The University requirements can be found in the ACU Faculty Handbook (accessed 07/16/2014) and are listed below along with the additional departmental requirements. Links have been added that provide evidence of this of meeting the criteria. Many of the links will go to the same pages.
University Requirements
General Criteria
1. TEACHING EFFECTIVENESS
The effective instruction of students is the primary purpose of the university and is expected of every faculty member. The generally recognized qualities of effective teaching are:
Knowledge of the subject matter. The teacher who knows the subject matter has achieved the first condition for good teaching.
Ability to communicate. The teacher should possess skills of effective communication that are appropriate to the discipline and the objectives of courses being taught. The teacher should also exhibit genuine enthusiasm for the subject and a desire to share it with the students.
Self-reflection and improvement. The teacher should constantly work to improve his or her courses, experiment with new materials and methods of delivery, and keep current with the subject matter.
Interest in the student. The effective teacher takes an interest in students as individuals. The teacher is conscious that teaching also offers opportunities to help the student experience ethical and spiritual growth, understand the implications of the discipline in matters of faith, and develop a Christian philosophy of life.
The effectiveness of the faculty member’s instruction will be documented in a portfolio.The portfolio could contain, but is not limited to, the following items:
- Syllabi
- Teaching assignments
- Student work samples
- Student evaluations
- Reflections on teaching philosophy and the integration of faith and learning
- Descriptions of new and/or innovative teaching methods
- Descriptions of advising and mentoring activities
- Unsolicited or solicited evaluations from former students
- Teaching awards or other recognition
Specific Criteria for Promotion to Full Professor (ACU Faculty Handbook p. 76)
Professor
- The faculty member should be recognized as an excellent teacher. This must be demonstrated by submission of a portfolio described under the general criteria for teaching effectiveness.
Chemistry and Biochemistry Expansion of Criteria for Tenure and Promotion
TEACHING EFFECTIVENESS (IN ADDITION TO THE CRITERIA AND EXAMPLES PROVIDED IN THE “GUIDELINES AND PROCEDURES,” THE DEPARTMENT ADDS THE FOLLOWING)
Elements of effective teaching extend beyond the classroom to include course structure and plans, laboratory organization, availability to students during regularly scheduled office hours, and timely feedback for students. The University Tenure & Promotion Criteria lists four broad categories included in effective teaching: knowledge of the subject matter, ability to communicate, self-reflection and improvement, and interest in the student. The Department of Chemistry and Biochemistry considers the following items to be examples of effective teaching in each of these categories. While these practices may help a person become an effective teacher, demonstration of each of these examples in a candidate’s teaching portfolio may not necessarily demonstrate that the candidate is an effective teacher. In addition, the Department recognizes that not all effective teachers demonstrate all of these practices to the same extent.
a. Knowledge of the subject matter.
- Ability to effectively answer students’ questions
- Effective and well-organized lecture notes.
- Exams of appropriate length, depth, and content to effectively assess the students’ knowledge of the subject matter.
- Syllabi with sufficient detail so that students know at the beginning of the course what is expected of them to be successful in the course.
- Student surveys that reflect the teacher’s knowledge of the subject.
- In-class peer observation of the teacher with appropriate feedback.
b. Ability to communicate.
- Organized classroom presentation.
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