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Outstanding teaching is characterized by faculty members who exhibit scholarly preparation and a command of the current state of their discipline; develop courses beyond a mere exposition of the textbook; are current in teaching pedagogy and are motivated to experiment and innovate; engage students as active participants in the learning process and in the quest to understand; maintain an environment that will excite and challenge students in the subject matter of the course and cultivate an attitude of lifetime learning; and display interest, patience, and accessibility in interacting with students (LAS Guidelines 5).

While no single method of teaching is superior to another, each faculty member should have the skill to handle effectively several different approaches to teaching. Whatever the approach, ranging from traditional to computer-related, effective teaching should foster critical processes of thought, clarity of expression, comprehension of the subject, and enthusiasm for its pursuit. The methods used to achieve these goals may vary with the subject and the level at which one is teaching, but the quality of mind, the breadth of learning, and the originality and interest brought to the task are essential at all levels (LAS Guidelines 5).

Besides the above criteria for teaching described in the Tenure, Promotion, and Renewal Guidelines of the College of Liberal Arts and Sciences, the Department of English also believes that teachers succeed when they meet individual course objectives and departmental program objectives. Those faculty seeking tenure must demonstrate success and development in their teaching since their initial appointment at Bradley. Those faculty seeking advancement in rank must demonstrate both continued success and continued development in their teaching.

The candidate's report should evaluate teaching and student advising performance, efforts to develop and improve that performance, and plans for future development. He or she should divide the report as follows:

  1. Performance

    1. course and class preparation

    2. class activities

    3. student support outside of class

    4. student advisement

  2. Documentation of Performance

    1. Required documentation

      1. Course evaluations

    2. Other suggested indicators of teaching success

      1. course materials (such as syllabi and assignments, handouts, bibliographies, guides, etc.)

      2. evaluations (peer, self, and student)

      3. statement indicating student advising activity

      4. statement indicating supervision of theses and independent study

  3. Development

    1. course review (e.g., modification of syllabi or assignments as a result of evaluations)

    2. study in the discipline

    3. curriculum review and development

    4. plans for changes

    5. talks, publications, and/or attendance at conferences related to teaching

    6. other

  4. Suggested documentation of development

    1. response to evaluations

    2. participation in mentoring program

    3. supervision of teaching assistants

    4. course proposals (additions/modifications, either for individual or Department curriculum)

    5. statement on the integration of research and teaching

    6. other


The Department of English expects its faculty to be actively involved in research and scholarship. Since the first priority is excellent teaching, the faculty member should engage in research and creative activities that will support and enhance teaching. These activities may include computer-related research and scholarship. Active participation in scholarship and creative production is also a continuing source of professional development through which the faculty member gains personal satisfaction and brings credit to the Department, the College, and the University.

Evaluation of the faculty member's scholarly, creative, and professional development will include the following documentation, as stated in the Guidelines of the College of Liberal Arts and Sciences and approved by the Department of English. Evaluation of computer-related research and scholarship will be conducted in accordance with the MLA Guidelines appended to this document.

  1. Background

    1. Past research/creativity interests and activities

    2. Present research/creativity interests and activities

    3. Future research/creativity interests and activities

  2. Documentation

    1. List of publications or software

    2. Copies or Xerox copies of publications or software

    3. List of grant proposals, copies of the proposals, and their status

    4. Lists of scholarly talks and poetry/prose readings

    5. . Lists of other activities (e.g. reviewing, editing, etc.)

    6. Internal or external peer reviews or letters regarding research, creative production or professional development

    7. Awards, special recognition, or other indications of research competence and scholarship (LAS Guidelines 7)


Service is less important than teaching or scholarly/creative production. Service can not make up for deficiencies in either of the latter. Nevertheless, service is expected from all faculty to some degree according to the stage of academic career. Beginning faculty cannot be expected to participate as actively in university governing levels or in local or national professional and service organizations as their more senior colleagues. Indeed, it is better that junior faculty service be limited so that their time is not diverted from teaching and research (LAS Guidelines 7).

Obviously service activities vary in importance. The weight accorded the service depends on the service performed. It is, therefore, the candidate's responsibility for justifying the appropriate value of the activity to university and community (LAS Guidelines 7).

In accordance with both the University and College Guidelines on service, the Department understands that the first priority is given to faculty participation in the governing process of the Department, College, and University. To a lesser degree, but also important, the Department values the sharing of professional expertise with the several communities that comprise the university, the region, and the world. Professional service also includes computer-related service, such as organizing and managing a computer classroom or lab, or training students and colleagues. Evaluation of computer-related service will be conducted in accordance with the MLA Guidelines appended to this document.

The report should identify each service contribution and supply a one-sentence description of each activity:

  1. Committee work and special assignments

  2. Professional service to the community

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Last revised February 6, 1997