Faculty Manual

FACULTY REGULATIONS

10. General Criteria Used in Evaluation of Faculty Members

The evaluation of a member of the faculty at the time of initial appointment, at each renewal, and on the occasion of promotion in rank or appointment with tenure is based upon his/her actual and potential contribution to the general community of scholars, to students, to the faculty of which the member is a part, and to the University.

The criteria set forth in this section are intended to guide the Committee on Faculty Relations and all others concerned with the evaluation of faculty members. The purpose of these criteria is to call attention to the overall contribution and performance of the faculty member without necessarily implying that equal weight need be assigned to each criterion. Individual teaching units The University Library may establish and publish criteria more demanding, if consistent with criteria set forth herein.

Occasionally a teaching unit the University Library may wish to propose a faculty action that does not fulfill all the criteria for the rank or status involved. The recommendation must be justified on the basis of the exceptional merits of the case and its relation to the mission of the teaching unit University Library. On the other hand, because programmatic needs may change over time, it should be understood that non‑renewal of probationary appointments may occur occasionally even when an individual has fulfilled all other criteria for reappointment.

In order that the application of the criteria within a particular teaching unit the University Library be clearly understood by all of its faculty members, each teaching unit the University Library should engage in a full discussion of the criteria used by its rank and tenure committee for the appointment, retention, and promotion of members of its faculty. Such discussions should involve both the general criteria in this Manual and whatever other specific criteria are used by a teaching unit the University Library. Moreover, such a discussion should occur at least once a year after the Committee on Faculty Relations has held its annual information meeting for rank and tenure committees, and before the rank and tenure committee begins its review of faculty personnel actions.

a. Educational and Professional Background

It is assumed that a person recommended for appointment to the faculty will have the educational background and the professional experience appropriate to the position proposed. The record should show the completion of requisite academic work and possession of recognized earned degrees attesting to educational background, and an employment and professional history relevant to the teaching or library field and of sufficient duration to satisfy the requirements of the rank to which appointment is sought.

The University prefers that the members of its faculty be diversified in their educational background and teaching or library experience, and discourages the appointment of faculty members whose earned degrees have all been obtained at American University.

A person appointed as a library faculty member must have earned a master’s degree in library science (which is the recognized terminal degree in librarianship) from an institution accredited by the American Library Association, be familiar with at least one foreign language, and have the qualities and competencies which indicate the ability to contribute significantly toward the realization of the University Library’s role in the educational programs of the University.

Initial evaluation of a library faculty member for renewal of appointment, for promotion in rank, and for appointment with tenure shall be conducted by the University Library Rank and Tenure Committee. Such evaluations shall be based upon the following criteria:

b. Effective Teaching

The quality of teaching is a primary consideration in the selection, retention, and promotion of faculty members.

Effective teaching includes superior classroom performance, organization, development, articulate presentation of subject matter, ability to motivate and involve students in the learning process, and an appropriate respect for the intellectual needs of students. Where appropriate to the faculty member's duties, the conduct of seminars, colloquia, or other forms of planned faculty‑student interaction, and the supervision of dissertations, theses, and independent study, will be evaluated under the effective teaching criterion.

Providing a stimulating atmosphere within which students can learn and grow intellectually is also a major professional contribution the faculty member should make to the development of students. This includes frequent and active presence on campus, student counseling and advising, and participation in activities that promote interaction between student life and the academic environment.

Student evaluations of teaching effectiveness will be important tools in ascertaining teaching effectiveness and will be used in evaluation and review of faculty members at all levels. In making faculty personnel decisions, however, these evaluations will not be the sole evidence for teaching effectiveness.

b. Effectiveness in Fulfilling Primary Responsibilities

The quality of the performance of a library faculty member in carrying out his/her primary responsibilities will be the chief criterion for an evaluation.

Library faculty support the educational mission of the University in many ways, and their primary responsibilities vary depending on their particular positions within the Library. They may respond to user information needs by: assisting patrons at public service desks; participating directly in classroom instruction and other types of instruction; selecting, acquiring and organizing library materials to make them accessible to the University community; working closely with teaching faculty in university curriculum development; and ensuring that the Library continues to use all appropriate information technology. Some positions include an administrative component. All library faculty members must maintain a current awareness of research and technological advances relevant to their library positions and to a broad understanding of academic librarianship and related disciplines.

c. Creative, Scholarly, and Professional Development

A broad, scholarly knowledge of one's field, creative work and significant scholarship are essential to the mission of the university and to effective teaching. The University is committed to support and assist in the development of scholarly research and effective teaching and academic librarianship. The University also recognizes that the practice of one's profession may often constitute a contribution of importance similar to scholarly publications.

Evidence of development, scholarship, and creativity includes the publication of significant scholarly contributions, publication of teaching methodology and materials, public lectures, reviews of books and other materials, participation as a member of an editorial board, on an accreditation committee, or on a similar body of experts, or participation in responsible positions in regional or national professional organizations, creative production and performance, and other professional activity that demonstrates concern for advancing the faculty member's discipline or interdisciplinary work.

d. Contribution to the University

A member of the faculty should actively contribute to the general development of the University. Participation in faculty meetings and committees and in student organizations and activities constitutes such contribution. Use of the faculty member's professional skills and training in public service to local communities, professional and scholarly communities, and society at large is also evidence of contribution to the University.