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III.
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Brief description of the academic accomplishments of the
faculty member.
Instructions
for narrative (see §205.01 & 209, Faculty
Handbook):
·
Formal,
third-person address; write out all acronyms first time used.
·
Introductory
paragraph: (1) length of service.
·
Discussion
of teaching: (1) demonstrated record of superior, effective teaching defined
as reflective, student-centered, respectful of the diversity of students,
adapted to various learning styles, and focused on student learning outcomes;
(2) reaching activities include teaching in classroom, lab, or studio;
direction of research; fulfillment of professional librarian
responsibilities; mentoring; and development of new courses, programs, online
courses, and other curricular materials; and (3) judgments based on
examination of course syllabi and other course materials, peer evaluations,
critical review and dissemination of teaching products, performance of
students in subsequent venues, follow-up graduates in graduate school or in
employment, and student ratings of instruction.
·
Discussion
of scholarship/creativity: (1) discussion of significance of scholarly
accomplishments within the discipline; and (2) scholarship activities include
peer-reviewed work, conference presentations, exhibitions, performances, or
professional accomplishments.
·
Discussion
of service (institution and profession):
(1) service activities include application of one’s expertise in the
discipline for the benefit of a professional organization, the community, or
the institution; academic advisement; work in schools, businesses, museums,
social agencies, government, manuscript reviewing, and design and development
of professional conferences.
Closing
paragraph: (1) needs of the institution; and (2) ability of candidate to
function within the Georgia
Southern academic community.
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IIIb.
Brief description of the academic
accomplishments of the faculty member.
Instructions
for narrative (see §205.01 & 209, Faculty
Handbook):
·
Formal,
third-person address; write out all acronyms first time used.
·
Introductory
paragraph: (1) length of service.
·
Discussion
of teaching: (1) demonstrated record of superior, effective teaching defined
as reflective, student-centered, respectful of the diversity of students,
adapted to various learning styles, and focused on student learning outcomes;
(2) reaching activities include teaching in classroom, lab, or studio;
direction of research; fulfillment of professional librarian
responsibilities; mentoring; and development of new courses, programs, online
courses, and other curricular materials; and (3) judgments based on
examination of course syllabi and other course materials, peer evaluations,
critical review and dissemination of teaching products, performance of
students in subsequent venues, follow-up graduates in graduate school or in
employment, and student ratings of instruction.
·
Discussion
of scholarship/creativity: (1) discussion of significance of scholarly
accomplishments within the discipline; and (2) scholarship activities include
peer-reviewed work, conference presentations, exhibitions, performances, or
professional accomplishments.
·
Discussion
of service (institution and profession):
(1) service activities include application of one’s expertise in the
discipline for the benefit of a professional organization, the community, or
the institution; academic advisement; work in schools, businesses, museums,
social agencies, government, manuscript reviewing, and design and development
of professional conferences.
Closing paragraph:
(1) needs of the institution; and (2) ability of candidate to function within
the Georgia
Southern academic community.
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