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Title: GRADUATE FACULTY PERFORMANCE EXPECTATIONS - DEPT. OF CRIMINAL JUSTICE
Number: GR-203
Date of Inception: October 19, 2001

Purpose: To publish performance expectations for graduate faculty within the Department of Criminal Justice.

PREAMBLE

The expectations of graduate faculty, that of the teacher-scholar, in the Department of Criminal Justice at Charleston Southern University are ones intended to reinforce and help maintain the institution's long-standing record of excellence in teaching and dedication to student learning. As a predominantly undergraduate institution with a reputation for excellence in teaching, the teacher-scholar faculty model embraces the view that active interest and involvement in the creative aspects of a discipline are supportive imperatives to the teaching of the discipline. Thus, the ultimate goal is quality instruction and active student mentoring informed by research, scholarly, creative and professional activities.

The Expectations stated below are considered standards by which the faculty of the Department of Criminal Justice will be evaluated for purposes of promotion, tenure, and merit salary adjustments.

Faculty in the Department of Criminal Justice have identified performance expectations in four broad areas: Instructional Activities, Research and Scholarship, University and Community Service and Professional Activities. Combined, these areas represent the focal areas expected in faculty performance and are considered critical as faculty members engage in self-evaluation and professional development. These are the same areas of performance, which are addressed in the University review process. All faculty should use the following information as a guide when considering expected behaviors for professional work in the Department of Criminal Justice. Under each area the faculty have identified performance dimensions that are expected and have listed performance indicators to guide faculty in their professional growth and development.

EXPECTATIONS

1. INSTRUCTIONAL ACTIVITIES

All faculty members in the Department of Criminal Justice should recognize that a major part of their professional work at the institution should be dedicated to the pursuit of excellence in teaching. For Department of Criminal Justice faculty, this expectation takes on an added dimension in that excellence in teaching relates to work both and off campus. Faculty are expected to engage in the delivery of high quality instruction to enhance the academic gains of their students. In all programs the responsibility of instructional effectiveness includes advising students, the supervision of internships where such experiences are part of the academic program, and evaluating student progress.

Performance Dimension I: Curriculum Development

Sample Indicators: Seminars, workshops and conferences attended
New courses developed
Collaborative curriculum development with criminal
justice agency administrators
Further development of criminal justice knowledge base

Performance Dimension II: Development of Instructional Techniques

Sample Indicators: Seminars, workshops, and conferences attended
Courses taken
Site-based activities in or related to criminal justice agencies
Supporting student activities such as presentations of research, conference attendance, and internships
Evidence of positive student evaluations
Evidence of on-going effectiveness of advisement
Other evidence of developing teaching effectiveness

2. RESEARCH AND SCHOLARSHIP

Beyond their work in the instructional area, Department of Criminal Justice faculty members are expected to engage in scholarly work on a regular basis. This work may or may not involve formal research but, typically, will result in some type of scholarly product considered as a contribution to the faculty member's professional community. Scholarly productivity may include professional publications, productivity in the grants and sponsored research and presentations at professional meetings. Since research and scholarship are important endeavors, often occurring over time, the Department will recognize the professional growth of faculty who can show evidence of submitting writings for publication, conference presentations, and grant proposals.

Performance Dimension I: Professional Writing

Sample Indicators: Book accepted for publication
Chapter/monograph accepted for publication
Research article accepted in national, regional, state or local peer reviewed journal
Position papers or reviews accepted in national, regional, state or local journal
Presentation published in proceedings of conference
Article/presentation published in databases
Directing student research and publication
Other evidence of written professional contributions

Performance Dimension II: Conference Participation

Sample Indicators: Presentation at national, regional, state, or local conference
Invited speaker at national, regional, state, or local conference
Presentation at poster sessions/workshop
Conference proposal reviewer or referee
Conference discussant/panelist
Conference presenter
Directing student research and presentation

Performance Dimension III: Grants and Sponsored Research

Sample Indicators: Federal/state grant award
Privately funded grant award
Professional association grant award
Institutional funding of research
Grant proposal reviews for federal/state organization

3. UNIVERSITY AND COMMUNITY SERVICE

Department of Criminal Justice faculty members participate in activities which may be considered university service, but also in activities, which are of service to the community at large. Faculty should be actively involved in the life of the institution through service work which may involve formal or ad hoc University committees as well as service work within the Department of Criminal Justice or in their own programmatic areas. The role of faculty member includes active involvement both on campus in endeavors that contribute to the maintenance as well as advancement of the institution with this same view applied to the role of faculty in community endeavors off campus.

Performance Dimension I: University/Professional Service

Sample Indicators: Standing Committees of the University
Service on campus ad hoc committee
Service on School/department/program committee
Service as committee officer
Sponsoring a club
Other evidence of university/professional service
Performance Dimension II: Community Service

Sample Indicators: Participation in civic groups
Participation in charitable organizations
Participating in community public-service endeavors
Other evidence of community service

4. PROFESSIONAL ACTIVITIES

Department of Criminal Justice faculty acknowledge that to be optimally effective in their instruction, scholarship, and service roles, they must be actively engaged in professional development work. Such work fosters further creative thought and insight, benefit the faculty member in the professional community, and, perhaps most importantly, enable the faculty member to be a more effective teacher and scholar.

Performance Dimension: Professional Activities

Sample Indicators: Attending conference, workshop, seminar, or institute
Serving as association officer
Serving on association committee
Holding membership in association
Serving on board of directors of state-level regulatory or
professional organization board
Advisory/committee service to Federal, State or Local Criminal Justice Agencies
Pro bono consulting to criminal justice agencies
Paid national, regional, state or local consulting
Other evidence of professional activities

By action of the Graduate Council on October 19, 2001.