Composition of Departmental Personnel Committees (Probationary and Temporary Appointment, Retention, Tenure, and Promotion, and Evaluation of Temporary, Probationary and Tenured Faculty)
Composition of Departmental Personnel Committees
The department annually elects 3 personnel committees.
The probationary and tenured faculty members of the department or equivalent unit shall elect a peer review committee(s) of tenured faculty members. When there are insufficient eligible members to serve on the peer committee, the department shall elect members from a related academic discipline(s).
(The Committees, as a whole, must take responsibility for the following tasks: Probationary Appointment; Temporary Appointment; Retention, Tenure and Promotion; Range Elevation; Evaluation of Temporary Faculty; Evaluation of Probationary Faculty; Evaluation of Tenured Faculty (Post-Tenure review); Evaluation for Request to Emeritus status; and Collaboration on the Development of Individual Professional Plans. It is required that each unit indicate below which Committee is responsible for each of these tasks.)
|Committee Titles and Responsibilities||
Number of Members
(at least 3; all tenured full time)
(Indicate if must be (full) professor rank)
Number of Alternates
(1 or more; all tenured full-time)
(Indicate if must be (full) professor rank)
Reviews full professors and tenured associate professors for post-tenure evaluation, conducts all RTP Evaluations, recommends temporary faculty for range elevation, and reviews individual development plans of tenured and tenure-track faculty.
|3+ Director (Full Professor)||1 (Full Professor)|
Part-time Personnel Committee
Conducts all yearly evaluations associated with part-time faculty, recommends program policies and procedures for evaluation of part-time faculty and faculty for inclusion in the part-time faculty pool.
|3+ Director (Tenured and Tenure-track Faculty)||1 (Tenured and Tenure-track Faculty)|
Handles all issues associated with appointment of permanent faculty, organizes and administers faculty searches and recommends candidates for announced faculty positions.
|3+ Director (Tenured Faculty; 1 Probationary faculty may be elected)||1 (Tenured Faculty)|
Since there are no tenured-track faculty in Asian and Asian American Studies Department, committee members will be jointly appointed by the College Dean and the Director from faculty with expertise in Asian and Asian American Studies across the college of NSS and with the consultation of the faculty member under review.
Ph.D. or ABD in Asian Studies, Asian American Studies, Anthropology, Education, History, Political Science, Sociology, or other related fields completed at time of appointment. Successful teaching experience and publication desirable. Department interview required.
|Area of Specialization||Terminal Degree|
|Social Science or Humanities Disciplines||
Category B: Activities considered appropriate as "scholarly and creative activities" for the discipline are:
Publication of book chapters or books, or edited books relevant to Asian Studies or Asian American Studies
Professional papers in peer reviewed journals on above topics
Papers delivered at professional conferences on above topics
reviewing manuscripts for publication
Professional activities related to Asian or Asian American issues for community groups, non-governmental organizations or governments
University Student Opinion Surveys will be administered for all faculty, both full and part-time, in each AAAS course they teach each semester.
The Director will be a voting member of program personnel committees.
Criteria for the Evaluation of Temporary Faculty
In accordance with University policy, the Asian and Asian American Studies provides temporary instructors with the criteria by which their teaching and currency in the field will be evaluated. Temporary faculty must demonstrate satisfactory teaching performance and currency in the field. A lecturer with a 3-year appointment will be evaluated in each year of the 3-year appointment.
The teaching of temporary faculty will be evaluated using four separate instruments:
- course syllabus
- classroom visitation
- exams, written and reading assignments and papers
- student opinion surveys
Below is an outline of those four instruments, their requirements and goals. A key to all teaching, though, is communication. Towards this end it may be useful to have some insight into the student at CSULA.
- course description and outline of objectives
- for general education (GE) courses, the area within which the course its
- topical outline of the course
- requirements for students: assignments, deadlines, policies and procedures
- instructor's location: office, office hours, telephone numbers, emails, website, etc.
- a statement regarding which grading format you will use: plain letter grades or+/-
- a statement reminding students of University policies regarding plagiarism
Evaluators will look to see that all required information has been included on the syllabus and, in addition, will look to the syllabus to assess:
- the degree to which assignments are clear and explicit
- the degree to which the syllabus demonstrates how the different parts of the course (lecture, assignments, exams, e.g.) relate to one another
- the quality of the reading and writing assignments
2.0 CLASSROOM VISITATION
The second mechanism used to evaluate temporary faculty is a visit to classroom. At that visitation, the evaluator will pay particular attention to three features of the classroom experience: the lecture, the overall atmosphere in the classroom and the nature and quality of student activity.
- lectures must have a clear, articulated purpose within the context of the course
- the data within the lecture must be historically accurate
- key concepts, terms of art, idiom and unfamiliar cultural references should be explained
- audio and visual aids should be used to good effect
Classroom visitors will evaluate the degree to which students are comfortable with the instructor by assessing the overall atmosphere and spirit of the class. Towards that end, we will look at the following:
- what was the nature of student-faculty interaction?
- What was the quality of student-faculty interaction; of student-student interaction?
- To what extent was there a sense of community in the classroom?
Since an active-learning component is required by the University, evaluators will also pay attention to the different forms of student participation:
- were student taking notes during lecture and/or during discussion?
- was there student discussion of the course content: in small groups, in large class discussion, interspersed within the lecture?
- what proportion of the class participated?
3.0 EXAMS, WRITTEN ASSIGNMENTS AND PAPERS:
Written exams, assignments, and papers should sharpen the critical thinking skills and writing abilities of our students. Evaluators will pay special attention to the following:
- what proportion of assignments require writing?
- to what extent is the assignment, paper or exam intellectually challenging?
- do the major exams and papers require higher-order thinking skills?
- what guidance or instruction was provided?
4.0 STUDENT EVALUATIONS
Student course evaluations for temporary faculty should be in accord with similar evaluations for tenured/tenure-track faculty:
- were scores within Department means?
- how well did temporary faculty score on questions 10 and 11?
CURRENCY IN THE FIELD
Currency in the field will be evaluated according to the following criteria:
- Review of teaching materials
The following criteria are optional for establishing currency in the field:
- conference, workshop, seminar and/or symposia attendance and/or presentations related to pedagogy/teaching and/or primary teaching fields
1.0 REVIEW OF SYLLABI
A review of syllabi should reveal that the assigned readings have currency in the field and demonstrate the faculty member's grasp of both the subject matter and the more recent disciplinary and pedagogical developments in the fields.
2.0 CONFERENCE, WORKSHOP, SEMINAR AND/OR SYMPOSIA ATTENDANCE AND/OR PRESENTATIONS RELATED TO PEDAGOGY/TEACHING AND/OR PRIMARY TEACHING FIELDS
Attendance and/or participation in conferences, workshops, seminars, and/or symposia that relate to pedagogy and the scholarship of teaching is encouraged but not required to demonstrate currency in the pedagogical trends related to a faculty member's teaching field. Similarly, attendance and/or participation in the meetings of local, regional, and/or national Asian Studies or Asian American Studies organizations, public lectures, and academic talks, and professional reading groups for the purpose of keeping current with the latest scholars research in their teaching fields in encouraged but not required.
Publication of research, including the scholarship of teaching, is encouraged but not required, and may demonstrate currency in the field. Such publications may include book reviews, op-ed pieces in popular magazines or newspapers, media commentaries, articles, books, and other scholarly publications.
A lecturer with a 3-year appointment will be evaluated in each year of the 3-year appointment.