University of North Texas

Department of Political Science

Faculty Evaluation Form

 

Using the 1-7 scale provided, please rate your instructor and this class on the indicated qualities by circling the appropriate number to the right of each factor. For the results of this survey to be reliable, it is important that you be as thoughtful and objective as pos­sible. This evaluation is entirely anonymous: do not put your name anywhere on this form. If you wish to make written comments about the course or the instructor, please feel free to do so on the back of this form. The instructor will not receive the results of this survey until after final grades have been turned in.

Before you begin, please fill in the following information:

Col 1-2	______Instructor Identification Code (provided by instructor)	Rating Scale 7. Exceptionally good performance
3-6	______  Course Number	6. Excellent performance
7-9	______  Section Number	5. Above average performance
10	______ Expected letter grade (1=F, 2=D, 3=C, 4=B, 5=A)	4. Average performance 3. Below average performance
11	______ Class (1=freshman       2=so­pho­more 3=junior 4=senior)	2. Poor performance 1. Exceptionally poor performance
12	1). Organization of course	7         6          5          4          3           2           1
13	2). Knowledge of subject	7         6          5          4          3           2           1
14	3). Preparation for each class	7         6          5          4          3           2           1
15	4). Enthusiasm for subject	7         6          5          4          3           2           1
16	5). Stimulation of interest in subject	7         6          5          4          3           2           1
17	6). Speaking ability	7         6          5          4          3           2           1
18	7). Ability to explain	7         6          5          4          3           2           1
19	8). Tolerance of disagreement	7         6          5          4          3           2           1
20	9). Attitude toward students (sympathetic, helpful, etc.)	7         6          5          4          3           2           1
21	10). Availability for conferences	7         6          5          4          3           2           1
22	11). Quality of testing	7         6          5          4          3           2           1
23	12). Fairness in grading	7         6          5          4          3           2           1
24	13). Quality of instructional material	7         6          5          4          3           2           1
25	14). Promptness in returning tests and assignments	7         6          5          4          3           2           1
26	15). Classroom conduct (punctuality, courtesy, etc.)	7         6          5          4          3           2           1
27	16). How intellectually challenging did you find this course?	7         6          5          4          3           2           1
28	17). Your overall evaluation of this instructor	7         6          5          4          3           2           1

Write any additional comments on back

 

BY-LAW J
Promotion and Tenure Guidelines
Adopted March 1996

[Modified September, 2002; last modified September 2008]

The Department of Political Science is a department with strong commitments to both teaching and research.  Our teaching reaches potentially every student in the university through our offerings of the state-mandated American and Texas Government classes.  We strive to give our majors a solid understanding of politics and of how to approach the study of politics.  At the graduate level, we grant MA, MS, and PhD degrees, and graduate instruction makes up a significant proportion of our teaching commitment.  Our graduate program is geared primarily to prepare students to enter the academic discipline of political science, though our students have pursued many careers upon completion of their program.

Our faculty is also intensely dedicated to professional research.  We have entered the top rank of political science departments nationwide in terms of our research product­ivity, and we aspire to remain there.  The following tenure criteria reflect our profile as a department.

Criteria for Tenure with promotion to Associate Professor:

I.  Research emphasis

To meet the criteria and standards of performance for promotion to Associate Professor, a candidate's record of academic performance and accomplishments shall satisfy the following requirements.

1. Research.  A high standard of research proficiency must be displayed, making continued, sustained, and significant contributions to the scholarship of political science. This record shall be sufficient in both quantity and quality to demonstrate substantial progress toward excellence in the discipline.

   Although there are many ways for a candidate to establish a continuous, sustained, and significant scholarly contribution, the publication of six high-quality articles in refereed scholarly journals during the probationary period, at least some of which are of the candidate’s sole authorship, will be considered the benchmark for recommendation of tenure. [1]   At least two of these articles should appear in general political science journals, as opposed to journals focused on subfields of political science, or belonging to other fields.

   In addition to refereed journal publications, the candidate may substitute all other appropriate types of professional activity relevant to the field of political science, including the following [2] :

   • Publication of a book from a university press or reputable academic publisher;
   • Publication of book chapters;
   • Publication of edited books;
   • Application and acquisition of grants over the review period;
   • Presentation of papers at professional conferences;
   • Invited presentations;
   • Service as a referee, member of an editorial board, or as an editor of a scholarly academic journal;
   • Important professional activities or recognition (e.g., paper awards) which contribute to the individual's professional stature in the discipline;
   • Any other types of scholarly publications and efforts which contribute to the candidate's stature in his or her field of specialization

   In evaluating the quantity and quality of a candidate's scholarly contributions to political science emphasis is placed upon:

   • whether the continuous, sustained, and significant scholarly contributions are proportionate to what is expected for tenure in the discipline;
   • the quality of the refereed journals in which articles have been published;
   • evidence of the publications’ impact on the discipline;
   • emerging professional and national stature of the candidate;
   an overall positive review by external evaluations

2. Teaching.  The candidate shall demonstrate a commitment to excellence in graduate and undergraduate teaching, as reflected in student evaluations and evaluations of teaching materials by departmental peers.

3. Service.  The candidate shall demonstrate a commitment to excellence in service to the department, as reflected in annual departmental evaluations.  These evaluations will take into account that probationary faculty members are not expected to bear as much of the same service burden as tenured faculty.

Consistent with the University’s mission, the candidate is expected to demonstrate a commitment to excellence across all three areas of research, teaching, and service.  Primary emphasis shall be placed on research excellence, which is most important for promotion and tenure.

II.  Teaching Emphasis.

1. Research.  An ongoing research interest must be displayed.  Evidence of such interest may include delivery of scholarly papers or other participation in professional conferences, and must include at least one high-quality professionally refereed publication of the candidate’s sole authorship, in a general or subfield political science journal.

2. Teaching.  Superior teaching must be demonstrated over the probationary period.  Candidates’ teaching effectiveness must be reflected in both student course evaluations and the peer teaching evaluation portion of the annual faculty review conducted by the department’s Executive Committee.  The peer review process for these faculty shall be based on visits to their classes by designated members of the department.  At least some of these visits shall be made without advance notice.  The Executive Committee may elect to consult outside evaluators of candidates’ teaching. Evaluation of a teaching portfolio shall also be part of the peer review process.  This portfolio shall contain such materials as syllabi, tests and exercises (including a broad sample of graded student work), and any other pertinent material.  In evaluating performance for these candidates, student evaluations shall be weighted 25% and peer review 75%.  Candidates in the teaching emphasis track must carry larger teaching loads than those carried by faculty in the research emphasis track.  Their teaching shall consist primarily if not exclusively of the state-mandated American and Texas Politics courses, including a significant proportion of large sections.

3. Service.  The candidate must bear a share of service responsibility to the department comparable to other faculty in the department.

Criteria for Promotion to Full Professor

In order to earn promotion to the rank of Professor in the Department of Political Science,candidates must have fulfilled one of two sets of criteria, as outlined below.

I. Research emphasis

Only faculty members showing very strong and long-term research records, as well as solid commitments to teaching and service, will be recommended for promotion to Full Professor. The following criteria must be met:

1. Research.  A research record similar to that required for tenure must be accumulated in the five years prior to promotion.  This record must demonstrate a substantial research program, reflected in the publication of articles in top-quality political science journals and/or books published with major academic presses.  The acquisition of grants over the review period will also be considered.  The overall record must be such that the candidate has become recognized nationally as an authority within his or her field of political science.

2. Teaching.  The candidate must have demonstrated a commitment to teaching over the review period, and have created a record of quality instruction.

3. Service.  The candidate must bear a share of service responsibility to the department and the university comparable to other faculty in the department.

II. Teaching emphasis

Only faculty showing a very strong and sustained excellence in teaching  and solid commitments to research and service will be recommended for promotion to Professor.  The following criteria must be met:

1. Teaching. Superior teaching must be demonstrated over the period since promotion to Associate Professor.  Candidates’ teaching effectiveness must be reflected in both student course evaluations and the peer teaching evaluation portion of the annual faculty review conducted by the department’s Executive Committee. The peer review process for these faculty shall be based in part on visits to their classes by designated members of the department.  At least some of these visits shall be made without advance notice. The Executive Committee may elect to consult outside evaluators of candidates’ teaching.  Evaluation of a teaching portfolio shall also be part of the peer review process.  This portfolio shall contain such materials as syllabi, tests and exercises (including a broad sample of graded student work), and other pertinent material including evidence of university-wide or extramural teaching awards, instructional activities outside the classroom, involvement with student groups, and participation in teaching improvement training as a student, instructor, or organizer.

2. Research. In the five years or a reasonable period prior to promotion, candidates should demonstrate a continuing record of publication, in appropriate outlets, of scholarly research in political science or in the teaching of political science.  Teaching related research may include the development and publication of instructional materials or research on pedagogy in appropriate professional outlets, and/or in the development, submission, and receiving of instructional or pedagogical grants.

3. Service.  The candidate must bear a share of service responsibility to the department and the university comparable to other faculty in the department.

 

BY-LAW K
POLICY ON NOMINATING TO GRADUATE FACULTY MEMBERSHIP

The Executive Committee shall nominate faculty for Category III graduate faculty status in conjunction with its annual professional development review.  The following are requirements for Category III status in the Political Science Department.

1. Evidence of an active research program during the past four years, such as:
   1. A substantial record of publications in the form of books, monographs, book reviews, book chapters, or professional journal articles.  It is not required that all of the work have been conducted at the University of North Texas.
   2. Other evidence of scholarly achievement would include papers read at professional meetings or other participation at such meetings; submisssion of proposals for grant support from external sources using a peer review process; and awards and other recognition based on research..
2. Evidence of a commitment to graduate education, such as:
   1. Advising of graduate students.
   2. Grading qualifying exams.
   3. Participating in graduate advisory committees.
   4. Participation in graduate examinations.
   5. Teaching graduate courses.

 

BY LAW L

POLICY ON SPENDING DEPARTMENTAL WORKBOOK FUNDS

[Most recent revision September 2002]

 

                        The executive committee will, with the approval of the faculty, be responsible for allocating any funds generated for the department by workbook sales.  Legitimate uses of the fund shall include, but not be limited to the following: scholarships for graduate students, travel and other aspects of professional development for faculty and students, and instructional equipment that cannot be purchased from other university and departmental funds.  At least twenty-five percent of the annual income will normally be endowed in a university aacount.  A portion of the income may be set aside each semester for graduate scholarships.

                        Faculty and students who desire to request funds can do so by filling out a request form.  Funding decisions will be made three times in the calendar year.  Due dates for the requests to be given to the department chair will be November 1, March 1, and July 1 (or the first schoolday thereafter).

 

 

*     *     *     *     *     *      *      *

 

Workbook Funds Request Form

 

Name_________________________________

 

Funding Period (circle): November 1     March 1    July 1

 

 

Amount of money requested:

 

 

 

Proposed use for funds:

 

 

 

 

Justification (i.e., how will this improve the department?):

 

By Law M

MINIMUM PERFORMANCE STANDARDS AND POST TENURE REVIEW POLICY

Adopted April 10, 1998

(revised September, 2008)

 The following policy sets out the minimum performance standards in professional development, teaching and service for tenured and tenure/track faculty.  Minimum performance standards for lecturers are found in (forthcoming) by-law O.  These are standards that faculty must meet in the performance of their duties.  Probationary faculty who do not meet these standards may be denied tenure and promotion, or a receive a recommendation for non-renewal of contract.  Tenured faculty who do not meet these standards may be subject to post tenure review. Post-tenure review will be initiated at the discretion of the Executive Committee in the narrative portion of the annual evaluation by a finding of “unsatisfactory” in two or more of the following categories in any annual review covering a three-year period.

A. Professional Development

Minimum Expectations

Faculty members will maintain an active and productive research agenda.  Evidence of an active and productive research agenda will include, but is not limited to, participation in academic conferences, publication of peer-reviewed articles in academic journals, applying for and receiving research grants, publication of book chapters, and the publication of peer-reviewed books.  Tenured faculty should also endeavor toward leadership in their field by increasing the impact of their research on the discipline and by pursuing leadership opportunities such as serving as conference chairs and discussants, conference section heads, journal editorial board members, editor of an academic journal, officers of scholarly associationsetc.  For probationary faculty, steady progress toward achievement of the department benchmark for tenure and promotion will be deemed as necessary to constitute minimum performance.

 

Superior Performance Expectations

Faculty members whose professional development performance demonstrates continuous, sustained, and significant contribution are deemed superior or excellent. Superior performance includes both an increase in the quality and quantity of funded and published research beyond the minimum standards, and leadership in the discipline as described above for tenured faculty.

B. Teaching

Minimum Expectations

Faculty members will demonstrate a commitment to achieving excellence in all their teaching related activities. Instructional competency and a commitment to excellence must be demonstrated with respect to the following activities:

Classroom Performance: Faculty will attend their classes (barring an urgent personal obligation or off-campus, professional or university-related activity); utilize adequate instructional materials; and provide quality instruction, which entails coming to class prepared, coverage of germane and current material, and the utilization of suitable measures of student performance.

Office Hours: During semesters in which faculty members are teaching, they will maintain at least three office hours per week and be reasonably available to students during normal working hours.

Course Preparations: Faculty will provide a diversity of course offerings, based on the needs of the department and an individual’s given area of expertise; teach the expected number of courses given an individual’s workload distribution; and offer independent readings courses and supervise internships based on the needs of the department, student demand, and an individual’s given area of expertise, current number of advisees, and rank. Tenured faculty are also expected to shoulder a greater burden of individually-tailored instruction, advising and mentoring of graduate students.

Assessment: Faculty will complete all assessment and evaluation work for their classes.

UNT Policies: Faculty will comply with all UNT Policies related to teaching and appropriate classroom behavior. 

Superior Performance Expectations

Faculty members whose teaching performance demonstrates continuous, sustained, and significant contribution to the education of students in all forms of pedagogy and instruction are deemed superior or excellent. Superior performance includes both an increase in the quality and quantity of instructional dedication and effectiveness in the department, the college, and the University, as evidenced, inter alia, by the receipt of teaching awards, superior mentoring and placement of students, a rich diversity of course creation, preparation and innovation, and additional teacher training and conference attendance.

 

C. Service 

 

Probationary and tenured faculty will contribute to the administrative responsibilities of the department and demonstrate a commitment to achieving excellence. 

 

Minimum Expectations

Faculty members fulfill their minimum responsibilities by participating in regular service on assigned departmental committees and offices; faculty searches; departmental advancement activities (such as fundraising activities and public relations); and community service opportunities and outreach which have professional implications, such as media interviews and participation in university events.  Faculty must also abide by all UNT policies regarding attendance at university functions and events. Tenured faculty members are expected to bear a heavier service load in these areas and are also expected to provide leadership of major departmental committees, and serve on college and university committees. 

 

Superior Performance Expectations

Faculty members who take on responsibilities that exceed minimum requirements are deemed superior or excellent if they show a continuous, sustained, and significant contribution to departmental committees and offices, university committees and offices, and community service opportunities and outreach which have professional and development implications.  Superior performance includes both an increase in the quality and quantity of leadership in the department, the college, the University and the community.

 

BY-LAW N

REDUCED TEACHING LOADS FOR PROBATIONARY FACULTY

  1.  Principles:

a.  A reduced load is defined as a one-course load in one semester of an academic year.

b.  Departmental curricular needs, as determined by the  Executive Committee, shall govern the granting of reduced loads.           

c.  In making this curricular determination, the Executive Committee will give priority to those tenured faculty who have been granted  university Development Leave for part or all of the followjng year.

d.  A reduced load is an earned privilege, not a right.

e.  Reduced loads may be granted only to untenured faculty who have successfully  completed a third-year review ,but have not received a letter of non-renewal.

f.  A reduced load may be granted for no more than one semester.

 

2.  Procedures:

 

a.  A reduced load may be requested by letter to the Chair, not later than April 1 prior to the academic year in which the reduced-load semester is requested.

b.  The letter will specify the following:

            (1) the specific research objective and procedures to be  followed.

            (2) how accomplishing the objective will benefit the department and university.

            (3) the semester and specific course that would be dropped from normal teaching responsibilities.

c.  If the Executive Committee grants the request, the grantee will submit a letter to the Chair, due not later than one month after the start of the subsequent semester. This letter will describe what was accomplished, and will be considered in future personnel evaluations, including merit, promotion, and tenure.

By Law O

GUIDELINES FOR HIRING, EVALUATING, AND PROMOTING LECTURERS

 Responsibilities/Expectations:

 Lecturers are primarily responsible for teaching courses and maintaining currency in their field of instruction. Their duties may also include student advising and/or meeting other student-related responsibilities, program development, service, professional development, or other responsibilities. Lecturers are appointed to one of the following classifications: lecturer, senior lecturer, or principal lecturer. Lecturers are not eligible to participate in the university’s tenure system. Lecturers are not eligible to vote in decisions relating to the hiring or the review process of tenured and tenure-track faculty. Lecturers are eligible to serve on the college undergraduate curriculum committee as elected and/or appointed members. Lecturers are not eligible to serve on the college graduate curriculum committee, faculty council, or personnel affairs committee. 

• Lecturer: To be eligible for the classification of lecturer, the faculty member must demonstrate effectiveness in teaching, or in the case of a new appointment, show promise of effectiveness if the candidate has no prior teaching experience.  In situations where the lecturer will be performing tasks other than teaching, the faculty member must demonstrate effectiveness or promise in the appropriate area.  Lecturer appointment contracts may be for one to three years.  All contracts are renewed annually.

• Senior Lecturer: To be eligible for the classification of senior lecturer, the faculty member must have a record of substantial and continued effectiveness in teaching and have the equivalent of three years (six semesters) of college-level teaching and/or equivalent professional experience.  In situations where the lecturer will be performing tasks other than teaching, the faculty member must demonstrate effectiveness or promise in appropriate area.  Full-time senior lecturers may be eligible to apply for development leave and certain travel funds and grants if they meet university, college, and department requirements. Senior lecturer appointment contracts may be for one to three years.  All contracts are renewed annually.
• Principal Lecturer:  To be eligible for the classification of principal lecturer, the faculty member must have a record of sustained excellence in teaching and have the equivalent of five years (10 semesters) of college-level teaching including at least two years (four semesters) qualified at the senior lecturer rank, and/or the equivalent professional experience.  In situations where the lecturer will be performing tasks other than teaching, the faculty member must demonstrate effectiveness or promise in appropriate area.  Full-time principal lecturers may be eligible to apply for development leave and certain travel funds and grants if they meet university, college, and departmental requirements. Principal lecturer appointment contracts may be for one to five years.  All contracts are renewed annually.

 Qualifications: 

 At a minimum, lecturers must meet the Southern Association of Colleges and Schools (SACS) requirements of an earned master’s degree with a minimum of 18 graduate semester hours in the discipline in which they are to teach, and/or certification, licensing, or equivalent professional experience.

 Terms of Appointment:

 Lecturers may hold full- or part-time appointments of one or multiple years that are renewed pending the departmental annual review process and resource availability.  However, there shall be no expectation of continued employment beyond the end of the current appointment period.

 Note:  Multi-year lecturers are in a temporary, non-tenurable one-year contract with a three to five year commitment to renew at the option of UNT.  The multi-year commitment is reviewed and renewed annually.  This process provides an opportunity for termination during the multi-year term if needed.

 Search/Hiring Procedures: 

 The search requirements and procedures for one-year lecturer appointments follow the same format as a tenure-track search except that advertisement may be limited to within the State for a minimum of five workings days, and the diversity advisory representative, external-departmental member, and student representative are not required.

 A one-year appointment lecturer cannot be placed in a multi-year appointment without a new search for the multi-year appointment.

 The search requirements and procedures for multi-year lecturer appointments follow the same format as a tenure-track search.  The university and college will reimburse the departments for these searches following the lecturer search reimbursement rates. Reappointment, additional terms, and/or promotion offer letters will be initiated on an annual basis, based on the evaluation recommendation.  Reappointment, additional terms, or promotion will not require a new search process.

 Evaluation and Promotion Procedures: 

 Lecturers (one-year and multi-year) will be evaluated annually by the Executive Committee with recommendations for renewal and/or promotion made to the department chair. Lecturers’ annual update/dossier shall be tailored to their specific duties. To meet the criteria and standards of performance for promotion within the Lecturer ranks, a candidate must have taught for the requisite number of semesters and demonstrate a record of accomplishment in all areas of the lecturer’s responsibility.  

A.  Teaching.  The candidate shall demonstrate excellence in undergraduate teaching, as reflected in student evaluations and evaluations of teaching materials by departmental peers.  Teaching evaluation of Lecturers will include annual classroom observations by the Executive Committee.  Senior Lecturers will also be subject to classroom observation in the semester prior to an application for promotion to principal Lecturer.

B.  Service.  The candidate shall demonstrate a commitment to excellence in service to the department, as reflected in annual departmental evaluations.  These evaluations will take into account that lecturers are not permitted to serve on all departmental committees, but may have other service obligations.

C.  Other responsibilities.  The candidate shall demonstrate a commitment to excellence in other areas, such as student advising and/or meeting other student-related responsibilities, program development, professional development, or other responsibilities, as reflected in the terms of the lecturer’s appointment.

Performance Standards: 

 The following policy sets out the minimum performance standards for lecturers. These are standards that Lecturers must meet in the performance of their duties.  Lecturers who do not meet these standards may be denied promotion or receive a recommendation for non-renewal of contract.

 A. Teaching

 Minimum Performance Expectations

Lecturers will demonstrate excellence in all their teaching related activities. Instructional competency and a commitment to excellence must be demonstrated with respect to the following activities:

 Classroom Performance: Lecturers will attend their classes (barring an urgent personal obligation or off-campus, professional or university-related activity); utilize adequate instructional materials; and provide quality instruction, which entails coming to class prepared, coverage of germane and current material, and the utilization of suitable measures of student performance.

 Office Hours: During semesters in which Lecturers are teaching, they will maintain at least three office hours per week and be reasonably available to students during normal working hours.

 Course Preparations: Lecturers will provide a diversity of course offerings, based on the needs of the department and an individual’s given area of expertise; teach the expected number of courses given an individual’s workload distribution; and offer independent readings courses and supervise internships based on the needs of the department, student demand, and an individual’s given area of expertise, and current number of advisees.

 Assessment: Lecturers will complete all assessment and evaluation work for their classes.

 UNT Policies: Lecturers will comply with all UNT Policies related to teaching and appropriate classroom behavior.

 Superior Performance Expectations

Lecturers whose teaching performance demonstrates continuous, sustained, and significant contribution to the education of students in all forms of pedagogy and instruction are deemed superior or excellent. Superior performance includes both an increase in the quality and quantity of instructional dedication and effectiveness in the department, the college, and the University, as evidenced, inter alia, by the receipt of teaching awards, superior mentoring, a rich diversity of course creation, preparation and innovation, publication of pedagogical material, and additional teacher training and conference attendance.

 B. Service

 Minimum Performance Expectations

Lecturers fulfill their minimum responsibilities by participating in regular service on assigned departmental committees and offices; faculty searches; departmental advancement activities (such as fundraising activities and public relations); and community service opportunities and outreach which have professional implications, such as media interviews and participation in university events.  Faculty must also abide by all UNT policies regarding attendance at university functions and events.

 Superior Performance Expectations

Lecturers who take on responsibilities that exceed minimum requirements are deemed superior or excellent if they show a continuous, sustained, and significant contribution to departmental committees and offices, university committees and offices, and community service opportunities and outreach which have professional and development implications.  Superior performance includes both an increase in the quality and quantity of leadership in the department, the college, the University and the community.

 C. Other Responsibilities

 Minimum Performance Expectations

Other responsibilities include, but are not limited to, student advising and/or meeting other student-related responsibilities, program development, and professional development. Lecturers whose portfolio includes student advising and or other student related responsibilities fulfill their minimum responsibilities by making themselves reasonably available to students during normal business hours; providing guidance to students that is consistent with departmental, college, and university policies; providing guidance with respect to career options for majors.  Lecturers whose portfolio includes program development fulfill their minimum responsibilities by attending on-campus events that promote the major, reporting the status of the major at faculty meetings, and, as needed, by making suggestions for program revision to the Undergraduate Studies Committee.  Lecturers who portfolio includes professional development may maintain an active and productive research agenda and/or other related activities, commensurate with their workload. Evidence of an active and productive research agenda will include, but is not limited to, participation in professional conferences and workshops, publication of peer-reviewed articles in academic journals, applying for and receiving research grants, publication of book chapters, and the publication of peer-reviewed books.

 Superior Performance Expectations

Lecturers whose performance demonstrates continuous and sustained excellence, above and beyond minimum standards meet the standards of superiority.  Establishing a record of superiority will depend on the nature of each lecturer's responsibilities.   For example, in the area of professional development, it may include the sustained publication of published research; in the area of program development, it may include participation in advancement activities; in the area of advising, it may include evaluations of superiority from students. 

 

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