6.5 GUIDELINES FOR COMPLETING THE FAAR
.1 List courses by semester, including summer session courses for faculty on twelve-month contracts (faculty on nine-month contracts may include summer courses). List course number, course name, and enrollment (class size after drop-add period). Indicate, using the following abbreviations if you wish, whether any of these conditions holds:
N New—you are teaching the class for the first time
RM — Required for majors
U Updated — made current with recent work
GE — General education course
R Revised—some of the material and/ or method is new.
WI — Writing intensive course
SR Significantly Revised—most of the material and/or method is new.
SI — Speaking intensive course
In the above list, updated refers to the minimum expectation of faculty (integration into the course of the results of, “reading and other preparation one must do to keep instruction current and vibrant”—§6.3); significantly revised denotes a thorough course overhaul; revised should be used for courses changed, but neither merely updated nor thoroughly overhauled.
.2 If FAAR numbers differ from those reported to the dean by the Registrar or other record keeping office, include additional explanation. Identify funding source, if any, for undergraduate research projects.
.3 Among the items you may wish to address are course outcome objectives; academic standards and expectations of students; course rigor; grading practices; courses introduced, extensively revised, or approved for across-the-curriculum or General Education goal credit. Note whether project proposals for curriculum enrichment are funded.
.4 Departments differ in their procedures for the peer review aspect of the annual evaluation. When syllabi are provided as part of peer review, include syllabi for each different course taught (see §5.4.6 for syllabus information) or URLs for web-based courses and any other materials designated by your department. You may wish to include final examinations or their equivalent, representative handouts, additional evaluation tools, or other course materials. Although student course evaluation data must not be included among materials for peer review, you may if you wish provide to the chair (separately) contextual information relevant to the results of student evaluation (e.g., grade distributions, unusual circumstances affecting class performance or morale, and timing of the survey in relation to major assignments or the return of significant graded material).
.1 List the year’s activities and accomplishments, annotating the list with comments about the nature and quality of each activity. For scholarly publications (books, monographs, articles, or reviews), give complete bibliographic citations, and note whether refereed, invited, or contributed. Note patents applied for or granted. Note whether exhibitions were juried. Note whether public performances were reviewed. Note whether presentations (conference papers, lectures, addresses, talks, etc. before audiences of professional peers, including local colleagues) were refereed, invited, or contributed. Note whether project proposals (either for University faculty development grants, or for external funding) for research in the discipline or for professional development were funded. For all work in progress, summarize any progress made during the period of evaluation. Teaching development may include participation in professional activities arranged by the Writing or Speaking Intensive Programs, University Teaching Center, NEH summer seminars and institutes, etc., and may include helping professional colleagues to develop new dimensions of teaching competence. List active affiliation with a laboratory or performing group, and indicate whether external to the University; and active involvement (not membership) in professional societies, associations, or boards, e.g., journal editing, conference organization, offices held (note responsibilities). List also responsibilities as a referee, reader, or peer reviewer for publishers, journals, funding organizations, or conferences; participation on editorial boards; duties as an external evaluator or assessor for other colleges and universities. Consulting activity that has clear and relevant professional dimensions may be listed as well (if remunerated, see §5.6.2 and attach report). Although conventions and definitions differ somewhat by discipline, the following list is meant to cover common situations.
- refereed/juried: subjected to peer review, typically anonymous
- invited (describing completed work): solicited for publication or presentation; (describing work in progress) promised for a specific publication or occasion
- contributed: accepted on the basis of a proposal or abstract
- forthcoming: definite date for appearance set
- accepted: editor or organizer has approved for publication or presentation
- accepted subject to revision: will be approved for publication or presentation if specified changes are made
- returned for revision and resubmission: rejected in current form with suggestions for changes and an invitation to resubmit
- under editorial review, or submitted: currently in the hands of an editor or organizer
- work in progress: in preparation
.2 Criteria of quality differ by discipline, but some of the following might be used in annotations: an organization or meeting’s scope (local, regional, national, international); reviews and citations; a journal’s circulation, rejection rates, ranking; and awards.
.3 Depending on your department’s procedures for peer review, append preprints or offprints, reviews, proposals, reports, theatre programs, art show announcements, or other documentation of activities listed above.
.1 University List all university-wide committees on which you actively participated this year and any office held or special committee project effected under your leadership.
.2 College List standing, ad hoc, advisory, and college-wide committees on which you actively participated this year and any office held or special committee project effected under your leadership; club sponsorships and the documentable level of your involvement; first-year student academic advising; BLS portfolio assessment; etc.
.3 Department List academic and career advising responsibilities; participation in admissions activity including Preview, Showcase, Family Weekend; support of student activities; special tasks or assignments.
.4 Community List talks, presentations, high school visits, written contributions, etc., that feature your affiliation with the University and/or require your disciplinary expertise.