / Highest degree / Year granted / Granting institution / Discipline / Nationality

Table X. Awards recently received by SILS faculty

I.B. Part-time faculty and teaching fellows complement teaching competencies of full-time faculty

Distinguish those who provide complementary expertise from those who provide back-up

Table of highest degree, year granted, institution, and field/discipline for all adjunct faculty and teaching fellows

I.C. Part-time faculty enrich the quality and diversity of the program

Table of curriculum, with teachers responsible for each course?

II. Intellectual Atmosphere

Standard III.2. The school demonstrates the high priority it attaches to teaching, research, and service by its appointments and promotions; by encouragement of innovation in teaching, research, and service; and through provision of a stimulating learning and research environment.

II.A. Appointment and promotion policies and practices reflect high priority of teaching, research, and service

II.B. Innovation in teaching, research and service is encouraged

II.C. A stimulating learning and research environment is provided

Survey question to students and alums about whether the learning environment is stimulating

III. Recruitment and Retention Policies

Standard III.3 The school has policies to recruit and retain faculty from multicultural, multiethnic, and multilingual backgrounds. Explicit and equitable faculty personnel policies and procedures are published, accessible, and implemented.

III.A. Personnel policies enable recruitment and retention of a diverse faculty

Table X. Gender and race/ethnicity of full-time faculty

Male / Female / Total
White/Caucasian
Black
Asian

Get our EO race/ethnicity designations from Jenny

Summary of recruitment plans from recent searches

Discussion of the ethnic diversity of SILS’ faculty: relative success in attracting African Americans, lack of success in attracting Asian and Hispanic faculty and how we can/do address it; assistance from EO office

Discussion of SILS’ ability to retain faculty being courted by other universities

Discussion of SILS’ difficulty in retaining faculty with technical expertise (e.g., Newby, Dempsey, Viles) and how we can/do address it

III.B Personnel policies are accessible/public

SILS APT document

III.C. Personnel policies are implemented as written

IV. Developing Effective Teachers

Standard III.4 The qualifications of each faculty member include competence in designated teaching areas, technological awareness, effectiveness in teaching, and active participation in appropriate organizations.

IV.A. Each faculty member is competent to teach in the designated areas

Table X. Research interests and teaching responsibilities of full-time faculty, Fall 1999-Spring 2006

Name / Courses taught / Research interests

IV.B. Each faculty member is aware of technology

Description of SILS’ use of technology to support teaching and research (e.g., instances of videoconferencing in classes and for research presentations (with emphasis on room 214), analysis of website augmentation of classes, use of Blackboard across campus and description of its expected enhancements; UNC courses in technology use by faculty; use of laptops by faculty)

IV.C. Each faculty member is an effective teacher

Table X. Student evaluations, by rank, Spring 2004-Fall 2005

Results from survey (to be conducted by Master’s Committee)

Description of procedures for peer observation (attach full document)

List of teaching awards, national and SILS

IV.D. Each faculty member actively participates in appropriate organizations

V. Research/Scholarship

Standard III.5. For each full-time faculty member the qualifications include a sustained record of accomplishment in research or other appropriate scholarship.

V.A. Each faculty member has a sustained record of scholarship

Figure X. Overview of SILS’ faculty research interests

Table X. SILS’ faculty publication in leading journals

Table X. Faculty research funding, Fall 1999-Spring 2006 (To be developed by Brad)

McColl Term Professorship, Boshamer Professorship

V.B. Faculty research/scholarship has an impact on the field

Table X. Citations to recent SILS’ faculty publications

Summary of grant reviewing activities of faculty

Impact in terms of doctoral students and where they go (Gary’s data)

VI. Diversity of Faculty Backgrounds

Standard III.6. The faculty hold advanced degrees from a variety of academic institutions. The faculty evidence diversity of backgrounds, ability to conduct research in the field, and specialized knowledge covering program content. In addition, they demonstrate skill in academic planning and evaluation, have a substantial and pertinent body of relevant experience, interact with faculty of other disciplines, and maintain close and continuing liaison with the field. The faculty nurture an intellectual environment that enhances the accomplishment of program objectives. These characteristics apply to faculty regardless of forms or locations of delivery of programs.

VI.A. The academic background of the faculty is diverse

Reference to earlier table

VI.B. The faculty conduct research and have specialized knowledge in diverse aspects of the field

VI.C. The faculty are skilled in academic planning and evaluation

Description of the ways in which researchers/scholars are developed at SILS: the research colloquium, research brown bags, CRADLE, “readings” courses (e.g., bioinformatics course)

Description of the ways in which teachers/teaching are developed at SILS: requirement of Graduate School course for teaching fellows; regular peer observation with feedback (include sample peer observation reports here or elsewhere); INLS 309, Seminar on Teaching; listing of courses offered by the Center for Teaching and Learning (possibly ask faculty for list of courses they’ve taken recently)

VI.D. The faculty have a substantial and pertinent body of relevant experience

Summary of relevant professional experience of faculty (all)

VI.E. The faculty interact with faculty of other disciplines

List of university committees on which SILS faculty serve

VI.F. The faculty maintain close and continuing liaison with the field

List of professional association leadership roles that faculty have held (1999-2006)

List of consulting and local service done by faculty (1999-2006)

VI.G. The faculty nurture a stimulating intellectual environment

List of external visitors to SILS classes. We will need to ask for this list from faculty; Jenny Whaley may also have a list compiled.

VII. Synergy between Faculty Expertise and Program Needs

Standard III.7. Faculty assignments relate to the needs of a program and to the competencies and interests of individual faculty members. These assignments assure that the quality of instruction is maintained throughout the year and take into account the time needed by the faculty for teaching, student counseling, research, professional development, and institutional and professional service.

VII.A. Faculty assignments relate to the needs of the program and to their individual competencies and interests

Discussion of increase in number of faculty lines as a result of adding the undergraduate program, along with a discussion of the distribution of faculty teaching effort across the undergraduate, master’s and doctoral programs.

Brief analysis of class sizes demonstrating that, when there is more demand, there are more sections offered and when there is less demand, a section may be dropped? (avoid overlap with Curriculum chapter)

VII.B. Faculty assignments balance the School’s curricular needs throughout the year

VII.C. Faculty assignments are appropriate for the accomplishment of the many duties of faculty members

VIII. Procedures for Faculty Evaluation

Standard III.8. Procedures are established for systematic evaluation of faculty; evaluation considers accomplishment and innovation in the areas of teaching, research, and service. Within applicable institutional policies, faculty, students, and others are involved in the evaluation process.

VIII.A. Faculty are evaluated regularly and systematically

Description of evaluation procedures/policies (attach full document)

Include evaluation of the Dean

Description of how the evaluation results are used

VIII.B. Evaluation criteria include accomplishment and innovation in teaching, research, and service

Description of evaluation criteria (attach full document)

Description of peer observation and student evaluation procedures

VIII.C. The evaluation process includes peers, students, and other stakeholders

Description of evaluation procedures/policies (attach full document)