GUIDELINES FOR FACULTY
Department of Geography & Anthropology
Purpose of Guidelines
This document will aid in the understanding of expectations regarding tenure and promotion of Geography and Anthropology faculty. Included are criteria for meeting and exceeding expectations during the annual review process.
I. DEPARTMENTAL MISSION STATEMENT
The Department of Geography & Anthropology prepares students for better global citizenship by educating them about the world and its peoples.
Critical thinking about cultures, environments, space, and place is central to this mission. As the pace of globalization increases in the 21st century, these elements are vital in fostering an awareness, understanding, and ability to conceptualize, articulate, and influence the forces that are changing the Earth’s human and environmental landscapes.
II. DISTINGUISHING DEPARTMENTAL CHARACTERISTICS
The department is a young department, newly created in the summer of 2006. Both of the disciplines housed in the department, Geography and Anthropology, originated as support courses for other disciplines in the 1970s and continued in this role through the 1980s. In the middle 1990s minors in Anthropology, Geography, and Native American Studies were created and the GIS major and GIS certificate program were implemented. The two disciplines became part of the same department in 1996 when the Sociology, Geography, and Anthropology Department was created. Growth in student enrollment in the GIS programs, the minors, the number of courses and sections offered in the disciplines and the number of faculty added to the disciplines demonstrated student demand for courses and programs in these disciplines. The new GA department was created to take advantage of the growth and strength of the programs. In fall 2006, a new major in Anthropology was approved by the Board of Regents. In April 2007 a BA in Geography was approved by the Board of Regents.
The primary purpose of the department is to promote and serve the GIS major, the GIS certificate program, the Anthropology Major, the Geography Major, the Anthropology minor, the Native American Studies minor, and the Geography minor. The department also provides support courses for majors in other programs, including Sociology, Criminal Justice, Education, History, Public and Social Services, and International Affairs.
The department includes faculty from two disciplines, anthropology and geography. Each faculty member, while pursuing his or her own discipline, is part of the whole that makes up the programs and the department. Faculty act as “team players” in carrying out the department’s mission and objectives and all faculty members are expected to contribute to the success of the GIS major, the GIS certificate program, the Anthropology major, the Geography major, and the three minors. Each member is responsible for ensuring that students are presented with quality instruction, up-to-date information, and opportunities to learn.
Strengths of the department include the quality and commitment of the faculty, the collegiality and team spirit of the faculty, the quality and strength of the academic programs, the commitment of faculty to teaching and mentoring, the successful attainment of external funding by faculty, and the quality of lab resources available to students through the GIS and Anthropology Labs. These characteristics were demonstrated early in the history of the department and continue with the successful implementation of the new Anthropology and Geography majors, the creation of student organizations for both anthropology and geography, study abroad programs for students in Belize, Chile, Argentina, and Greece, and the creation of a chapter of the National Collegiate Honor Society for Anthropology.
Different "in class" pedagogies that support student success should and do reflect the strengths of individual faculty members and program needs. Various teaching approaches and forms of educational delivery carried out in the department include:
· web-based instruction
· service learning opportunities
· expository method
· research or inquiry -based learning
· Socratic method and debate format
· macro and micro social analysis of issues
· collaborative and problem-solving learning assignments.
Out of class curricular and non-curricular activities also contribute to student success. Included in these activities are academic advisement of students, internship committee participation, organization advisement, and field trips.
· Academic advisement: All faculty are expected to engage in the formal advisement of majors, and all faculty members are involved in disseminating information to students about the program and sending them to faculty members who specialize in their area of interest. Advisement information, including students' course checklists, is kept on the I: drive (departmental Intranet) and is accessible to all GA faculty members. Students may speak with any departmental member who is advising and have his or her course checklist updated.
· Organization advisement: Faculty members serve as advisor to four campus organizations: the Student Anthropology Club, Lambda Alpha Honor Society, the Student Geography Club, and Gamma Theta Upsilon Honor Society
· Field trips: Faculty members can sometimes take their students off-campus to visit an agency or institution. This helps students in the study of how these organizations operate and enhances students’ understanding of real-world problems.
III. TYPE AND SIZE OF DEGREE PROGRAM (MAJORS, MINORS, CERTIFICATES, & PROGRAMS SERVED)
The department offers 19 geography courses and 16 anthropology courses. Because of the extensive nature of the support provided to other programs, faculty members assist the chair with scheduling. This involves making sure that a wide range of courses is offered at appropriate times and sequentially to students. The programs supported include:
1. Bachelor of Science in Anthropology: The Anthropology Major is a response to student demand and the Metro area needs of businesses, industry and governmental agencies for anthropologically-trained employees knowledgeable about cultural and global issues. There is also demand by private contract archaeology companies and governmental agencies for employees trained in archaeology and anthropological applications of geographic information systems technology, and by municipal and state government agencies for forensically-trained employees. Specific concentrations of study are designed to prepare majors to meet employment needs in specific areas of business, government and social services, or for specific graduate programs in cultural anthropology, physical anthropology, forensic anthropology, and archaeology. The four concentrations are Cultural Applications and Practice, Forensic Anthropology, GIS Applications in Anthropology, and Applied Archaeology.
2. Bachelor of Arts in Geography: Geography is intrinsically a major in which a global emphasis in inherent to the discipline. Geographic knowledge helps students understand various aspects of the world, including the patterns and processes that have shape human interactions, the relationships between people and places, the physical features of the landscape, and the role humans have had in modifying the landscape. The holistic and spatial approach of Geography provides the student with a basic grasp of the cultural, economic and physical forces that rapidly change and influence the earth and its inhabitants. Aspects of physical, economic, regional, urban, and suburban geography are central to the core and upper division courses in geography. International and multicultural learning are also recognized if not required aspects of the degree, with many students needing to fulfill a study abroad, foreign language, or internship course requirement. The three concentrations are Regional and Cultural, Physical and Environmental, and Cities and Suburbs.
3. Bachelor of Science in Geographic Information Science (GISc): This degree integrates GIS technology with applied research domains. The principal objective of the program is to produce high caliber graduates who are well-trained in the technology, theory, and usage of GIS, computer science and information systems, and basic geography. This knowledge is then applied to one of three content areas: business systems, environmental systems, or urban systems. These three systems represent the largest and most common areas in which GIS is used in our society. Where GIS provides students with the technological tools, the specific content areas cited above provide the requisite theory and context.
4. Certificate in Geographic Information Systems (GIS): The department offers a 15-semester hour GIS Certificate. A geographic information system is a computer-based system used for storing, retrieving, manipulating and displaying geographically referenced data. Computerized maps of various data (e.g. demographics, statistics, soils, vegetation, etc.) can be overlaid to provide useful geographic information for decision and policy makers. GIS can provide helpful locational information that may be used for future planning. It is an invaluable tool in urban and regional design, resource management, marketing, and in providing government services. The GIS Certificate Program is designed for both traditional and non-traditional students. It provides traditional students without work experience with a practical, applied set of marketable skills. The GIS Certificate Program is also useful to non-traditional students already in careers who wish to upgrade their skills. A growing enrollment in the GIS certificate program reflects this demand.
5. General Education: The Social Issues courses in Geography and Anthropology represent two out of the four 2-hour social science electives at the University. In addition to the traditional in-class format, the department often offers students the option of taking an online course (Anthropology 2105 or Geography 2105). Our departmental representatives on the Gen Ed committee disseminate assessment, learning objectives, and other information to the department.
5. Minors: The following minors are housed in the GA Department - Anthropology, Geography and Native American Studies.
6. Support for Major, Minor, and Certificate Programs in Other Departments: The department supports thirteen programs in other units on campus:
· 1 lower level and 2 upper level for History Education
· 1 graduate elective for the Master’s of Education.
· 1 lower level and upper level electives for History.
· 1 lower and 6 upper level courses for International Affairs.
· 1 lower level course for Political Science.
· 1 upper level elective in Political Science.
· 1 lower level and 2 upper level courses for African and African Diaspora.
· 2 lower and 7 upper level courses for Criminal Justice.
· 1 lower and 1 upper level course for Modern Language and Culture.
· 2 lower and 15 upper level courses in Sociology.
· 1 upper level course for Environmental Studies Minor
· 1 upper level course for Public History Certificate
· 1 graduate level course for MPA degree
Program Standards and Certification Requirements
Licensure or program certification is not required. There are no accreditation standards for Anthropology and GISc programs.
The department is committed to engaging in service to KSU and the external community. Service and scholarship are woven into the fabric of teaching. Many faculty members are actively involved in community and professional organizations where they serve in leadership positions. The following items are examples of the breadth of participation of the GA faculty beyond the requisite service committee work required as part of our profession at KSU. On campus activities include:
· Our faculty initiated and facilitated the KSU Study Abroad Program: Belize
· Our faculty initiated and facilitated the KSU Study Abroad Program: Chile
· Our faculty initiated and facilitated the KSU Study Abroad Program: Argentina
· Our faculty initiated and facilitated the KSU Study Abroad Program: Greece
· Our faculty have participated in the KSU Study Abroad Program: France
· Our faculty have participated in the KSU Study Abroad Program: England
· Our faculty have participated in the KSU Study Abroad Program: Italy
· Our faculty have developed and led a USG Faculty Development Seminar to Mexico
· Our faculty have developed a USG Faculty Development Seminar to Argentina
· Chair of the Environmental Concerns Committee
· Member of the Professional Teacher Education Unit (PTEU).
· Member of the Secondary Education Committee of the PTEU.
· Vice President and President-elect for Sigma Xi
· Faculty Advisor Lambda Alpha National Collegiate Honors Society for Anthropology
· Faculty Advisor Student Geography Club
· Faculty Advisor Student Anthropology Club
· Faculty Advisor to the Canadian Students Association
· Faculty Advisor to the Caribbean Students Association
· Member of the LKS environmental group working, among other goals, to implement bicycle paths on campus.
· Chairing the Undergraduate Policies and Curriculum Committee
· Chairing the HSS Curriculum Committee
· Chairing the HSS T & P Committee
· Secretary to the HSS Social Sciences Tenure & Promotion Committee
· Provide mapping services to the Burruss Institute
· Provide mapping for the development of GEMA’s KSU Pre-disaster Mitigation (PDM) planning
Examples of external activities include the following initiatives and endeavors:
· Suburban Studies Conference – annual KSU-hosted conferences spotlighting suburban issues and opportunities
· GA Advisory – panel of local experts for outside review and fostering of student-employer contacts
· Powerful Pathways – Academy of Social Sciences
· Social Science Education Advisory Board Member
· Geography representative for the College of Humanities and Social Sciences to the Northwest Georgia P-16 Council - Social Science Committee.
· Member of the World Geography Bowl Committee for the Southeastern Division of the Association of American Geographers (SEDAAG).
· Attended Cobb County meeting on bike paths as KSU representative.
· Used GIS to produce potential bicycle routes and establish a budget
· Organizers & sponsors for the High School World Geography Bowl
· Georgia Geographic Alliance
· Offer 2-day GIS training courses
· Provide crime maps for Cherokee/Forsyth Parole Office
Size and Diversity of Faculty
The GA faculty is active, innovative, and spirited. There is an esprit de corps that supersedes discipline boundaries. The department consists of 10 full-time faculty including the Chair, and 11 part-time faculty. Specialty areas for each discipline are listed below:
1. Geography: Geographic Information Systems, Economic Geography, Cultural Geography, Political Geography, Physical Geography, Environmental Geography, Geography Education, Urban Geography, and Resource Geography. Regional specialties include Europe, Africa, North America, Latin America & the Caribbean.
2. Anthropology: Archaeology, Cognitive Anthropology, Ethnohistory, North American Indians, and Symbolic Anthropology, Forensic Anthropology, Physical Anthropology, Human Variation, Mayan Archaeology, and Paleopathology. Regional specialties include Greece.
Faculty Workload Options and Models
A faculty member's workload includes teaching, scholarship, and service. Faculty may select one of three workload options each based on the standard 3/3 teaching load for the College of Humanities and Social Sciences. This selection should reflect a long-term, well-articulated self-assessment by the faculty member in consultation with the Chair. A typical undergraduate load is 18 semester credit hours of class instruction per academic year. A lower teaching load may be justified by heavy non-teaching responsibilities, by significant administrative duties, by raised class size, by the use of more efficient instructional strategies, and/or by the time investments for curricular innovation (e.g. development of on-line courses). The options allow the faculty alternative paths to meet their commitments to the University, the College, the Department, and to pursue individual career goals. Expectations associated for each workload model are below.
Undergraduate Teaching/Service Model: Faculty members who choose this track opt for a balance of teaching and service activities. High levels of quality teaching remain the central focus of the model, although a reduced teaching load may be balanced by service to the community, institution, or discipline. Service efforts might include a heavy load of assigned administrative duties, office in academic and/or professional associations, representation of the department or college on active committees over extended periods, community service related to the discipline, and the like.
A total of 18 semester hours of class instruction per academic year is the usual teaching load. As part of this workload option, faculty members may receive reassigned time during semesters when carrying a substantial service load. Faculty pursuing this model may also have reassigned time for planning and implementing new service initiatives. A standard load of scholarship is also expected of faculty pursuing this model. Reassignment of workload time will be determined through discussion with the Chair.
Undergraduate Teaching/Research Model: Faculty members who choose this option opt for a balance of teaching and scholarly activities. High levels of teaching effectiveness remain the focus and faculty members who select this option are expected to have their scholarship inform their teaching.
Faculty pursuing this model may have reassigned time for planning, initiating, or completing scholarly activities. Reassignment of workload time will be determined through discussion with the Chair. A standard load of service is also expected of faculty pursuing this model. A total of 18 semester hours of class instruction per academic year is the teaching load.
Administration and Leadership model: Faculty members who carry significant administrative duties (at least 50% of their time is administrative) will still have teaching, research and creative activity, and/or service responsibilities. The specific duties of faculty members in this model will be decided upon by the faculty member in conjunction with her/his supervisor in conjunction with completing the annual Faculty Performance Agreement.
Workload Equivalency: Reassigned time or workload equivalency will be considered for faculty who direct major grants, develop courses or curricula that reflect departmental and university initiatives, such as the effective use of technology.
Reassigned time is necessary for faculty members who undertake administrative roles in the department: Assistant Chair - two course releases per academic year; the GIS Coordinator – two course releases per academic year, based on program initiatives (maintaining the Lab, marketing, new course development, community involvement, grant PI or co-PI, etc.).
II. INTERPRETATION OF UNIVERSITY GENERAL CRITERIA
Administration & Leadership: As stated in the KSU Faculty Handbook III.D (5.57), the category of administration and leadership “covers scholarly and non-scholarly activities that some faculty and most administrators perform. Such activities might include fundraising, fiscal management, personnel management, public relation, and other activities that normally do not fall under one of the three performance areas. This area applies to administrative faculty and to teaching faculty who spend a significant part of their time on administrative tasks (e.g. program directors or grant oversight). Faculty evaluated in this area must clearly articulate their goals and document the quality and significance of their activities and achievements in the same manner as in any of the other areas.”
Of special note is Board of Regents Policy 803.17 “Work in Schools.” Under this policy, the Department of Geography & Anthropology will recognize faculty in evaluation, promotion, tenure, and other reward systems for their work in schools. The full policy states that
Board of Regents' approval of University System of Georgia institutions to prepare teachers includes the expectation that public colleges and universities with a teacher preparation mission will collaborate with the K-12 schools. University System institutions that prepare teachers will support and reward all faculty who participate significantly in approved teacher preparation efforts and in school improvement through decisions in promotion and tenure, pre-tenure and post-tenure review, annual review and merit pay, workload, recognition, allocation of resources, and other rewards. Participation in teacher preparation and in school improvement may include documented efforts of these faculty in:
1. Improving their own teaching so as to model effective teaching practices in courses taken by prospective teachers;
2. Contributing scholarship that promotes and improves student learning and achievement in the schools and in the university; and
3. Collaborating with public schools to strengthen teaching quality and to increase student learning.
The Chancellor shall issue guidelines, to be published in the Academic Affairs Handbook, which serve to encourage formal institutional recognition and reward for all faculty in realizing the expectations embodied in this policy (BR Minutes, October 2006).
III. INTERPRETATION AND ADAPTATION BY RANK AND TENURE
Note that discipline-specific guidelines for each career stage are found at the end of this document.
Tenure
In the tenure and promotion process, each faculty member will complete a Faculty Performance Agreement (FPA) in conjunction with the department chair and dean. The FPA will outline the differing proportions of emphasis given to each performance area listed below. The four basic performance areas in which faculty may be evaluated at KSU are teaching, supervising, and mentoring of students; research and creative activity; professional service; and administration and leadership. For the purpose of clarification, administrative faculty are those for whom 50% or more of their workload is administrative in function. Outside of administrative and non-tenure track faculty, most teaching faculty will be evaluated based upon contributions in teaching, research, and professional service. Whatever the individual’s relative emphasis in the performance areas, all faculty members are expected to participate in service activities essential to the life of the institution.
Academic tenure is a privilege granted on a basis of professional promise and value within the structure and mission of the Department, the College of Humanities and Social Sciences, Kennesaw State University, and the University System of Georgia. Recommendations regarding tenure are based on the merits of individuals, their academic achievements, and their potential for contributing to the success of the department. Full-time tenure track faculty members are eligible to be reviewed for tenure in their fifth year and must be reviewed in their sixth-year. Tenure will be granted to those faculty members who have demonstrated excellence in meeting the needs and expectations of the Department of Geography and Anthropology and the University during the probationary period. Criteria for tenure are based on general performance expectations as stated in the Faculty Handbook and on specific departmental performance guidelines as listed below and discipline – specific guidelines as listed at the end of this document. Candidates will be judged according to their rank and position at the time of the review process.
Specifically, tenure decisions are made in the context of institutional and departmental expectations, and according to a faculty member's rank, experience, position, and program affiliation. Tenure-track faculty members who are not recommended for tenure by the sixth year will receive a terminal year’s contract.
Teaching, Supervision & Mentoring Expectations for All Tenured and Tenure-Track Faculty
All tenured and tenure-track faculty are expected to engage in scholarly teaching. Scholarly teachers plan their class activities in such a way that they seek outcome data regarding student learning. Faculty members typically revise their courses from semester to semester; the scholarly faculty member makes these revisions deliberately and systematically assesses the effect of the revisions on students’ learning. The following semester, the scholarly faculty member makes more revisions based on the previous semester’s outcomes if such revisions are warranted. This process can result in scholarship when the faculty member makes these processes and outcomes public and subject to appropriate review.
Research and Creativity Expectations for All Tenured and Tenure-Track Faculty
All faculty will be expected to have a clear scholarly agenda that results in the publication of work in peer-reviewed outlets. The quality and quantity of the work is expected to increase with each rank.
Professional Service Activities Expectations for All Tenured and Tenure-Track Faculty
Faculty members will use their knowledge and expertise in a scholarly manner in service opportunities to the University, the community, or their profession. Good documentation of scholarly service describes the role of the faculty member in each service activity, how he or she used his or her expertise in the role, and clearly demonstrate the outcome or impact of the service activity. Reports of service lack a scholarly dimension when they merely list committee assignments, provide no evidence of the nature of activities or results, provide evidence of outcomes but no evidence of the individual’s role, have no review by others, or provide no evidence of how the service work is consistent with professional development or goals. Although all professional service may not be scholarly, faculty should document the quality and significance of all service activities.
Administration and Leadership Expectations for Tenured and Tenure-Track Faculty engaged in this role
Faculty in administrative and leadership positions may not be directly engaged in teaching, research and creative activity, and professional service in the same way as other faculty. As such, these faculty members should demonstrate the quality and significance of their leadership and administration, especially how effectively they foster the requisite fiscal, physical, interpersonal, and intellectual environment for achievement – in these areas.
Assistant Professor – Teaching, Supervision, and Mentoring: Highly effective teaching is a central priority in the Department’s mission. Effective teaching engages teachers, students, and others in learning, inside and outside the classroom, through group instruction, individual instruction, student supervision, mentoring, advising, counseling, and curricular or pedagogical innovation. Assistant professors are expected to establish a strong record of accomplishment of highly effective teaching, supervision, and mentoring that reflects a solid foundation for continued effectiveness in these activities.
1. Early in Rank: New Assistant Professors should meet departmental needs quickly, with an understanding of how their particular area of expertise fits into the departmental curriculum. Faculty at this rank should establish rapport with students and colleagues, and set appropriate times aside for advisement, departmental meeting, and updating materials for instruction as needed.
The new assistant professor will engage in self and peer formative assessments of teaching. More specifically, the individual will ask the questions "What works?" and "How can I improve my teaching, supervision and mentoring?" The answers should be addressed through discussions with the department chair and teaching colleagues. The faculty member must show a willingness to consider, and possibly integrate innovative pedagogies into the teaching and learning process.
2. Midway in Rank: Faculty members should take on additional mentoring tasks, especially with peers. Continued self and peer assessment should be conducted, through the use of student evaluations and other data. Faculty should maintain currency in subject matter. The faculty member must integrate innovative pedagogies into the teaching and learning process.
3. Assistant Professor Ready for Promotion to Associate Professor: Faculty at this stage should be able to document progression in teaching effectiveness, through attendance and participation in professional development opportunities, and teaching evaluations. Faculty should be involved in discussion and interpretation of curriculum at least at the departmental level. Faculty should become more adept at the integration of new teaching techniques and pedagogical innovation.
Assistant Professor – Research & Creative Activity: A highly productive record of accomplishment in scholarship is judged according to one's experience and rank. The assistant professor is not expected to perform at the same level as the experienced senior faculty with advanced rank. However, assistant professors are expected to establish a strong record of accomplishment in scholarship that reflects a solid foundation for continued productivity and further maturation in the advanced ranks.
1. Early in Rank: New assistant professors should embark on scholarly and creative activities early, oftentimes as an extension of their dissertation research. Adequate documentation of early scholarship activity is especially important prior to publication.
2. Midway in Rank: Faculty should enhance their effectiveness in scholarly and creative activities by attending research workshops and scholarly meetings. Faculty should take part in scholarly meetings at the regional or national level to present research and/or serve as discussant. Faculty should be preparing for more prestigious publication of their works, and should seek peer review in formal and informal settings. Faculty should also be available to comment on the work of their peers and assist others in research efforts.
3. Assistant Professor Ready for Promotion to Associate Professor: Faculty at this stage should be able to document progression in research through attendance participation in professional meetings. Vitae should include evidence of scholarly efforts such as presentations and publications.
Assistant Professor – Professional Service: In addition to establishing one's effectiveness in teaching and scholarship all faculty are expected to fulfill basic obligations in service. The assistant professor is not expected to perform at the same level as the experienced senior faculty with advanced rank. However, assistant professors are expected to establish a record of accomplishment in service that reflects a solid foundation for continued productivity and further maturation in the advanced ranks.
1. Early in Rank: New assistant professors should seek out opportunities to serve the KSU community through committee work. Most new faculty find this easiest to accomplish at the departmental level.
2. Midway in Rank: Faculty should take on additional committee work, seeking out service opportunities above the departmental level and within the discipline-related community and professional organizations.
3. Assistant Professor Ready for Promotion to Associate Professor: Faculty at this stage may take part in service-related workshops or colloquia. Faculty should make the most of on-campus opportunities for service by taking part in KSU service organizations and should continue to seek out service opportunities within community and professional organizations and agencies.
Associate Professors - Expectations
Associate Professors make contributions to knowledge as a result of their scholarly work. High quality and significance are the essential criteria for evaluation. The specialty areas, expertise, and professional identities of associate professors should become more advanced, more clearly defined, and more widely recognized as their academic careers progress. Typically, as the faculty member's roles and contributions grow towards significance, leadership and initiative, the faculty member establishes a strong record of accomplishments with broader impact and recognition within and beyond the University.
Associate Professor – Teaching, Supervision, & Mentoring: As an experienced member of the faculty, the associate professor typically models instructional leadership and undertakes educational initiatives. Examples of such leadership and initiative include the development of new courses and programs; course and program review, evaluation, and restructuring; establishing new pedagogical strategies; internationalizing the curriculum; adapting instructional technology for the enhancement of teaching and learning; developing advisement and mentoring systems for the department, promoting applied learning; establishing internship opportunities for students on and off the campus; and advancing service-learning. The department expects commitment to teaching beyond the minimal levels of assistant professor.
1. Early in Rank: Mentoring of peers should become more regular at this stage of an academic career. Faculty members are expected to assess their work and provide constructive input about teaching to colleagues. Faculty should add to their teaching repertoire by developing new courses and pedagogies.
2. Midway in Rank: Faculty should be involved in curricular matters above the departmental level. Taking part in program evaluation, updating instructional programs, courses, and other materials is expected. Faculty will become increasingly involved in promoting their teaching effectiveness through workshops and seminars, and subjecting their work to critical review.
3. Associate Professor Ready for Promotion to Professor: Faculty should continue to hone teaching skills through attendance at workshops and seminars. Faculty should also share their expertise with others in the field through such activities as guest lecturing, team teaching, development of programs and curriculum, and peer-reviewed publications of their scholarship of teaching
Associate Professor – Research and Creativity: Associate professors are expected to turn the early scholarship and creative achievements realized as an assistant professor into one or more established areas or specialties. Associate professors will have a clear agenda of programmatic research resulting in peer-reviewed publications and presentations. As specialized expertise evolves, the faculty member's strong contributions, leadership roles, and initiatives in the area of scholarship are is expected to increase within and beyond the campus. The Department expects commitment to scholarship beyond the expected levels of an assistant professor.
1. Early in Rank: Faculty should continue to be involved in research efforts. Mentoring of research efforts of peers should become more regular. Participation in basic or applied research conducted for public organizations, agencies, or the like should be a regular component of activity. Faculty members are expected to present scholarly findings to an audience(s) outside the university through peer-review and publication or presentation
2. Midway in Rank: Faculty should be able to document that research efforts are contributing to the discipline and/or subfields of the discipline. Faculty should be regularly involved in release of findings from research and the development of scholarship through mentoring, presentations, and publications
3. Associate Professor Ready for Promotion to Professor: Faculty at this stage should be recognized by colleagues as contributing to scholarship. Scholarly presentation, publication of scholarly research, and review of the work of others are evidence that faculty members are recognized as scholars. Scholarship should contribute to teaching effectiveness. Faculty at this level should be recognized by peers and colleagues who are not members of the KSU community.
Associate Professor – Professional Service: The department expects the faculty member's record of service contributions that began while an assistant professor to expand in breadth, depth and significance. Highly productive professional service for associate professors may be documented by a strong record as a contributing member, coordinator, leader, and initiator on campus committees; in campus or community initiatives, administrative positions, professional associations; etc. Major service contributions can occur at any level of the university as well as beyond the institution. The department expects commitment to service beyond the levels expected from an assistant professor.
1. Early in Rank: Faculty at this level who choose the service component should be maintaining regular support for campus, professional, or community service. They should seek to enhance their effectiveness through the use of mentoring of peers as well as such scholarly service activities as workshop participation and development.
2. Midway in Rank: Faculty should be involved in service above the departmental level. Faculty will become increasingly involved in promoting their service levels through the development of workshops and seminars. Documentation of high levels of service is expected and faculty expected to take larger, leadership roles in service. This involves more than committee membership, it requires initiating and/or leading service activities. Scholarship in service should become more evident at this level.
3. Associate Professor Ready for Promotion to Professor: Faculty at this stage should be noted by others for their service contributions. They should take leadership positions within service organizations and should maintain documentation of such. Scholarship of service will expand on previous work and will include service beyond the university. Dissemination of scholarly service work should be made through peer-review and publication, to clients, or to the public.
Professors - Expectations
For promotion to the rank of professor, it is necessary that the individual be an accomplished faculty member. The three areas of teaching, research and service should not be distinct and separate, but should be highly integrated. The faculty member must be an established teacher and recognized scholar or contributor to professional service beyond KSU (for specific expectations, please see appendices). Senior faculty who are professors assume leadership roles in major administrative positions, committees, initiatives or professional associations. A professor is typically characterized as a leader, mentor, scholar, expert, or distinguished colleague. Furthermore, professors are expected to assume a leadership role in his/her second area of emphasis (Scholarship and Creative Activity or Professional Service) beyond that of associate professor. As noted in the Faculty Handbook (VI.A.4) the scholarly work of the full professor will merit regional, national, or international attention and recognition.
Professor – Teaching, Supervision, & Mentoring: Full professors are expected to be highly effective and highly accomplished in teaching, supervision, and mentoring by experimenting with, revising, updating, and improving their techniques for working with students and others as effective facilitators of learning. Professional development in this area is critical to stay abreast of current pedagogy. Highly effective professors should continue to make strong contributions and take leadership roles in curricular and instructional development, evaluation, or reform, and assume leadership positions which provide opportunities (e.g. study abroad, faculty development programs, special classes) for faculty and students to develop and grow. The department expects commitment and activity related to teaching beyond the levels expected of the associate professor.
Professor – Research and Creative Activity: Highly productive contributions in the area of Scholarship for a full professor are characterized by a level of achievement that is more accomplished and more broadly recognized within and beyond the university than is typical of the associate professor. These highly accomplished achievements often merit regional, national, or international attention and recognition. Scholarship achievements with significant impact in the state or Greater Metropolitan Atlanta may also achieve this general expectation. The department expects commitment to Scholarship beyond the levels expected of the associate professor
Professor – Professional Service: The full professor is expected to have a well-established service record that reflects a recognizable pattern of growth and development in the breadth, depth, and significance of professional service contributions. A strong service record for the full professor should contain highly accomplished achievements as a contributor, coordinator, leader, initiator, or mentor in groups such as major committees or task forces; campus or community organizations; special projects and initiatives; administrative positions; state, regional or national organizations; professional associations; etc. The department expects commitment to service beyond the levels expected of the associate professor.
Post-Tenure Review: Post-tenure review of performance occurs every five years to validate the fulfillment of these expectations. The success of a program, department, college or the university depends on effective collaboration and teamwork as well as the contributions and productivity of its individual members. The review of the faculty member is based on the expectations for rank noted above.
Administration and Leadership - Expectations of Performance at Any Stage of Academic Career
While this area is not generally applicable to the assistant professor, expectations are that faculty members at any rank who hold administrative roles should conduct their work with honesty, integrity, and objectivity. They should foster a respectful relationship with students, community participants, colleagues, and others who participate in or benefit from their work. Faculty members should uphold recognized standards for academic integrity.
Regardless of academic rank, faculty evaluated in this area must clearly articulate their goals and document the quality and significance of their activities and achievements in the same manner as in any of the other areas.
Teaching, Supervision, and Mentoring - the Geography Professor
The geography professor should select a reasonable number of activities on which to focus. Not all activities are required for tenure and promotion. The lists are not all inclusive. Other activities may be accepted under each rank following a discussion with the Department Chair. The responsibilities listed below are for meeting expectations. To exceed expectations, one must perform responsibilities listed at the next rank for that area. The responsibilities accumulate. Thus to meet expectations one must perform the duties listed at that appropriate rank and the duties listed at the next lowest rank(s).
|
Assistant Professor |
Associate Professor |
Professor |
|
· Meet all scheduled classes · Maintain regular office hours · Advise and mentor students regarding the GISc Major, Geography Major, GISc Certificate Program and the Geography Minor. · Use teaching evaluations for professional growth and improvement of courses · Document student learning and provide feedback to students on their progress · Participate in teaching workshops or seminars that can be applied to geographic education · Maintain currency of geographic subject matter and integration of course content with theory and practice · Update instructional programs as the geographical context requires · Give guest lectures, talks and other in-house faculty presentations · Show a willingness to integrate appropriate technology into geographic education · Integrate global learning opportunities in courses
|
· Publish teaching strategies in scholarly outlets · Supervise students and others in field placements, internships, service learning, and directed studies · Link experiences in academic achievement and continuing professional development to improved effectiveness in teaching, supervision, and mentoring · Advise student organizations such as the Student Society for GIS, the Honors Program, etc. · Engage in pedagogical innovation and experimentation in spatial analysis · Develop new geography courses · Become involved in curricular matters that promote geographic education · Participate in or develop Study Abroad programs · Participate in or develop Faculty Development Seminars |
· Be nominated for or earn recognition and awards for distinguished teaching · Give invited guest lectures or colloquia at other institutions · Mentor new or freshman faculty members · Conduct research and disseminating information related to geographic programs · Engage in scholarly innovative teaching techniques that keep abreast of geographic pedagogy · Continue professional development to ensure pedagogy is current and effective · Provide opportunities for faculty and student development such as study abroad, national and/or international seminars and workshops. · Provide training opportunities for people outside the KSU community (e.g. Con Ed, special training classes)
|
Research and Creativity - the Geography Professor
The geography professor should select a reasonable number of activities on which to focus. Not all are required for tenure and promotion. The lists are not all inclusive. Other activities may be accepted under each rank following a discussion with the Department Chair. The responsibilities listed below are for meeting expectations. To exceed expectations, one must perform responsibilities listed at the next rank for that area. The responsibilities accumulate. Thus to meet expectations one must perform the duties listed at that appropriate rank and the duties listed at the next lowest rank(s).
|
Assistant Professor |
Associate Professor |
Professor |
|
· Present papers or posters at peer-reviewed regional or national conferences · Serve as moderator or discussant at regional or national conferences · Presentations at other scholarly colloquia and seminars · Research lectures at other regional and national venues · Invited papers and presentations · Research works in progress: drafts of papers and/or indications of data collection (single or joint authorship) · Author or co-author papers in peer reviewed publications (regional) · Seek out and integrate global learning opportunities in research. · Research and develop pedagogical scholarly opportunities
|
· Publish articles in refereed journals, scholarly books, edited volumes, chapters in scholarly books, working papers, proceedings from scholarly meetings · Write chapters in books · Engage in applied research including surveys, assessments, field studies, etc. · Review and critiquing grant applications, or manuscripts · Convene panels or discussing paper presentations at professional meetings · Conduct professional workshops, seminars, and colloquia for colleagues · Pursue cross-disciplinary research projects, integrative studies, surveys of the literature, interpretative analyses · Write grant proposals to procure funding for research, teaching and/or student development |
· Publish articles in refereed journals, scholarly books, edited volumes, chapters in scholarly books, working papers, proceedings from scholarly meetings · Write or editing books or collected volumes · Contribute to research monographs · Deliver keynote scholarly presentations · Edit conference proceedings · Be nominated for or earn recognition and awards for distinguished scholarship and creative activity · Produce texts, ancillary text materials, software applications, and case study guides · Continue to secure grants for the advancement of research, teaching and/or student development
|
Professional Service - the Geography Professor
The geography professor should select a reasonable number of activities on which to focus. Not all activities are required for tenure and promotion. The lists are not all inclusive. Other activities may be accepted under each rank following a discussion with the Department Chair. The responsibilities listed below are for meeting expectations. To exceed expectations, one must perform responsibilities listed at the next rank for that area. The responsibilities accumulate. Thus to meet expectations one must perform the duties listed at that appropriate rank and the duties listed at the next lowest rank(s).
|
Assistant Professor |
Associate Professor |
Professor |
|
· Serve on departmental committees · Recruit students for the Departmental Majors, the Geography Minor, and the GIS Certificate Program · Maintain memberships in professional organizations · Acquire appropriate professional development skills through workshops and collaboration with colleagues in order advance geographic knowledge · Participate in community outreach · Participate in student groups affiliated with the department · Seek out global learning outcomes through engaged citizenship |
· Contribute actively as a member of campus-wide committees and task forces · Administer Geography and Anthropology departmental programs, projects, organizational functions, or support services · Coordinate programs for professional conferences/meetings, organizing symposia, or bringing professional meetings to KSU · Establish and maintaining web pages, listserves, newsletters, and other informational publications regarding geographic issues · Participate in college service activities and community collaborative service activities in a leadership capacity · Disseminate scholarly service work through peer-reviewed publications or presentations · Disseminate scholarly service work to peers, clients, the public, etc. · Serve as chair of department or college committees
|
· Assume leadership roles on campus-wide committees · Conduct peer review of teaching and research · Lead or perform course, curriculum, program or university assessments · Participate in student development by linking students to community service and jobs · Serve as a reviewer or editor of professional publications · Provide leadership in professional organizations (holding office, serving on committees or boards) · Provide leadership assistance to outside organizations (e.g. consulting) · Lead institutional and program accreditation self-studies, or serving on accreditation teams · Be nominated for or earn awards for outstanding service activities
|
Teaching, Supervision, and Mentoring - the Anthropology Professor
The anthropology professor should select a reasonable number of activities on which to focus. Not all activities are required for tenure and promotion. The lists are not all inclusive. Other activities may be accepted under each rank following a discussion with the Department Chair. The responsibilities listed below are for meeting expectations. To exceed expectations, one must perform responsibilities listed at the next rank for that area. The responsibilities accumulate. Thus to meet expectations one must perform the duties listed at that appropriate rank and the duties listed at the next lowest rank(s).
|
Assistant Professor |
Associate Professor |
Professor |
|
· Meet all scheduled classes · Maintain regular office hours · Advise and mentor students regarding the Anthropology Major and the Anthropology Minor. · Use teaching evaluations for professional growth and improvement of courses · Document student learning and provide feedback to students on their progress · Participate in teaching workshops or seminars that can be applied to anthropologic education · Maintain currency of anthropologic subject matter and integration of course content with theory and practice · Update instructional programs as the anthropologic context requires · Give guest lectures, talks and other in-house faculty presentations · Show a willingness to integrate appropriate technology into anthropologic education · Integrate global learning opportunities in courses
|
· Publish teaching strategies in scholarly outlets · Supervise students and others in field placements, internships, service learning, and directed studies · Incorporate personal research into courses · Advise student organizations such as the Student Anthropology Club, Lambda Alpha, or Amnesty International · Engage in pedagogical innovation and experimentation · Develop new courses · Become involved in curricular matters that promote education · Lead in house faculty development programs in area of expertise (e.g. methodology, technology). · Participate in cross-disciplinary collaboration in the department and university.
|
· Be nominated for or earn recognition and awards for distinguished teaching · Mentor new faculty members · Engage in scholarly innovative teaching techniques that keep abreast of pedagogy · Give invited guest lectures or colloquia at other institutions · Conduct research and disseminate information related to anthropology programs · Continue professional development to ensure pedagogy is current and effective · Provide opportunities for faculty and student development such as study abroad, national and/or international seminars and workshops. · Provide training opportunities for people outside the KSU community (e.g. Con Ed, special training classes) |
Research and Creativity - the Anthropology Professor
The anthropology professor should select a reasonable number of activities on which to focus. Not all activities are required for tenure and promotion. The lists are not all inclusive. Other activities may be accepted under each rank following a discussion with the Department Chair. The responsibilities listed below are for meeting expectations. To exceed expectations, one must perform responsibilities listed at the next rank for that area. The responsibilities accumulate. Thus to meet expectations one must perform the duties listed at that appropriate rank and the duties listed at the next lowest rank(s).
|
Assistant Professor |
Associate Professor |
Professor |
|
· Present papers or posters at peer-reviewed regional or national conferences · Serve as moderator or discussant at regional or national conferences · Presentations at other scholarly colloquia and seminars · Research lectures at other regional and national venues · Invited papers and presentations · Research works in progress: drafts of papers and/or indications of data collection (single or joint authorship) · Author or co-author papers in peer reviewed publications (regional) · Seek out and integrate global learning opportunities in research. · Research and develop pedagogical scholarly opportunities
|
· Publish articles in refereed journals, scholarly books, edited volumes, chapters in scholarly books, working papers, monographs, proceedings from scholarly meetings · Engage in applied research including surveys, assessments, field studies, etc. · Review and critiquing grant applications, or manuscripts · Convene panels or discussing paper presentations at professional meetings · Conduct professional workshops, seminars, and colloquia for colleagues · Pursue cross-disciplinary research projects, integrative studies, surveys of the literature, interpretative analyses · Write grant proposals to procure funding for research, teaching and/or student development |
· Publish articles in refereed journals, scholarly books, edited volumes, chapters in scholarly books, working papers, monographs, proceedings from scholarly meetings · Write and/or editing books and collected works · Contributions to research monographs · Deliver keynote scholarly presentations · Edit conference proceedings · Be nominated for or earn recognition and awards for distinguished scholarship and creative activity · Produce texts, ancillary text materials, software applications, and case study guides · Continue to secure grants for the advancement of research, teaching and/or student development
|
Professional Service - the Anthropology Professor
The anthropology professor should select a reasonable number of activities on which to focus. Not all activities are required for tenure and promotion. The lists are not all inclusive. Other activities may be accepted under each rank following a discussion with the Department Chair. The responsibilities listed below are for meeting expectations. To exceed expectations, one must perform responsibilities listed at the next rank for that area. The responsibilities accumulate. Thus to meet expectations one must perform the duties listed at that appropriate rank and the duties listed at the next lowest rank(s).
|
Assistant Professor |
Associate Professor |
Professor |
|
· Serve on departmental committees · Recruit students for the Anthropology Major and Anthropology Minor · Maintain memberships in professional organizations · Acquire appropriate professional development skills through workshops and collaboration with colleagues in order to advance knowledge of anthropology · Participate in community outreach · Participate in student groups affiliated with the department · Seek out global learning outcomes through engaged citizenship |
· Contribute actively as a member of campus-wide committees and task forces · Administer Geography and Anthropology departmental programs, projects, organizational functions, or support services · Coordinate programs for professional conferences/meetings, organizing symposia, or bringing professional meetings to KSU · Establish and maintaining web pages, listserves, newsletters, and other informational publications · Participate in college service activities and community collaborative service activities in a leadership capacity · Serve as chair of department or college committees · Disseminate of scholarly service work through peer-reviewed publications or presentations · Disseminate of scholarly service work to peers, clients, public, etc. |
· Assume leadership roles on campus-wide committees · Conduct peer review of teaching and research · Lead or perform course, curriculum, program or university assessments · Participate in student development by linking students to community service and jobs · Provide leadership in professional organizations (holding office, serving on committees or boards) · Provide leadership assistance to outside organizations (e.g. consulting) · Lead institutional and program accreditation self-studies, or serve on accreditation teams · Be nominated for or earn awards for outstanding service activities · Participate in student development by linking students to community service and jobs · Serve as a reviewer or editor of professional publications |
Administration and Leadership - the Anthropology or Geography Professor
The anthropology or geography professor should select a reasonable number of activities on which to focus. Not all activities are required for tenure and promotion. The lists are not all inclusive. Other activities may be accepted following a discussion with the Department Chair or other direct supervisor. The responsibilities listed below are for meeting expectations.
Leadership of teaching might include how the administrator assisted unit colleagues to achieve more scholarly and effective teaching. In research, an administrator might document leadership by showing how the administrator aided unit colleagues in their efforts to improve the quality and significance of their research. In service, leadership could be demonstrated by showing how the administrator encouraged and assisted unit colleagues to engage in more scholarly and effective service. In sum, administrative faculty act as leaders by assisting colleagues in their unit to achieve and surpass University, college, and departmental goals in teaching, research/creative activity, and professional service.
Examples of administrative responsibilities may include but are not limited to:
• Coordination of vision and strategies planning for the department or a unit
• Budgeting and fiscal management of department resources
• Managing day-today administrative responsibilities
• Providing for class scheduling
• Providing student advisement
• Resolving student complaints
• Providing for mentorship of faculty
• Supervising staff
• Assigning faculty and staff work loads
• Department or unit budgeting
• Responsibility for coordinating accreditation or evaluation efforts of the department or a unit
• Coordinating activities of a unit or program