UNC WILMINGTON
DEPARTMENT OF MUSIC
Faculty Manual
A HANDBOOK OF GUIDELINES,
POLICIES, AND PROCEDURES
AUGUST 2014
Contents
I.
Organization of the Department of Music
1.
Organizational Chart
2.
Department of Music Mission and Goals
3.
The Administrative Unit
a. Chair
i.
Chair’s Responsibilities
ii. Chair Evaluation
iii. Chair Recruitment and Appointment
b. Assistant Chair
c. Program Coordinators: Appointment and Responsibilities
d. Office Support Staff
i.
Office Assistant’s Responsibilities/Chair
ii. Office Assistant’s Responsibilities/Faculty
iii. Office Assistant’s Responsibilities/Students
iv. Events Coordinator
v. Evaluation
4.
Faculty Responsibilities, Workload, and Evaluation
a. Faculty Responsibilities
b. Faculty Workload Guidelines
c. Evaluation of Faculty
i.
Annual Review by Department Chairperson
ii. Merit Policy
iii. Peer Evaluation Guidelines: Annual Peer Review, Peer Teaching
Observation, Post Tenure Review
iv. Student Evaluations
II. Appointment, Reappointment, Promotion and Tenure
1. Definitions and Expectations of Academic Ranks
2. Graduate Faculty Criteria in Music
3. General Expectations for RPT
a. Teaching Effectiveness
b. Professional Development: Research, Scholarship, and Artistic Achievement
c. Service
4. Department of Music Expectations and Criteria for RPT
5. RPT Process
a. Re-appointment and Promotion with Tenure
b. Promotion to full professor
c. RPT Timing
APPENDIX A: General Departmental Guidelines
APPENDIX B: Peer Review Summary Form
APPENDIX C: Peer Observation of Teaching Report Form
APPENDIX D: Department of Music Student Learning & Program Outcomes
APPENDIX E: Developing a Syllabus
APPENDIX F: Recital Jury Approval Policy
APPENDIX G: Departmental and Honors Recital Policies
APPENDIX H: Department of Music Recruitment Plan
APPENDIX I: Scholarship Guidelines
APPENDIX J: DoM Scholarship Plan for 2013-2017
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APPENDIX K: Residency policy
APPENDIX L: Student Absence
APPENDIX M: Concert Scheduling Procedures
APPENDIX N: Concert Press Release & Program Publication Schedule
APPENDIX O: Department of Music Guest Artist Proposal
APPENDIX P: Guest Artist Proposal Form
APPENDIX Q: Disaster Recovery Plan
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ADDENDUM: Online DoM Forms
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I.1. Organizational Chart
Chancellor:
William A.
Sederburg
(Interim Chancellor)
Provost
Academic Affairs:
Denise Battles
Dean
College of Arts &
Sciences
Aswani Volety
Chair
Department of Music:
Frank Bongiorno
Joe Hickman
Professor
John Rack
Associate
Professor
John LaCognata
Assistant
Professor
Steven Errante
Professor
Barry Salwen
Associate
Professor
Helena Spencer
Assistant
Professor
Robert
Nathanson
Professor
Nancy King
Associate
Professor
Daniel Johnson
Professor
Jerald Shynett
Associate
Professor
Robert Russell
Lecturer
Mary Jo White
Associate
Professor
Part-time faculty as per program needs
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Ashley Navarra
Administrative
Associate
Ann Seymour
Music
Admissions
Assistant &
Publicity
I.2. Mission, Goals, Objectives
The Department of Music is dedicated to fostering excellence in performance, pedagogy, and scholarship.
Teaching and mentoring are paramount in the development of performance technique, creative and
critical thinking, and artistic expression in our students. The music faculty strive to model and promote
the highest level of musicianship, creativity, and scholarship through their artistic endeavors and research.
The department is committed to enriching the quality of life within and beyond southeastern North
Carolina by serving as a cultural and educational resource in the region.
Goals
Guide students in becoming performers who possess artistic sensitivity, technical facility, and an
intellectual understanding of a wide-ranging repertoire of quality musical works.
Guide students in becoming music teachers who possess a high level of musicianship, understanding of
pedagogy, communication skills, reflective practice, and technological competence.
Prepare students for graduate study through a comprehensive curriculum that provides a strong
foundation for advanced work in a range of music specialties.
Present a multiplicity of performance and educational events through collaborations with area musicians
and arts organizations.
Emphasize social and historical context in the study of music, and facilitate insight into the diversity of
cultures and their musical practices in this country and around the world.
Offer students campus-wide an extensive curriculum designed to inspire creative and critical thinking and
the exchange of ideas.
Encourage the development of the dispositions and skills needed for lifelong learning, achievement, and
service.
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I.3. The Administrative Unit
I.3.a. Department Chair (Revised and Approved January 10. 2014)
The department chair has a dual role. On the one hand, the chair serves as the department’s leader,
organizer, and facilitator; acts as the department’s representative to the dean, to other university
administrators, and to the public; and administers the programs and supervises the staff of the department.
On the other side, the chair is a representative of the administration to the faculty, serves the mission of
the college and the university, and is an integral part of the organization of the college administration.
Term of Office
The term of office of a chair is determined by the individual departmental policy. In the music
department, the chair is typically appointed to a four-year term. Renewal of term is also determined by
departmental policy. Music department policy is that the number of terms shall be limited to two (2). The
chair serves either a 10-month or a 12-month contract year, as negotiated with the dean.
The chair serves at the discretion of the dean. Therefore, the dean may terminate a chair's appointment
should significant conflicts arise that jeopardize the department's effective fulfillment of its mission. The
dean would then appoint an acting or interim chair until a new chair can be appointed through internal or
external search.
Qualifications
The chair should be a tenured faculty member and hold at least the rank of associate professor. The chair
should be knowledgeable with regard to:
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technological and pedagogical developments relative to the discipline and lead department in this
area.
external environmental factors affecting the discipline and graduates of the program (e.g.,
licensing requirements, job markets, changing job skill demands)
scholarly and technical developments in the discipline so as to be able to lead faculty and assess
their work.
Temporary Absence of the Chair
When the chair is absent from campus or unable to perform the duties of office, those duties are assumed
by another member of the full-time faculty.
Vacancy of the Position on Short Notice
If the chair resigns on short notice or if the position otherwise becomes suddenly vacant, the dean shall
appoint an acting chair or a full-term successor.
I.3.a.i. Responsibilities of Department Chair
Internal Duties
The chair:
• represents the department’s interests to the college and university administration and serves as an
advocate for the collective wishes and decisions of the department;
• is responsible for program coordination, curriculum development and review for the department’s
degree programs. In addition, the chair conducts ongoing assessment of these programs and
proposes changes as needed;
• through ongoing consultation with the faculty, is responsible for developing and maintaining
departmental objectives, evaluation procedures, and long-term planning;
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must adhere to departmental, college, and university deadlines, including but not limited to
providing reports requested by the college or university administration;
through ongoing consultation with the faculty, manages the department’s budget and all other
financial interests, with the objective of meeting the instructional and research needs of the
faculty and students. Financial management shall, as far as practicable, be transparent, with
faculty kept duly informed of developments and included in decisions;
prepares departmental schedules and teaching assignments with the objective of balancing the
needs of individual faculty members with those of the department and the college;
makes committee assignments within the department and schedules departmental meetings in a
timely manner;
is the chairperson of departmental meetings. Meetings shall be conducted by the chair in
accordance with parliamentary procedures using Robert’s Rules of Order Newly Revised, latest
edition;
shall ensure that minutes are prepared for each meeting at least three days prior to the following
meeting; an agenda for the coming meeting shall also be distributed at that time. Unless
compelling reason to the contrary exists, the agenda shall include any items submitted by the
faculty at least a week prior to the meeting;
represents the department at the college chairs’ meetings;
leads departmental ceremonies and represents the department at various departmental events such
as student graduation, honor society meetings and visits by guest speakers;
is accessible to faculty, staff, and students. Accessibility shall include face-to-face interaction in
a safe and appropriate place such as the chair’s UNCW office; email exchange; BB Learn; social
media; other modes of contact which may be developed and be found acceptable for interaction
with students;
teaches courses in the department curriculum. The teaching load is either negotiated with the
dean, or may be established by the dean, depending on that dean’s practice. (The current practice
is that all CAS chairs teach one three-credit course, or the equivalent, per term.)
is responsible for hiring, supervising, and evaluating departmental staff and student workers.
Faculty shall be apprised of such actions in conjunction with the chair’s providing of budget
information;
compiles annual reviews for each faculty member, and shall be available for individual
consultation regarding any faculty member’s review;
is responsible for coordinating the annual peer review of faculty, post-tenure review of faculty,
and classroom observations of untenured faculty members and faculty members requesting
promotion;
is responsible for the hiring process for all faculty;
is responsible for orienting and mentoring new faculty;
facilitates faculty professional development and collaborative research. Funding shall be made
available as feasible;
is responsible for submitting recommendations to the dean on hiring, reappointment, tenure,
promotion, and post-tenure review decisions, and for making merit pay recommendations in
accordance with university guidelines;
is responsible for the acquisition, supervision, and security of departmental inventory;
manages the physical space assigned to the department, including overseeing dates scheduled for
departmental events;
is a primary mediator in disputes involving faculty and/or students relating to academic policies
or professional behavior.
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External Relations
The chair:
• advocates for funding on and off campus. This includes, but is not limited to, reasonable
accessibility to the public, donors included; public relations; and creating and disseminating
departmental publications;
• serves as the primary public face and representative of the department. Positive and successful
interaction with the professional and lay public is crucial to maintain and enhance the presence of
the department;
• is responsible for relaying information and directives from the administration to the department.
Some of these may require departmental action, which should be planned, discussed, and
implemented in timely fashion;
• is expected to keep faculty members informed of opportunities for curriculum development and
support for research and travel;
• works with coordinators of other major and minor programs in the university, especially with
regard to scheduling departmental courses that support these interdisciplinary programs;
• works with the directors of the Honors Program and the Center for Teaching Excellence
I.3.a.ii. Chair Evaluation
The UNCW Faculty Handbook states, "The deans conduct performance reviews of chairpersons
periodically." (IIE)
In the College of Arts & Sciences the dean conducts performance reviews of chairpersons annually.
Each department completes an evaluation of its chair as part of the annual faculty review process. The
procedures for such reviews are outlined at the department level according to departmental policy. This
evaluation becomes part of the personnel file of the chair.
The entire department should evaluate the chair using the Faculty Evaluation of Department Chair's
Administrative Performance conducted online each spring by the Office of Institutional Research. The
results of this anonymous survey are provided to the dean, the provost, and the chair.
The chair provides the dean with a brief self-evaluation, based on the duties outlined in the CAS manual.
I.3.a.iii. Chair Recruitment and Appointment
On the recommendation of the provost and dean, the chancellor appoints all chairpersons. UNCW’s
Faculty Handbook delegates to the dean the responsibility for determining the process leading to the
recommendation. The dean initiates the recruitment process and has final approval
of the recommendation.
Procedure
In the spring semester prior to a current chair’s last year of service, the dean will consult with the
department’s faculty regarding the option for a national search for the chair’s replacement. That option is
determined primarily by the availability of salary resources and a new position to support the outside hire.
Should those resources be available, the dean will solicit from each full-time faculty member in the
department a written recommendation to recruit the replacement either from within the department or
through a national search. In most cases, the dean supports the majority opinion in these
recommendations. The search process is then determined by the nature of the search:
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National Search
The dean initiates the search by appointing a search committee comprised of members of both the senior
and junior faculty in the department and one member-at-large at the senior rank from a comparable
discipline; the current department chair does not serve on the search committee. The search committee
should also include at least one junior member of the faculty and, in so far as possible, reflect the
diversity in the department (gender and otherwise). The committee is charged with drafting a position
announcement for the dean’s approval, screening all applications, and recommending a pool of finalists
for the dean’s approval for presentation to the full-time departmental faculty. Internal candidates may
apply, but all applicants in a national search, whether external or internal, must hold the rank of full
professor and should have some degree of administrative experience. Applications must include (1) a
statement of administrative philosophy, (2) a summary of the applicant’s research, (3) evidence of
teaching effectiveness, (4) curriculum vitae, (5) official copies of all university transcripts, and (6) the
names, addresses, and telephone numbers of five references. They may also include a statement of the
applicant’s vision for the department’s future.
External candidates are normally invited to campus for a three-day interview that includes initial and
closing meetings with the dean, a formal presentation to the full department, a dinner with the search
committee, and a departmental reception and other opportunities to interact informally with faculty and
students, as well as other activities deemed appropriate by the department. Internal candidates for the
chair’s position must submit the same application materials and participate in the same interview
activities as external candidates. The outgoing chair of the department will not attend any formal
departmental interviews, but will be scheduled for a private interview with each finalist.
At the conclusion of the last interview, the chair of the search committee will convene the full department
for an open discussion of the finalists’ perceived strengths and weaknesses. Within the next seven days,
the search chair will then submit a memorandum to the dean outlining each candidate’s strengths and
weaknesses and indicating any finalist deemed unacceptable to the department. During the same sevenday period, all full-time faculty members are invited to send their individual assessments of the finalists
directly to the dean for consideration. The dean will then consult by telephone with the dean(s) of the
finalist(s) receiving the strongest support by the faculty. Pending a positive recommendation from the
finalist’s dean and the UNCW dean’s concurrence with the prevailing faculty opinion, the UNCW dean
will inform the department that the candidate’s appointment is being forwarded for approval by the
provost and chancellor. Should the dean discover serious problems with the faculty’s choice, the dean
will meet with the department to discuss those problems and then solicit the faculty’s recommendation for
either an alternative choice or a reopened search the following year. The search process will continue
until a candidate accepts the position or the dean notifies the provost that the search will reopen the
following year.
Internal Search
The dean invites all tenured associate and full professors in the department to apply formally for the
chair’s position. All applicants should submit the same kind of application materials required for a
national search (see above), with the exception of official transcripts (copies of which should already be
on file in the department) and references, though the inclusion of external references is optional. Internal
applicants must also include a statement of their vision for the department’s future with their applications.
The dean will appoint a senior faculty member to serve as the coordinator of the internal search. This
person will set up the departmental interview schedule, arrange for the dean’s interview(s), facilitate the
departmental discussion of the applicant(s) following the last interview, and submit a summary of the
faculty’s assessment of the applicant(s) to the dean. Faculty members will also be invited to send their
own individual assessments directly to the dean. The outgoing chair will not attend the formal
departmental interview(s), but will have a separate, informal interview with the applicant(s) and will
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submit a separate written assessment of the candidate(s) to the dean. Should a strong faculty consensus
emerge for an applicant’s appointment and the dean concur with that consensus, the dean will recommend
the applicant to the provost for approval. Should a consensus not emerge in favor of any applicant or
should the dean discover during the interview other problems that threaten a preferred applicant’s
potential effectiveness as the next chair, the dean will meet with the department to discuss the search and
to determine a mutually acceptable resolution.
Renewal
If the current chair wishes to renew for an additional term and the departmental policy allows such an
option, the chair should notify the dean. The dean will solicit the advice of the department faculty in
determining the renewal. Should sufficient opposition to the renewal exist within the department, the
procedures for the normal search (external or internal) will apply and the current chair may participate as
a candidate for the position.
I.3.b. Assistant Chair
The assistant chair is appointed by the chair and will function as the coordinator of student affairs,
including admission/audition and processing, processing of major, advising, graduation processing, and
alumni tracking, as well as other responsibilities as determined by the chair. Because this position entails
some responsibilities during a twelve-month period, specific tasks during the summer months together
with commensurate compensation will be negotiated between the assistant chair and the chair, based upon
available resources.
Admission/Audition Processing
1. Oversee departmental contact with the university admissions office
• To identify students interested in music and contacting students for audition
appointments
• Submit recommendations of support for student admission
2. Oversee audition/admission process (during academic year and summer orientation)
• Schedule and send appointment letters to students auditioning
• Organize and schedule appointment times with participating faculty
• Confirm audition appointments
• Prepare a timely schedule with opportunities for student/parents to meet chair/faculty
accordingly, as well as a succinct audition process
• Send letters with results and recommendations to students after the audition process
• Maintain communication with student until a decision has been made to attend UNCW
• Maintain student file until student has enrolled and/or officially matriculated into the
program as a major (i.e., at the end of the freshman year)
• Organize and present freshmen orientations for incoming students
Advising
1. Advise incoming freshman from orientation through the first year, as well as transfers on
orientation day
2. Process and send declaration of major forms to registrar at the end of freshman year
3. Assign advisors to students in consultation with chair and program coordinators
4. Maintain and update advising materials (i.e., curricula outlines for all degrees as well as
Permission to Register Forms)
5. Train new advisors when necessary
6. Oversee the maintenance of all student files (i.e., freshmen, majors, graduates)
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Graduation
1. Process graduation audits
2. Schedule and organize departmental commencement activities
3. Contact graduating students regarding commencement activities and generally prepare them for
the graduation process
4. Prepare, send, and collect student graduation surveys
5. Maintain tracking system of all alumni
I.3.c. Program Coordinators: Appointment and Responsibilities
Program coordinators in the areas of music (B.A. in music, with Options in Instrumental Performance,
Piano Performance, Vocal Performance, Jazz and Commercial, and General Music), music education
(B.M. in music), are appointed by the chair to oversee and supervise the daily, as well as the on-going
administration of an assigned departmental program. That is:
• Supervise the pedagogy of program-related courses (e.g., establish & define objectives/goals of
courses consistent with departmental objectives/goals)
• Manage the faculty responsible for these courses as well as manage the scheduling of courses
within the program (i.e., make recommendations regarding hiring, and use of part-time faculty;
organize part-time faculty class schedules
• Observe part-time faculty classes at least once each semester
• Examine and review part-time faculty syllabi and tests.
In particular, each program coordinator is expected to take on a leadership role with regard to program
development and review, as well as recruitment for their program.
• Although recruitment is expected of all applied faculty, the coordinators are expected to be the
leaders in their respective programs. As always, recruitment must be coordinated through the
chair’s office. Therefore, if the coordinator has ideas or plans regarding recruitment (as a
coordinator should) beyond the normal practice of the chair’s office, the coordinator should
review these ideas with the chair prior to implementing any new action.
• Develop a working rapport with music educators at local, state and regional levels. Maintain a
working/professional relationship with local as well as regional music teacher associations and
act as a liaison between these organizations and the university/department. Maintaining a
working/professional relationship purports that the coordinator has regular contact with music
teacher associations and that the relationship between the coordinator and these associations is
harmonious or sympathetic. To act as a “liaison” is to be the main contact between music teacher
organizations and the department.
• The chair is responsible for program coordination, curriculum development and review for the
department’s degree programs. Program and area committees are appointed by the chair to
review the requirements, provisions, and procedures for on-going review and appraisal of
curricular offerings. Through the leadership of each respective program coordinator, committees
review courses and curricula for continuation or deletion for each of the degree programs and/or
curricular areas.
In addition, each coordinator is responsible for the on-going administration of the their program including
its coordination, curriculum development and review within the department.
• Oversee the administration and scheduling of music course offerings within the program.
• Must assume a leadership role and demonstrate initiative in student recruitment within the
program as well as actively recruit applied majors in all areas of the music department’s
programs.
• Audition prospective students.
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Guide the development of the curriculum (i.e., new course development, course and/or
requirement revisions).
Advise students within the program.
Administer and/or supervise appropriate proficiency examinations of upper applied level
performance and juries within the program.
Other administrative duties may be assigned by the chair according to the needs of the department.
Coordinators may receive a three-hour course reduction each academic year, depending upon resources
and the department’s ability to fulfill its instructional needs.
I.3.d. Office Support Staff (Administrative Associate and Events Coordinator)
The Office Staff’s responsibilities are multi-faceted. In recent years, many of the responsibilities, once a
part of the admissions, registrars, and the general college operations, have been delegated to the
department. These responsibilities are now a part of this Office staff’s job descriptions. Therefore, the
Office Staff’s first priority is as the assistant to the chair (i.e., departmental responsibilities). Should the
Office Staff become unavailable for faculty needs, work assistants will be provided whenever possible.
I.3.d.i. Administrative Associate’s Responsibilities/Chair
The department’s Office Assistant works directly with the chair as the primary administrative support.
Responsibilities include:
• Preparing chair's appointments scheduling and travel
• Processing paper work generated by the chair
• Receive and screen incoming correspondence (e.g., letters, memos reports, among others)
• Prepare outgoing mail and several bulk mailings, including records and reports
• Schedule monthly departmental meetings, prepare agendas, and record the minutes
• Compose routine office correspondence (letters, memos and e-mails).
• Maintain a working rapport with other offices and departments, such as: Arts Departments,
Physical Plant, Moving Services, Kenan Auditorium, Registrars, Dean’s office
• Maintain budget records of departmental accounts including the department’s general funds,
cultural fee, and trust funds (music, jazz, band, choir, music ed., WOOP)
• Maintaining files: personnel, departmental forms (upper level, piano, guitar, voice, music history
proficiency forms), current and former student files
• Maintain and gather information for annual reports, National Association of Schools of Music
accreditation reports
• University instrument check-out and collection.
• Inventory verification of fixed assets (i.e., office equipment, computers, and musical instrument),
as well as CD’s.
• Student locker sign-out
• Compose routine office correspondence (letters, memos and e-mails).
I.3.d.ii. Administrative Associate’s Responsibilities/Faculty
The Administrative Associate is also provides support, either directly or through student workers assigned
to the department, to all full-time and part-time faculty.
• Assists in copying classroom materials and exams.
• Processes faculty travel reimbursements.
• Personnel files when necessary: new hires, HR 135’s, student work-study and office work
assistants, other.
• Process student forms: Permission to Register forms, major/minor changes and other student
changes through the dean’s office and or the registrar, proficiency forms
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Process SPOTS
Key requests for faculty and staff
Door access for faculty, staff, and students each semester
Maintenance requests for academic wing
I.3.d.iii. Administrative Associate’s Responsibilities/Students
The Office Assistant supervises and trains 3 to 6 work assistants and work study students in various work
situations including: music ensemble setup; computer lab monitoring; answering phones; faculty support
and assistance; filing; sorting mail; word processing and typing.
I.3.d.iv. Events Coordinator
This position serves also as the primary contact between the university and the public by providing
concert information and press releases, referrals, as well as departmental program information and concert
scheduling. In addition, the Events Coordinator oversees the scheduling of music performance facilities to
community groups. Specific responsibilities include:
Schedule and Calendar
• Input departmental class schedule once a semester and oversee its maintenance regularly.
• Oversee the Cultural Arts building facilities access (community) scheduling (rehearsal rooms, and
recital hall) for performances and events (i.e., faculty, university, and community)
• Generate and maintain on-line facilities and performance calendar.
• Maintain departmental concert calendar
Design and Develop Publicity Materials
• Departmental newsletter to be developed once a year in November.
• Develop all academic recruitment materials (print), including: academic poster, journal ads, flyers
and brochures
• Develop all materials for the summer workshops: poster, journal ads, flyers and brochures
• Develop publicity ads for concerts/events to be placed in print media (i.e., newspaper)
• Develop departmental concert calendars for print each semester
• Establishes departmental visual identity
• Develop posters for special events (e.g., faculty & guest presentations, ensemble concerts)
• Generate & oversee music department/Cultural Arts performance printed programs
Primary Contact and Liaison
This position serves also as the primary contact between the university and the public
• Music referrals
• Departmental degree & admission information
• Oversees the scheduling of music facilities to community groups.
• Summer workshops
• Donor correspondence through the chair
Processing
• Work with the assistant chair to process student recruitment response letters admission/audition
applications.
• Maintain and gather information for annual reports ASCAP, BMI concert reports and dues, etc.
• Donor thank you responses.
• Summer workshop correspondence
• Processing of maintenance requests of performance wing.
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Events Publicity and Coordination
• Generate press releases for each event (three week lead time is required) and do follow-up
• Distribute posters for special events (e.g., faculty & guest presentations, ensemble concerts)
• Schedule, arrange, produce and coordinate with Marketing special events, articles and interviews
for special guests and/or faculty with the Star News, WHQR and other designated media outlets.
• Work with the assistant chair to schedule, arrange, and coordinate all audition and/or admission
events.
Supervise
• Supervise and/or train student work assistants in various work situations related to events
coordination and/or facilities management and scheduling.
Maintain Files and Record
• Departmental audition forms
• Music programs
• Student recruitment materials
• Admission information
• Student audition admission files
• Maintain accurate and updated in-house accounting of budget allocated, and expenses.
Website
• Maintain and update all events information
• Provide all update departmental information for uploading
• Maintain an events and facilities use calendar
• Provide departmental graphic design images for site
• Re-establish weekly postings to the listserv
I.3.d.v. Evaluation
Human Resources administers the Performance Management Program once a year as an ongoing process
involving agreement on work expectations, frequent feedback, coaching, reinforcing, and review between
the supervisor (the chair) and the employee (office staff). The purpose of this program is to establish a
clear understanding of job expectations, which should result in improved performance. The employee is
reviewed by the supervisor in each area of responsibility through the reporting of actual work results, and
suggested area of improvement by the supervisor. Employee comments for each area are also reported
for further clarification and/or explanation.
I.4
Faculty Responsibilities, Workload, and Evaluation
I.4.a Faculty Responsibilities
The responsibilities of university faculty are traditionally considered to be teaching, scholarship and
artistic achievement, and service. A description of these responsibilities and the evaluation of them is in
the POLICIES OF ACADEMIC FREEDOM AND TENURE document (see UNCW Faculty Handbook,
Appendix A), in the statement of CRITERIA FOR REAPPOINTMENT, PROMOTION AND AWARD
OF TENURE (see UNCW Faculty Handbook (Appendix C), in the FACULTY GOVERNANCE
DOCUMENT (see UNCW Faculty Handbook, Appendix E), and in the FACULTY SENATE BYLAWS
AND STANDING RULES (see UNCW Faculty Handbook, Appendix F).
Syllabi
Instructors teaching all courses must provide their students with a syllabus containing the following:
• instructor contact information
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office location and hours
goals of the course
requirements of the course
attendance policy (if there is one)
nature of the course content
grading procedure
reference to the UNCW Student Honor Code
see also Appendix G for a sample syllabus
All classroom policies established by the instructor must be in the syllabus. Any modification of the
syllabus must be provided to the students in writing.
The department must maintain a file of syllabi from every course offered by the department.
Class Coverage
In situations where short-term conditions necessitate class coverage by other faculty members, such
arrangements can be made in consultation with the department chair.
The following procedures will apply when faculty must be absent during class times:
• As a courtesy and professional responsibility, faculty should notify the chair through written
correspondence when a class is cancelled.
• Faculty should request departmental secretaries to post a class cancellation notice on the
classroom door for students.
• In cases where faculty will be away for an period of up to two weeks, a written statement
describing plans for class coverage arrangements should be filed with the department chair.
• In cases where the faculty member will be away for longer than two weeks, he/she must obtain
permission from the department chair and notify the Dean's Office.
• In cases where the faculty member will be away for longer than two weeks for disability reasons,
he/she should consult with Human Resources.
I.4.b Committees (Revised and Approved August 30, 2012)
Committee work is a normal part of the departmental service of each faculty member.
Definitions
• Standing committee – An ongoing committee established to work on standard departmental
issues, programs or procedures.
• Ad hoc committee – A temporary committee created for a short-term goal or purpose, i.e. a
search committee, applied standards committee, etc.
• Committee charge – The purpose or goal of a given committee along with timeline or deadline for
completion.
Guiding Principles
Service to the department through committee work is expected of all full-time faculty members. The
Department of Music has standing committees as described below. Ad hoc committees may be
established by the chair as needed or with the advice of faculty; those requiring more frequent convening
are listed below. Unless otherwise specified, committee appointments are for a one-year term, with
staggered rotation recommended or as needed.
Committees normally include three to five faculty members. Each departmental interest group (jazz,
piano, strings/guitar, vocal, winds/percussion) may be represented when possible. Faculty attendance at
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scheduled committee meetings in which they are members, and the quality of work on these committees,
will be considered as part of the yearly evaluation of faculty. As such, committee work may also factor
into consideration for merit increases, travel funds, and tenure and promotion.
Committees consider any issues related to department policies and operations. However in all cases, the
function of a committee is to develop recommendations and proposals to bring to a full faculty vote. It is
not within the purview of committees to establish any policy or procedure on their own.
Standing Committees
A.
Curriculum Committee
Charge: To review undergraduate programs, policies and curriculum, and make recommendations to the
faculty regarding undergraduate student issues, advising, revisions of old courses and implementation of
new courses. The committee will also aid in preparing course action forms for departmental University
Studies proposals.
All program and course changes go through this committee for action that will further the department's
mission, goals and priorities within the parameters of the university’s academic mission. New catalog
copy should be submitted by February 15 for ample consideration, and no later than September 1 for
consideration in following year’s catalogue. Changes approved by the committee will then be considered
and voted on by the full faculty before the end of the spring semester.
B.
Policy Committee
Charge: To review, revise, and propose policies within the faculty and student handbooks that affect
faculty and student responsibilities within, and as representatives of, the Department of Music, as well as
to present recommendations and proposals to the chair and the department as a whole, for discussion and
approval. These recommendations and proposals are principally embodied in the department’s faculty and
student handbooks, which are revised on an ongoing basis.
C.
Recruitment Committee
Charge: To design, produce and distribute recruitment materials (posters, brochures, etc.), coordinate
recruitment events (such as Seahawk Saturday and Freshman Orientations), identify important
recruitment opportunities or possibilities, and develop a recruiting events calendar. The committee will
encourage all faculty members to actively recruit for their area (and beyond) and will assist in efforts of
individual faculty members, but should not be considered as replacement for individual recruiting.
D.
Scholarship Committee
Charge: To devise a strategy to best use the department’s scholarship resources to not only help support
the programs, and increase the level/quality of the student talent within the department, but also to help
further the department's mission, goals, and priorities for its continued growth and development.
Ad Hoc Committees
A.
Assessment Committee
Charge: To collect, review, revise and create departmental assessment tools (such as the performance
rubric); lead faculty analysis and discussion of assessment data and help to create the annual assessment
report due October 1 of each year. Committee members will keep up to date on current and on-going
assessment needs for NASM accreditation or SACS evaluation and will insure that the department stays
abreast of university assessment requirements. The chair will play an active role in the work of the
assessment committee since the responsibility for submitting the annual assessment report lies with the
Chair.
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B.
Peer Teaching Observation Committee
Charge: To observe and evaluate part-time, as well as non-tenure full-time faculty, as described below.
Teaching observation shall be defined to include peer observation of lectures, labs, seminars, applied
lessons, ensemble rehearsals, or any other form of instruction that involves interaction of student(s) and
teacher in a learning situation. A committee composed of two faculty within the department shall observe
all untenured faculty two times during each calendar year. Tenured faculty may avail themselves of
direct classroom observation on a voluntary basis with a view to enhancing their teaching effectiveness,
or to add to the body of evaluation materials in preparation for promotion. A full-time faculty member, as
appointed by the chair, shall observe all part-time faculty once during each calendar year.
C.
Chair’s Advisory Council
Charge: To advise the chair on departmental planning, policy, space, and equipment purchases and other
matters of departmental concern.
The chair's advisory council is an opportunity to provide a sounding board of issues and concerns from
the chair's perspective to the faculty, as well as the faculty's perspective to the chair. The advisory
council is also a venue for faculty representatives, and the chair, to brainstorm ideas, both new and old,
for the good and benefit of the department, especially with regard to the department's mission, goals, and
priorities for its development. While decisions will not be made by the council, the by-product of
discussions are meant to shape and guide the decision making process for the chair, as well as the faculty
as a whole.
D.
Guest Artist Funding Committee
Charge: To review guest artist events and performance proposals for the department, not including those
presented by large ensembles, unless seeking additional funding, and award funding accordingly based
upon the budget allocated by the chair. Decisions for funding will be driven by the department's mission,
goals, and priorities for the department’s development as an academic unit, as well as its mission as a
cultural arts leader within the community.
I.4.c Faculty Workload Guidelines
The following sections of the Department of Music Faculty Handbook provides specific information
about the teaching workload and the evaluation of faculty performance within the Department of Music.
Full-time: Tenure Track
A full faculty workload for tenure-track music faculty consists of teaching and instruction-related
activities, scholarship and professional development, research or artistic achievement, and service. The
full workload for a tenure-track faculty member consists of a teaching assignment of four 3-credit-hour
courses per semester, including equivalencies; advising of majors and minors; participation in scholarly
and professional development activities; course development; and routine service on departmental and
university committees.
The standard workload in the College of Arts and Sciences for faculty who are significantly engaged in
service or research and/or artistic or creative activities is a minimum of three 3-credit-hour courses each
semester, including credit-hour equivalencies (please see CAS Policies Manual, III-4 Faculty Research
Active Status). Because of the limited faculty resources necessary to fulfill the department’s instructional
needs and mission, the standard teaching load in the department of music typically consists of a teaching
assignment of four 3-credit-hour courses per semester, including equivalencies (see Teaching Load
Reductions below).
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Full-time: Non-tenure Track
A full faculty workload for non-tenure-track music faculty consists mainly of teaching and instructionrelated activities as well as a possible service component. Although scholarship and professional
development, research or artistic achievement may be a part of the workload, teaching and service are the
most important responsibilities for this position. Therefore, the full workload for a non-tenure-track
faculty member consists usually of a teaching assignment of five 3-credit-hour courses per semester,
including equivalencies; advising of majors and minors and other routine service on the departmental and
university levels (e.g., student recruitment, administrative service, committees, etc.).
Teaching Load Reductions (full-time)
A reduced teaching load is any teaching load below the standard teaching load as defined above.
Reduction of a faculty member’s standard teaching load to a level below 12 credit-hours, for any reason
(e.g., course reduction), must be justified in writing and approved by the department chair and the dean of
the College of Arts and Sciences. A faculty member may receive one or more such reductions to support
time-consuming or otherwise significant involvement in any of the three components of the workload, as
outlined in the Board of Governor’s Plan for Rewarding Teaching, and clarified below under each
workload component.
A. Course reductions
Course reduction for faculty below the 12 credit hours per semester would require activities
above and beyond normal expectations in one or more of the areas below. Also, although the
following conditions may result in a course reduction, they do not guarantee a reduction to the
qualifying faculty as the department must cover instructional needs before a reduction is granted.
The ability to grant a course reduction in any given semester is dependent upon the availability of
resources to meet scheduling as well as instructional needs. An approved course reduction may
result in 1-3 credit hours per semester.
1.
2.
Teaching
a. Core course/curriculum development: developing a new core course, or instructional
program; revising or redesigning an entire instructional program track.
b. Heavy load/academic advising: coordinating all departmental advising activities (e.g.,
conducts orientation for new majors, advises all new and transfer majors, maintain
departmental advising handbook, act as representative on Visitation Days and
Orientation, training of new faculty in advising).
c. Accreditation/program review: given to the faculty member charged with compiling,
editing, producing, and reviewing the entire accreditation report.
d. Technology training leave: a faculty member who is assigned to train other faculty in
technology use and to serve as a technology resource for faculty throughout the year.
e. Co-curricular activities: faculty who oversee a student publication, or other media,
non-credited performing group (e.g., Gospel Choir) as well as other discipline-related
activity requiring a significant commitment of time.
f. Compensation for prior overload.
Research/Creative Activities
a. Externally funded research: buy-outs of faculty time.
b. Off campus research: faculty members who are actively involved in the
communication of original or applied investigation within the discipline. Faculty are
required to provide tangible evidence of their research annually to the chair in order
to demonstrate activity in this endeavor. Such evidence may include copies of grant
proposals submitted, notification of grants funded, acknowledgment letters of
manuscripts submitted for publication, on-going monthly publications such as a
regular column in a major professional journal, and authoring or co-authoring a book,
among others.
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c. Creative activities: faculty members who are actively involved in the creation and
presentation of original works and/or performances. Faculty are required to provide
tangible evidence of their research annually to the chair in order to demonstrate
activity in this endeavor. Such evidence may include performing a significant
concert tour, acceptance letters for submitted publications such as editions or new
works, creative/artistic works submitted for peer review and recognition; recording a
solo compact disc, composing a large-scale piece such as an opera or symphony,
among others.
d. Any untenured faculty on tenure-track may receive a one-course reduction each
semester during the probationary period in order to establish the record of research or
artistic productivity for the awarding and or promotion to the appropriate rank.
3. Service
All faculty are expected to engage in some degree of departmental, college, university,
community, and/or professional service during each academic year (e.g., departmental, college
and/or university committees, task forces, advisory council, faculty senate, as well as comparable
memberships on community and professional committees). No course reduction may be provided
for these activities that discharge regular service responsibilities. However, one or more
reduction in the 12-hour teaching load a semester may be allowed when service responsibilities
require a significant investment of the faculty member’s time. In keeping with the board of
Governors’ Guidelines, this service falls under the following categories:
a. Institutional service: work beyond the expected service activities requiring a
significant investment of time over a semester or year (e.g., Faculty Senate president,
writing the university accreditation report, etc.).
b. Service to the public/community: service to the community that requires extensive
commitment to public service (e.g., administering an on-going outreach program on
behalf of the university).
c. Service to the profession: significant service to the profession such as president of a
national association, editor of a major professional journal, the organization and
oversight of a major professional conference, or other on-going significant service.
d. Academic administration: assistant to the chair, or program coordinator. From one to
3-hour course reductions may be awarded for this service each semester, depending
on its duration and level of responsibility.
4. Scholarship and Faculty Development
The following policy statement is found in the Guidelines for Faculty Workload:
College of Arts and Sciences.
All faculty are expected to maintain their familiarity with on-going developments in
their disciplines and therefore to continue their education throughout their
professional lives through extensive reading, attendance at professional meetings, and
participation in formal coursework, seminars, workshops, and other programs. Such
efforts are essential to developing and maintaining teaching excellence, to conducting
meaningful research or to promoting artistic achievement, and to providing
meaningful service to the community and to the profession. For this reason no course
reduction may be provided for this scholarly and professional development.
B.
Credit hour equivalents (Revised and Approved October 25, 2012)
Credit hour equivalent (CHE) is the calculation of the equivalent teaching load for courses
not taught in a standard lecture format or for courses in which content and/or pedagogy requires a
different load measurement than their published credit hours. In the department of music it is
defined for applied studio lessons, supervision of student teaching student recital supervision,
DIS, honors and master's theses, service on honors and master's thesis committees, performance-
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oriented classes (e.g., ensembles, method classes, etc.); and courses that require greater outside
preparation, such as large or double sections of undergraduate classes.
As resources permit, the music department may receive the dean’s approval to count credithour equivalencies in the faculty members’ teaching loads. However, the department’s ability to
count equivalencies in assigning teaching loads is dependent on the availability of full-time
faculty to staff the courses that must be offered each semester. Should the department be unable
to count them in faculty loads during the semester in which they are taught, attempts will be made
to reward faculty efforts through merit raises and later reductions based on accumulated CHE’s,
when possible. The following are the current departmental guidelines for the assignment of
CHE’s.
1. Masters Thesis supervision: Equals 1 CHE
2. Service on a Thesis Committee: 1 student credit hour equals .20 credit hour equivalent.
3. Direction of honor’s thesis or senior thesis: 1 student credit hour equals .33 credit hour
equivalent.
4. Direction of independent study or directed readings course: 1 student credit hour equals
.20 credit hour equivalent.
5. Supervision of student teaching: Each 5 students supervised equal 3 credit hour
equivalents.
6. Instruction in studio and individual student performance-based courses
• applied lessons & piano class: each contact hour equals .67 credit hour equivalent
• supervision of recital: 1 student credit hour equals .33 credit hour equivalent
7. Labs and other classes that meet for more hours weekly than reflected in their student
credit hours and that require extensive instructor preparation for class as well as extensive
evaluation of student performance (e.g., aural skills, keyboard, and sight-singing;
ensembles, instrumental classes, conducting, upper-level music history, etc.): 1 CHE per
additional hour beyond the published credit hours for the course
8. Supervision of student internships: 3 contact hours is equal to 1 CHE
9. Sections of courses that exceed the departmental enrollment cap (currently at 35): 1 credit
hour equivalent may be assigned for each one-third over enrollment up to 3 additional
credit hour equivalents.
10. Extra credit for teaching master’s level course: .3 CHE per each credit hour
The Chair, or someone specifically delegated by the chair, is responsible for maintaining the
department CHE bank, which will be distributed to each faculty member at the end of each
academic year.
The faculty member is responsible for asking the Chair for a course release; the Chair is
responsible for scheduling CHE buyouts and determining whether the pedagogical needs of the
department will permit a buyout.
The department will reevaluate this Banking Policy within five years of its adoption
(October 2012).
Part-time Faculty (Revised and Approved January 10, 2014)
Part-time faculty loads are determined by departmental instructional needs on a semester-by-semester
basis and consists mainly of teaching and other instruction-related activities. Part-time applied faculty
lessons include a weekly lesson, either .5 or 1 hour according to the course number (i.e., 195/395 meets .5
hours/week and all others meet 1 hour/week), as well as the following responsibilities:
• Weekly applied lessons including course syllabi and repertoire levels
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Weekly seminars (if applicable)
Music juries and/or auditions (end of the semester juries as well as admission auditions according
to the applied area)
Additional performance coaching for applied students when necessary (i.e., departmental
seminars, Honors Recital, junior/senior recitals)
Ensemble coaching/sectionals (at least once each semester)
Recruitment activities
Solo and/or ensemble performances (faculty and/or university ensembles)
Attendance at select departmental meetings
Other responsibilities as determined by the chair
I.4.d Faculty Evaluation
Please see the section of the UNCW Faculty Handbook, “Faculty Responsibilities and Evaluations”, for
additional practical information about topics related to teaching (i.e., Section IVA and IVB), research
(Section IVC), and service (Section IVD), and to the responsibilities associated with these, as well as
general information about the evaluation of faculty performance.
The evaluation of a faculty member’s performance is recognized as integral to the development of the
institution, is used to make decisions about reappointment, promotion and the awarding of tenure, and
serves as a basis for recommendations for merit salary increases. The criteria that are used in evaluating
faculty performance are those in Appendix C of the university Faculty Handbook, as well as criteria
developed by departments (see Annual Peer Review) and the college/schools. However, since the
policies and procedures may be amended from time to time, non-tenured faculty members should consult
with the department chairperson concerning current guidelines and criteria.
Not all faculty are at the same stage in their careers. The non-tenured faculty will be involved in an
intensive process of evaluation that may ultimately lead to promotion and tenure. Tenured faculty may
also desire a more extensive written evaluation in preparation for Post-Tenure Review (see the UNCW
Faculty Handbook). In the Department of Music each faculty member reports professional activities to
the department chair in an annual report based upon the university’s format for RPT recommendations
(see UNCW Faculty Handbook, Appendix C, “Recommendations for Reappointment, Promotion and/or
Tenure”). This document should serve as the basis for the annual evaluation of all faculty. When associate
professors desire a more complete evaluation preparatory to seeking promotion, the individual faculty
member may request such from the chair.
I.4.d.i. Annual Review by Department Chairperson
The annual evaluation of all faculty, mandated by the Faculty Senate, need not be a burdensome task. In
making this procedure mandatory for all faculty, the Senate did not envision any major departure from
existing practices. Rather, the Senate sought to institutionalize a regular procedure for faculty members
to receive and to respond to an assessment of their performance during the past year.
Annual written evaluations are made of each faculty member by the departmental chairperson or
appropriate supervisor. This evaluation is done in conjunction with a review of the faculty member's
annual review dossier. Copies of the evaluation and the annual review dossier for each member of the
faculty are kept on file in the department chairperson or supervisor's office, and a copy of each must be
provided to the faculty member. The faculty member shall have the opportunity to reply in writing to the
evaluation. Evaluations must be completed by July 1 of each year. Recommendations for full-time
faculty merit salary increases rely heavily on the written evaluation document, but recommendations for
reappointment, tenure, and promotion, do not necessarily rely solely on the annual cumulative reports. In
the case of part-time faculty, the evaluation of the annual review dossier is essentially a quantitative tool
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used in the departmental annual report, but also may be used in conjunction with other evaluations in
determining reappointment and position development.
The chairperson's evaluation draws from peer evaluations, student evaluations, and subjective
assessments--each to varying degrees across departments.
I.4.d.ii. Merit Policy (full-time)
Among the ways in which full-time faculty members’ salaries may be increased in a given year are
promotion raises, merit raises, cost-of-living raises, adjustments for inequities, and one-time bonuses.
The amount and kind of increases depend on legislative appropriations and directives from UNC General
Administration and the UNCW administration.
Merit pay is added to a faculty member’s base salary in recognition of exceptional performance the
preceding year; it is not a cost-of-living increase and therefore is not normally awarded to every faculty
member in a department. When merit increases are to be granted, the Dean of the College of Arts and
Sciences allocates a total amount to the department from funds designated by the state legislature for that
purpose. The department chair makes merit recommendations to the Dean of the College, based on the
amount available for merit increases.
Merit recommendations are based upon the chair’s annual review of each faculty member. The annual
review is based upon the faculty member’s performance in the three areas of teaching,
research/scholarship/artistic achievement, and service as assessed by the chair as well as a peer review
committee. The descriptive evaluation for each category (criteria for each category are published and
distributed to faculty) is translated into numerical equivalents (i.e., excellent/5, very good/4, good/3,
satisfactory/2, needs improvement/1) for statistical analysis only. The raw scores for each category are
then converted to reflect a weighting system for teaching, research/scholarship/artistic achievement, and
service respectively. The mean and standard deviation are then calculated using the weighted averages to
determine the placement of merit increase within the department.
To be considered for a merit increase, a faculty member’s performance in each area must be at or exceed
a “satisfactory” level. Faculty with greater achievement relative to expectations will be recommended for
a higher percentage increase than other faculty. No merit increase shall be recommended when a faculty
member’s performance is below a “satisfactory” level in any category.
I.4.d.iii. Peer Evaluation Guidelines
Annual Peer Review (full-time)
Annual review dossiers shall be prepared based upon the previous annual year, and three copies should be
submitted to the chair by March 31. The dossier outline should follow the university's RPT format and
include a self-evaluation of the faculty member’s classroom performance, research/scholarship/artistic
achievement, and service for the year. All categories of the RPT form that apply should be completed and
N/A should be indicated for categories that do not apply this year. The following items should also be
included in a separate folder:
• S.P.O.T.S./IDEA and peer evaluations, if available, for the entire year.
• Course syllabi and all other pertinent course materials.
• Various documentation (programs, letters of invitation, copies of articles, manuscripts,
recordings, etc.).
Three faculty within the department will be chosen by the department chair according to a system of
rotation. The selection process shall insure anonymity of the committee members, and shall insure
rotation of faculty to avoid consecutive terms.
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•
First year faculty shall be ineligible to serve.
The faculty chosen shall be comprised of at least one tenured faculty.
Each of the three faculty shall receive a dossier copy for faculty members within the department, except
their own, and will proceed to review the entire dossier independently. Supportive materials for each
faculty member will be available through sign-out by the department secretary.
Faculty reviewers shall review the complete dossier of each full-time tenure track faculty, using the Peer
Review Summary Form provided (see Appendix A) and the department’s Annual Faculty Review Criteria
(see below) as a guide.
Annual Faculty Review Criteria Guidelines
I. Contributions to Teaching
Criteria Summary
The primary concern of the university is teaching its students. Faculty must be well-trained,
knowledgeable, skillful, and enthusiastic presenters of knowledge. In addition to teaching courses, other
aspects of teaching include revising old courses and developing new ones; developing teaching methods;
and assisting, advising, and counseling students in academic matters.
Faculty members should seek appropriate advanced study which will (1) enhance their teaching
effectiveness, (2) apprise them of developments in their academic fields, (3) add new areas of expertise to
the existing programs of the university.
Excellent:
• Taught an overload during the academic year, including DIS, honors thesis direction, and one or
more student recitals.
• Materials used were of highest quality with evidence of exceptional skill in planning and
organizing courses to accomplish stated goals and objectives.
• Intellectual tasks set for the students were exceptionally well selected and evaluated (i.e.,
carefully constructed exams and assignments).
• Contributions to curriculum development were of highest quality and a regular source of good
ideas. Courses developed/revised/ were new to the individual or the university; help further the
programs, goals and mission of the department.
• Demonstrated special initiatives in teaching by incorporating new approaches to teaching.
• Student ratings on SPOTS are good to excellent and is generally perceived as an excellent
teacher.
• Efforts to improve teaching were outstanding with evidence of self-learning (i.e., pedagogical
plans; seminars, workshops attended to improve teaching, etc.); showed active concern for
improving teaching; sought feedback on teaching and implemented new teaching strategies.
• Advised significantly more majors than the number allocated to department’s faculty.
• May also include student achievement and honors outside the classroom through performance,
presentation, and/or publication on the national/international level.
• Rated “excellent” by peer reviewers.
Very Good:
• Taught a required load during the academic year.
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•
Materials used were of good quality with evidence of sound planning and good organization to
accomplish stated goals and objectives.
Intellectual tasks set for the students were well selected and evaluated (i.e., good exams and
assignments).
Contributions to curriculum development were of good quality. Courses developed/revised/ were
new to the individual or the university and/or guest lecturer in other faculty’s course.
Demonstrated special initiatives in teaching by incorporating at least one new approach to
teaching.
Student ratings on SPOTS are good to very-good and is generally perceived as a very good
teacher.
Efforts to improve teaching were good with evidence of one or more of the following: selflearning (i.e., pedagogical plans; seminars, workshops attended to improve teaching, etc.);
showed concern for improving teaching; occasionally sought feedback on teaching and
implemented new teaching strategies.
Advised slightly more majors than the number allocated to department’s faculty
May also include student achievement and honors outside the classroom through performance,
presentation, and/or publication on the national/regional level.
Rated “very good” by peer reviewers.
Good:
• Taught a required load during the academic year.
• Materials used were of average quality with evidence of planning and organization to accomplish
stated goals and objectives.
• Intellectual tasks set for the students were well selected and evaluated (i.e., good exams and
assignments).
• May include courses developed/revised.
• May demonstrate pedagogical initiatives in teaching.
• Student ratings on SPOTS are average to-good and is generally perceived as a good teacher.
• May demonstrate efforts to improve teaching.
• Advised normal number of majors consistent with the department’s faculty .
• Rated “good” by peer reviewers.
Satisfactory:
• Taught a required load during the academic year.
• Course materials only adequately address student performance expectations with less than
adequate evidence of planning and organization.
• May demonstrate pedagogical initiatives in teaching.
• Student ratings on SPOTS are slightly below departmental mean.
• Participated in advising majors.
• Rated “satisfactory” by peer reviewers.
Needs Improvement:
• Taught less than a required load during the academic year.
• Course materials only inadequately address student performance expectations with little evidence
of planning and organization.
• Demonstrates little or no evidence of pedagogical initiatives in teaching.
• Student ratings on SPOTS are consistently below departmental mean.
• Did not participate in advising majors.
• Rated “needs improvement” by peer reviewers.
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II. Research, Scholarship and Artistic Achievement
Criteria Summary
Scholarship is expected of every faculty member. Besides a mastery of the fundamentals of a
discipline it involves a thorough familiarity with its various areas, problems, and continuing
investigations; it necessitates staying abreast of the relevant literature and includes the ability to organize,
synthesize, and evaluate effectively the work of others.
In evaluating a faculty member's artistic achievement or research, attention will be directed to its
vitality, integrity, originality, and overall quality, as judged by professional colleagues on and off campus.
Excellent:
• Research, scholarship, and artistic achievement were usually high and significantly exceeded
departmental expectations.
• Extensively involved in scholarly projects such as refereed single-authored publication(s), solo
recordings; juried and/or invited presentations (i.e., performance and/or research) at national
and/or international forums; and receipt of external grants.
• Significant attention given to professional development (i.e., creative/scholarly) through
involvement (i.e., attendance, participation) in professional meetings, workshops, and/or
conferences.
• Membership in professional societies.
• Received prestigious professional honor.
• Indicates on-going creative/research activity.
• Indicates professional consultancies, paid and non-paid, resulting in professional development.
• Rated “excellent” by peer reviewers.
Very Good:
• Research, scholarship, and artistic achievement met departmental expectations.
• Involved in scholarly projects such as single-authored publication(s), recordings, juried and/or
invited presentations (i.e., performance and/or research) at national and/or international forums,
and receipt of external grants.
• Attention given to professional development (i.e., creative/scholarly) through involvement (i.e.,
attendance, participation) in professional meetings, workshops, and/or conferences.
• Membership in professional societies.
• Indicates on-going creative/research activity.
• Rated “very good” by peer reviewers.
Good:
• Research, scholarship, and artistic achievement met departmental expectations.
• Involved in scholarly projects such as single-authored publication(s), recordings, invited
presentations (i.e., performance and/or research) at regional and/or state forums, and receipt of
external grants.
• Attention given to professional development (i.e., creative/scholarly) through involvement (i.e.,
attendance, participation) in professional meetings, workshops, and/or conferences.
• Membership in professional societies.
• Rated “good” by peer reviewers.
Satisfactory:
• Research, scholarship, and artistic achievement adequately met departmental expectations.
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Scholarly projects such as single-authored publication(s), recordings, and external grants
submitted for publication.
Invited presentations (i.e., performance and/or research) at state and/or area forums.
Attention given to professional development (i.e., creative/scholarly) through involvement (i.e.,
attendance, participation) in professional meetings, workshops, and/or conferences.
Membership in professional societies.
Rated “satisfactory” by peer reviewers.
Needs Improvement:
• Research, scholarship, and artistic achievement did not meet departmental expectations.
• Did not submit scholarly projects such as single-authored publication(s), recordings, and external
grants submitted for publication.
• Did not present (i.e., performance and/or research) in any forums.
• Little or no attention given to professional development (i.e., creative/scholarly) through
involvement (i.e., attendance, participation) in professional meetings, workshops, and/or
conferences.
• Membership in professional societies.
• Rated “needs improvement” by peer reviewers.
III. Service
Criteria Summary
Service within the university is expected of all faculty members. The university shall also
recognize faculty service to professional and scholarly organizations. It is also appropriate for faculty
members to serve in an educational advisory or informational capacity at the local, regional, state, and
international levels.
Excellent:
• Contributions to the department were outstanding: played a key role in the conduct of
departmental business; regularly participated in faculty meetings; regularly volunteered for
departmental responsibilities; helped to improve departmental morale; served as an advisor to a
student group; enhanced the image of the department with professional appearances before, and
in cooperation with, community groups; actively involved in student recruitment above & beyond
faculty expectations.
• Accepted leadership appointments to college and/or university committees and task forces.
• Elected and/or held office(s) in a national, regional, state, or community professional
organization(s).
• Served as consultant or reviewer for state and/or federal agencies or professional associations
and/or journals.
• Contributions to the College were outstanding: made a major contribution on a College
committee; active in official college functions; enhanced the image of the College with
professional appearances before, and in cooperation with, community groups.
• Impact on colleagues was exceptionally positive: actively participated in the professional
development of other faculty by discussing research and teaching; worked harmoniously with
colleagues in solving problems.
• Exceptionally involved in community activities.
• Rated “excellent” by peer reviewers.
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Very Good:
• Contributions to the department were very good: played a role in the conduct of departmental
business; participated in faculty meetings; volunteered for departmental responsibilities; helped to
improve departmental morale; served as an advisor to a student group; enhanced the image of the
department with professional appearances before, and in cooperation with, community groups;
actively involved in student recruitment above & beyond faculty expectations.
• Served on university committees and task forces.
• Held office in a national, regional, state, or community professional organization.
• Served as consultant or reviewer for state and/or federal agencies or professional associations
and/or journals.
• Contributions to the College were very good: served on a College committee; participated in
official college functions; enhanced the image of the College of professional appearances before,
and in cooperation with, community groups.
• Impact on colleagues was positive: participated in the professional development of other faculty
by discussing research and teaching; worked harmoniously with colleagues in solving problems.
• Involved in community activities.
• Rated “very good” by peer reviewers.
Good:
• Contributions to the department were good: participated in faculty meetings; volunteered for
departmental responsibilities; helped to improve departmental morale; served as an advisor to a
student group; enhanced the image of the department with professional appearances before, and
in cooperation with, community groups; involved in student recruitment.
• Served on university committees and task forces.
• Performed some service for a community professional organization.
• Contributions to the College were good: served on a College committee; participated in official
college functions; enhanced the image of the College with professional appearances before, and
in cooperation with, community groups.
• Impact on colleagues was positive: worked harmoniously with colleagues in solving problems.
• Involved in community activities.
• Rated “good” by peer reviewers.
Satisfactory:
• Contributions to the department were satisfactory: participated in faculty meetings; helped to
improve departmental morale; enhanced the image of the department with professional
appearances before, and in cooperation with, community groups; participated in student
recruitment.
• Served on at least one university committee.
• Performed some service for a community professional organization.
• Contributions to the College were satisfactory: served on a College committee; enhanced the
image of the College with professional appearances before, and in cooperation with, community
groups.
• Impact on colleagues was positive: worked harmoniously with colleagues in solving problems.
• Involved in periodic community activities.
• Rated “satisfactory” by peer reviewers.
Needs Improvement:
• Contributions to the department were unsatisfactory: did not participate in faculty meetings;
contributed adversely to the departmental morale.
27
•
•
•
No other service to university, college, department, or community.
Impact on colleagues was negative: did not work harmoniously with colleagues in solving
problems.
Rated “needs improvement” by peer reviewers.
Upon review of dossiers, signed Peer Review Summaries shall be returned to the chair with copies of the
dossier by April 15 as advice to the chair, who will then write the annual evaluation based upon the
department’s Annual Faculty Review Criteria. The Peer Review Summaries for the chair shall be given
to the department secretary and sent directly to the dean of the College of Arts and Sciences for inclusion
in the dossier file in that office.
The department chair will use the Peer Review Summaries to assist in the chair's annual review summary
of all full-time faculty. The chair shall provide a copy of the evaluation to the faculty member by April
30.
The faculty member and chair shall sign the evaluation in acknowledgment of its receipt by the faculty
member. The faculty member has the option of attaching a written response. The chair shall forward a
copy of the evaluation, and the faculty member’s response, if any, to the dean by May 31.
Within ten working days, a meeting with the chair to discuss the review and, in consultation, create a
professional development plan will be required of all non-tenured faculty and optional for tenured faculty,
as per the chair’s recommendation. All non-tenured faculty must submit a professional development plan
to the chair by May 31.
In addition, since the department's senior faculty play a central role in the mentoring of non-tenured
faculty, the chair will annually provide the senior faculty with a summary of the assessments the
chairperson has given to the non-tenured faculty, as well as the professional development plan outlining
the intended progress toward tenure and promotion.
Peer Teaching Observation (full-time)
Teaching observation shall be defined to include peer observation of lectures, labs, seminars, applied
lessons, ensemble rehearsals, or any other form of instruction that involves interaction of student(s) and
teacher in a learning situation. All untenured faculty shall be observed two times during each calendar
year by a committee composed of two department faculty (see observer selection process below).
Tenured faculty may avail themselves of direct classroom observation on a voluntary basis with a view to
enhancing their teaching effectiveness, or to add to the body of evaluation materials in preparation for
promotion. All part-time faculty shall be observed once during each calendar year by a full-time faculty
member (usually the supervising coordinator) as appointed by the chair.
Peer Observation of Teaching Guidelines
Peer class observation of faculty should include the observation of teaching by two faculty members
twice a year (once each semester). Both observers should attend the same class session(s) so they can
compare their impressions of the same teaching behaviors. Selection of observers are as follows:
• One trained faculty observer (any rank) to be selected by the teacher
• One trained senior faculty observer (any rank) to be selected by the department chair
• A third member from outside the department may be added to the observing team upon the
teacher’s request and with the chair’s approval
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Observation procedures
1. Schedule and course selection
a. Teacher chooses class to be observed with approval of department chair.
b. Teacher provides observers with copies of the course syllabus and any other pertinent
materials.
c. Observers coordinate date and time for observation with teacher
2. Pre-observation conference
a. Observers meet with teacher to discuss the teacher's instructional goals, methods,
style, and aspects of the course that provide context for the observation.
b. Observers should discuss the criteria of the Peer Observation Teaching Report with
one another as well as the teacher before visiting the class to insure they have a
consensus on the meaning of the categories and statements on the form.
3. Observation
a. Observers should be unobtrusive as possible (i.e., arrive well before the class starts,
keep silent during the class, sit in the back of the class or in place that will not draw
attention, stay for the entire class).
b. As soon as possible after completing an observation, preferably within 24 hours, each
observer should review the observation notes and complete the POTR.
4. Post-observation conference (within 5 working days of each observation)
a. Observers meet with the teacher to discuss their reports (i.e., discuss strengths and
needs for improvement)
b. After the conference, the teacher develops a plan of strategies to improve teaching by
addressing the recommendations of the observers.
5. Each observer files a completed report and the teacher submits a plan of strategies to improve
teaching to the chair within 1 week of the post-observation conference.
6. All reports are to be submitted to the chair no later than 2 weeks prior to the last day of
classes of the semester’s observation.
As a formative tool, the purpose of peer review observation will be for faculty development by
providing qualitative data that can be used to enhance or modify teaching and its effectiveness.
Information and materials collected by the peer class/studio observation are one among several sources of
information used by the senior faculty and the chair to assess the quality of the faculty member’s
teaching. The peer review observation will also be used as a summative tool within the teaching area of
the annual departmental faculty review for all untenured faculty or tenured faculty preparing materials for
promotion (its use as a summative instrument will normally require at least three semesters of
observation, over which period progress and development can be assessed). In such cases, peer review
observation, Student Perception of Teaching data (SPOTS), and the annual peer review of teaching
accomplishments and materials will be given similar emphasis in the total evaluation of teaching. See
Appendix B for the Peer Observation Teaching Report Form.
Peer Teaching Observation (part-time)
Teaching observation shall be defined to include peer observation of lectures, labs, seminars,
applied lessons, ensemble rehearsals, or any other form of instruction that involves interaction of
student(s) and teacher in a learning situation. All part-time faculty shall be observed once during each
calendar year by a full-time faculty member (usually the supervising coordinator) as appointed by the
chair.
As a formative tool, the purpose of peer review observation will be for faculty development by
providing qualitative data that can be used to enhance or modify teaching and its effectiveness.
29
Information and materials collected by the peer class/studio observation are one among several sources of
information used by the chair to assess the quality of the faculty member’s teaching.
Observation procedures
1.
Schedule and course selection
a. Observer coordinates date and time for observation with teacher
b. Teacher provides observer with copies of the course syllabus and any other pertinent
materials.
2.
Pre-observation conference
a. Observer meets with teacher to discuss the teacher's instructional goals, methods, style,
and aspects of the course that provide context for the observation.
b. Observer should discuss the criteria of the Peer Observation Teaching Report with the
teacher before visiting the class to insure they have a consensus on the meaning of the
categories and statements on the form.
3.
Observation
a. The observer should be unobtrusive as possible (i.e., arrive well before the class starts,
keep silent during the class, sit in the back of the class or in place that will not draw
attention, stay for the entire class).
b. As soon as possible after completing an observation, preferably within 24 hours, the
observer should review the observation notes and complete the POTR.
4.
Post-observation conference (within 5 working days of each observation)
a. The observer meets with the teacher to discuss the report (i.e., discuss strengths and
needs for improvement)
b. After the conference, the teacher develops a plan of strategies to improve teaching by
addressing the recommendations of the observer.
5. The observer files a completed report and the teacher submits a plan of strategies, if
applicable, to improve teaching to the chair within 1 week of the post-observation conference.
6. All reports are to be submitted to the chair no later than 2 weeks prior to the last day of
classes of the semester’s observation.
See Appendix C for the Peer Observation Teaching Report Form.
Post-tenure Review
The Post-Tenure Review Policy, as approved and amended by the UNCW Faculty Senate on February 17,
1998, states “Post-tenure review (PTR) is a comprehensive, formal, periodic evaluation of cumulative
faculty performance to ensure faculty development and to promote vitality.” The purpose of PTR is to
support and encourage excellence among tenured faculty by recognizing and rewarding exemplary faculty
performance; providing for a clear plan and timetable for improvement of faculty found deficient; and for
those whose performance remains deficient, providing for the imposition of appropriate sanctions, which
may, in the most serious cases, include a recommendation for discharge (see Faculty Handbook for
Timetable, General Procedures, General Criteria, etc.).
Post-tenure review dossiers shall be prepared based upon the preceding five years and are to be submitted
to the chair by October 15 of the review year. The dossier outline should follow the university's RPT
form. All categories that apply should be completed and N/A should be indicated for categories that do
not apply during the preceding five years. The following items should also be included in a separate
folder:
• All evaluations of teaching (i.e., S.P.O.T.S. and Peer Observation Teaching Reports, if available)
• Course syllabi and all other pertinent course materials
• Supportive documentation (programs, letters of invitation, copies of articles, manuscripts,
recordings, etc.)
30
•
All annual evaluations for the years under review
Three tenured faculty within the department will be chosen by the department chair according to a system
of rotation. The selection process shall insure anonymity of the committee members, and shall insure
rotation of faculty to avoid consecutive terms if possible. Each of the three faculty shall receive a dossier
copy of the faculty member to be reviewed and evaluate the faculty member’s record in teaching,
research/artistic achievement, and service using the Peer Review Summary sheet provided (see Appendix
A) and the department's Criteria for Reappointment, Promotion, and Tenure as a guide. Supportive
materials for each faculty member will be available through sign-out by the department secretary.
Upon review of dossiers, peer reviewers shall present their evaluations in writing (see Appendix A) as
advice to the chair, who will then write the evaluation relative to the mission of the university,
college/school, or program. The chair’s evaluation shall state whether the faculty member’s overall
performance has been satisfactory, exemplary, or deficient.
The department chair shall provide a copy of the evaluation to the faculty member and shall meet the
faculty member to discuss the review. The faculty member has the option of attaching a written response.
The chair shall forward a list of the peer evaluators, a copy of the evaluation, and the faculty member’s
response, if any, to the dean for information. The faculty member and chair shall sign the evaluation in
acknowledgment of its receipt by the faculty member.
Criteria for satisfactory faculty performance are professional competence; conscientious discharge of
duties, taking into account distribution of workload as assigned by the department chair; and efforts to
improve performance. Criteria for exemplary faculty performance are sustained excellence in teaching,
research/artistic achievement, and service; and professional performance that is substantially above
expectations and that significantly exceeds the performance of most faculty.
Deficient faculty performance is performance that does not meet the criteria for being judged satisfactory,
as stated above. Annual evaluations for the period under review shall be given great consideration during
PTR; faculty whose annual reviews have indicated satisfactory performance or better during that period
shall normally be expected to receive a satisfactory evaluation or better under PTR.
In the case of performance judged to be exemplary, the results shall be documented for university award
consideration. Documentation of such performance shall also be forwarded by the chair to the dean, the
Provost, and the Chancellor for appropriate recognition.
In the case of performance judged to be deficient, the chair shall forward to the faculty member a copy of
the evaluation by the deadline set by the Provost. Within ten working days of receipt of the evaluation the
chair and faculty member shall meet and, in consultation, begin to create a development plan. The plan
shall include the following:
• specific strategies and steps designed to lead to improvement,
• delineation of specific outcomes which constitute improvement,
• resources to be committed, if any,
• a specified timeline, not to exceed three years,
• a statement of the process by which performance under the plan will be evaluated and feedback
provided to the faculty member, and
• a clear statement of consequences should the improvement not occur.
31
The faculty member and the chair shall sign the development plan, and the chair shall forward a copy to
the dean, who must approve any resources to be committed. If a mutually acceptable plan is not reached
within one month after the initial meeting, the currently existing mediation process of the Faculty
Professional Relations Committee shall be utilized. If a mediated settlement cannot be achieved under the
auspices of the FPRC, the dean shall act as arbitrator in the development of a plan.
A development plan shall not be required of a faculty member who has received a satisfactory review.
I.4.d.iv. Student Evaluations (full and part-time)
Every faculty member is evaluated by students every semester in all courses (including summer school)
using the institution-wide SPOT/IDEA tool. This tool and the instructions for administering it were
developed by the Faculty Senate. Both are in the UNCW Faculty Handbook, Appendix J. The use of
SPOTS/IDEA is mandatory, although additional student evaluation questions may be appended to the
SPOTS/IDEA. The department chairperson and faculty can review IDEA data online each semester.
II. Appointment, Reappointment, Promotion and Tenure
UNCW is committed to maintaining faculty and staff whose aggregate individual qualifications enable
the music department to accomplish its missions, goals, and objectives. Faculty members (including parttime faculty) shall be qualified by earned degrees and/or professional experience and/or demonstrated
teaching competence. All must be able to guide students and to communicate personal knowledge and
experience effectively. This standard applies to studies, course work, and ensembles taken at the
institution.
II.1. Definitions and Expectations of Academic Ranks and Appointments
Although the Department of Music recognizes a minimum of the master’s degree in music for faculty
teaching performance courses, such as applied music and ensembles, a baccalaureate is acceptable in lieu
of formal academic preparation for faculty who are highly qualified artist-teachers with outstanding
professional experience and demonstrated contributions to the teaching discipline. In addition, while a
minimum of a master’s degree in music, or the appropriate equivalent in professional experience and/or
teaching, is appropriate for faculty teaching academic (lecture) lower level music courses (100-200 level),
a doctorate in the discipline, or at least 18 semester hours and/or significant experience in the teaching
specialty with a master’s degree, is considered the terminal degree for faculty teaching in theoretical,
historical, and pedagogical subjects.
Part-time
A part-time instructor, who holds at least a bachelor’s degree and/or professional experiential
equivalency, and is appointed on a semester-to-semester basis according to departmental needs and the
instructor’s area of specialty.
Lecturer (Revised and Approved January 10, 2014)
This is defined as any full-time teaching member who holds at least a master’s degree or professional
experience equivalent, and is appointed on a year-to-year temporary basis. The position is not tenure
eligible.
A full workload for this faculty position consists mainly of teaching and other instruction-related
activities. Scholarship and professional development, research or artistic achievement, are considered
enhancing contributions, but teaching and service are the most important responsibilities for this position.
The workload for a lecturer consists usually of a teaching assignment of four 3-credit-hour courses per
semester, including equivalencies; plus advising of majors and minors and other routine service on the
departmental and university levels, such as student recruitment, administrative service, and committees.
32
Instructor
This rank is considered to be the entry level position for all tenure-track teaching faculty who hold at least
the master’s degree, but may have no demonstrable full-time college or university teaching experience or
its professional equivalence. Appointment to assistant professor is possible when the instructor
demonstrates on-going evidence of growth in teaching, professional development, scholarly or artistic
activity (as appropriate to one’s area of specialty), and service.
Assistant Professor
Requirements for appointment as an Assistant Professor include evidence of teaching potential and
promise of growth in the areas of professional development, scholarly or artistic activity (as appropriate to
one’s area of specialty), and service. In addition, an assistant professor must have the terminal degree
appropriate to their field. In special cases, professional accomplishment outside of the classroom may be
deemed the equivalence of a terminal degree.
In addition, as it is in the university's interest that each academic department provide continuous
mentoring of its non-tenured assistant professors from the time of hiring until a tenure decision is made,
the department chair will assign one or more senior faculty mentors to each member of the non-tenured
faculty once a year to advise them and guide their professional development in teaching and research.
Associate Professor
An associate professorship is considered to be a senior faculty appointment with all of the responsibilities
implied herein, and the move from assistant to associate should be considered greater than movement in
rank between any other two ranks. In the Department of Music, an individual eligible for associate
professor rank should have demonstrated over a period of years teaching excellence and effectiveness;
professional development; significant service to the university, profession, and community; and on-going
creative work and/or publication of such a nature that it has received recognition by professionals beyond
the local area.
Professor
For appointment to the rank of professor, the candidate shall exhibit distinguished accomplishment in the
four areas of teaching, research/artistic achievement, scholarship and professional development, and
service. Publication or artistic achievement will demonstrate recognition by professional colleagues;
distinguished teaching and excellence of service will demonstrate recognition by the university
community and the larger constituency that it serves.
It is recognized that individual strengths vary. For music department criteria at all levels (see RPT
Expectations and Criteria below), fulfillment of most, but not all, of the items listed in a category, may be
appropriate for faculty to be reappointed and/or promoted, especially if achievements on some items are
strong.
II.2. Graduate Faculty Criteria in Music
University-wide criteria for membership on the Graduate Faculty include a) a terminal degree in an
appropriate field along with effective teaching, b) a continuing record of productive scholarship, and c)
for assistant professors, a record or strong indication of growing involvement with scholarship.
Graduate Faculty in music must have a terminal degree in the teaching discipline in which they have been
appointed. In music, a Masters degree or a Doctorate appropriate to the sub-discipline is expected. Also,
in keeping with the Bylaws and Faculty Handbook, persons of exceptional talent, creativity, and artistic
accomplishment who may not possess any degree, will be considered for membership in the Graduate
Faculty on an individual basis.
33
Considerations beyond degree status must include evidence of productive scholarship or creative activity
in one or more of the following forms:
1. For faculty whose disciplines require original research and publication:
• publication of a book, music, or at least two articles in refereed or invited journals of
regional, national or international status within the past five years; or
• two different research presentations at state, regional, national or international
professional meetings within the last five years; or
• other evidence such as manuscript review for refereed journals, holding office in
professional organizations, publication of research abstracts, grant writing and awards,
etc.
2. For faculty whose disciplines require creative activity or performance:
• at least three juried or invited performances at the regional, national or international level
within the past five years (at least one research article in a refereed journal of regional,
national or international status; or one recording; or one scholarly presentation at a
meeting of equal importance within the past five years may be substituted for a
performance); and
• other evidence such as membership and/or holding office in professional organizations,
peer review of other artists or performers, grant writing and awards, etc. The Senior
faculty of the Department of Music will make recommendations for graduate teaching
status based on the preceding criteria.
II.3. General Expectations for RPT
The policies of the University of North Carolina indicate that professional competence, academic and
professional growth, potential for future contribution, teaching effectiveness, and institutional needs and
resources are the general areas on which evaluations for tenure are made.
Because of their long-term consequences for the university and its faculty, tenure decisions are more
important than promotion decisions. To be granted tenure at any academic level, a faculty member must
have evidenced proficiency and a pattern of growth in areas of teaching; scholarship and research/artistic
achievement, and service. Of these, teaching effectiveness is the primary criterion for the granting of
tenure. When a faculty member who has served two years or longer at the rank of assistant professor is
recommended for permanent tenure, he/she will also be recommended for promotion. Accordingly, when
there is a recommendation for conferral of tenure but at the rank of assistant professor, the
recommendation will explain the special or unusual circumstances for not also recommending promotion.
II.3.a. Teaching Effectiveness
Teaching effectiveness is, essentially, a non-quantifiable enterprise. However, certain data can assist in
the decision-making process. Evidence of teaching effectiveness may consist of, but shall not be limited
to the following:
1. Documentation of innovative teaching and other teaching-related activities.
2. Documented efforts to grow as a teacher (workshops attended, courses revised, courses
developed, improving courses and/or educational programs, etc.)
• Course syllabi and outlines, including statement of course objectives and procedures for
all courses taught for the period covered in the evaluation (all faculty must prepare
syllabi for every course taught every semester); these syllabi must contain the instructor’s
office number and telephone number, office hours, a description of the course that
reflects its goals and objectives, the books and/or other materials required for the course,
a list of course requirements, the basis for final grades, attendance policies, and any other
policies that may affect the final grade.
34
Peer reviews of classroom teaching and of teaching materials (syllabi, handouts, exams,
graded essays, etc.)
• Documentation of grading practices demonstrated by final grade reports from all courses
and sections taught in the period covered by the evaluation
Annual peer evaluation of contributions to teaching by the evaluation committee
Peer class observation: An annual review of faculty based on the observation of teaching by two
or three faculty members twice a year (once each semester)
Student evaluations (both SPOTs and narrative assessments in response to questions developed
by the faculty member for the specific course)
Statements from former students as solicited by the department chairman upon the suggestion of
the instructor
Measurable outcomes of the quality of teaching (e.g., accomplishments by students, such as
successful performances by students on juries and in recitals, as well as in other courses that
follow; special recognitions, honors, awards given to students; growth in the studio program over
time; feedback from graduates, etc.).
Attention given to students beyond the regular classroom and studio hours also can be noted
(assisting with applications, performance and/or recital coaching; writing letters of
recommendation, etc.), as they speak to accessibility of instructor and concern for students.
Receiving grants and fellowships relative to teaching.
Assisting, advising, and counseling students in academic matters
•
3.
4.
5.
6.
7.
8.
9.
10.
II.3.b. Professional Development: Research, Scholarship & Artistic Achievement
“Scholarship is expected of every faculty member. Besides a mastery of the fundamentals of a discipline
it involves a thorough familiarity with its various areas, problems, and continuing investigations; it
necessitates staying abreast of the relevant literature and includes the ability and insight to organize,
synthesize, and evaluate effectively the work of others." This statement from the Reappointment,
Promotion, and Tenure section of the UNCW Faculty Handbook, expresses the importance of a sustained
commitment by all faculty to the enrichment of professional competence. In addition to their own efforts,
faculty members are encouraged to participate in workshops, seminars, and other formal training
programs to develop new skills and to improve existing ones.
•
•
Acceptable evidence of research and/or artistic achievement at the associate professor level may
include the following examples: publication of articles in juried periodicals of at least regional
circulation, invited and/or juried presentation of papers at regional conventions in the disciplines,
prizes won and juried presentations outside the local area, invited performance or participation at
universities or with professional ensembles outside the local area, reviews and critiques of local
performances by noted experts appearing in publication outside the local area, and/or leadership
positions in regional organizations in the disciplines.
Acceptable evidence of research and/or artistic achievement at the rank of professor may include
the following examples: on-going publications in juried periodicals with regional, national, or
international circulation over a period of time, presentations at the national or international level
at conferences in the discipline, invitations to perform or participate with ensembles or
organizations of national or international stature, prizes won at juried presentations or
competitions whose competitors comprise a national or international spectrum, commissions
which draw national attention, reviews and critiques of the individual’s creative work which
appear in nationally circulated periodicals or journals in the discipline, books published by
university presses or by nationally prestigious publishing houses, and leadership positions in
national organizations in the discipline.
35
II.3.c. Service
• The Department of Music encourages its faculty to participate in the governance of the university,
the college, and the department through service on committees, and to advance any and all of
these by supporting and participating in their activities.
• Faculty are also expected to support the activities of their professional organizations through such
actions as editorial work for professional journals and the holding of offices in these
organizations.
• Faculty may also advance the reputation of the department through activities that bring
recognition to its students, such as competitions and performances.
• Faculty are encouraged to perform, teach, and generally support activities and organizations in
the arts of the local community and the region.
II.4. Department of Music Expectations and Criteria for RPT
Assistant Professor
Teaching
• Teaches a required load each semester.
• Materials used are of good quality with evidence of planning and organization to accomplish
stated goals and objectives as assessed in peer review of materials.
• Intellectual tasks set for the students were well selected and evaluated (i.e., good exams and
assignments).
• May include courses developed/revised.
• May demonstrate pedagogical initiatives in teaching.
• Student ratings on SPOTS are good and is generally perceived as a good teacher, as suggested by
the SPOTS.
• May demonstrate efforts to improve teaching (i.e., pedagogical plans; seminars, workshops
attended to improve teaching, etc.).
• May also include student achievement and honors outside the classroom through performance,
presentation, and/or publication on the national/international level.
• Fulfills advising assignments given by the Chair.
Research, Scholarship, and Artistic Achievement
• Demonstrates involvement in scholarly projects such as single-authored publication(s),
recordings, invited presentations (i.e., performance and/or research) at regional and/or state
forums, and receipt of external grants through short- and long-range goals.
• Attention given to professional development (i.e., creative/scholarly) through involvement (i.e.,
attendance, participation) in professional meetings, workshops, and/or conferences.
• Membership in professional societies.
Service
• Contributions to the department were good: participated in faculty meetings; fulfills departmental
responsibilities, such as serving on or chairing departmental committees; makes professional
appearances before, and in cooperation with, community groups; involved in student recruitment.
• Served on a university committee or task force; participated in official college functions
• Performed some service for a community professional organization.
• Impact on colleagues was positive: worked harmoniously with colleagues in solving problems;
worked successfully with colleagues in preparing and presenting public appearances (for
performing faculty).
36
•
•
•
Involved in community activities.
Performers: Gives performances at public departmental concerts, beyond those that are part of
the standard teaching load.
Coordinators: Contributions to the department were good (see coordinator position description).
Associate Professor
Teaching
• Teaches a required load each semester.
• Materials used are of very-good quality with evidence of sound planning and good organization
to accomplish stated goals and objectives as assessed in peer review of materials.
• Intellectual tasks set for the students are well selected and evaluated (i.e., good exams and
assignments).
• Contributions to curriculum development were of good quality. Developed/revised/ courses new
to the individual or the university.
• Demonstrates special initiatives in teaching by incorporating at new approaches to teaching.
• Student ratings on SPOTS are good to very-good and is generally perceived as a very good
teacher, as suggested by the SPOTS.
• Efforts to improve teaching are good with evidence of one or more of the following: self-learning
(i.e., pedagogical plans; seminars, workshops attended to improve teaching, etc.); shows concern
for improving teaching; occasionally seeks feedback on teaching and has implemented new
teaching strategies.
• May also include student achievement and honors outside the classroom through performance,
presentation, and/or publication on the national/regional level.
• Fulfills advising assignments given by the Chair.
Research, Scholarship, and Artistic Achievement
• Demonstrates involvement in scholarly projects such as single-authored publication(s),
recordings, juried and/or invited presentations (i.e., performance and/or research) at national
and/or international, regional and/or state forums, and receipt of external grants.
• Attention given to professional development (i.e., creative/scholarly) through involvement (i.e.,
attendance, participation) in professional meetings, workshops, and/or conferences.
• On-going memberships in professional societies.
• Indicates on-going creative/research activity.
Service
• Contributions to the department are very good: plays a role in the conduct of departmental
business; participated in faculty meetings; fulfills departmental responsibilities, such as serving
on or chairing departmental committees; serves as an advisor to a student group; makes
professional appearances before, and in cooperation with, community groups; actively involved
in student recruitment.
• Served on university committee and/or task force.
• Held office and/or demonstrate increasing recognition in a national, regional, state, or community
professional organization.
• Served as consultant or reviewer for state and/or federal agencies or professional associations
and/or journals.
• Contributions to the College are very good: served on a College committee; participated in
official college functions; enhanced the image of the College of professional appearances before,
and in cooperation with, community groups.
37
•
•
•
•
Impact on colleagues is positive: participated in the professional development of other faculty by
discussing research and teaching; works harmoniously with colleagues in solving problems;
worked successfully with colleagues in preparing and presenting public appearances (for
performing faculty).
Involved in community activities.
Performers: Gives performances at public departmental concerts, beyond those that are part of
the standard teaching load.
Coordinators: Contributions to the department were very good (see coordinator position
description).
Professor
Teaching
• Teaches a required load each semester, including DIS, honors thesis direction, and coaches
student recitals.
• Materials used are of highest quality with evidence of exceptional skill in planning and
organizing courses to accomplish stated goals and objectives as assessed in peer review of
materials.
• Intellectual tasks set for the students are exceptionally well selected and evaluated (i.e., carefully
constructed exams and assignments).
• Contributions to curriculum development are of highest quality and a regular source of good
ideas. Developed/revised/ courses new to the individual or the university, and helped further the
programs, goals and mission of the department.
• Demonstrates special initiatives in teaching by regularly incorporating new approaches to
teaching.
• Student ratings on SPOTS are good to excellent and is generally perceived as an excellent
teacher, as suggested by the SPOTS.
• Efforts to improve teaching are outstanding with evidence of self-learning (i.e., pedagogical
plans; seminars, workshops attended to improve teaching, etc.); shows active concern for
improving teaching; seeks feedback on teaching and implemented new teaching strategies.
• May also include student achievement and honors outside the classroom through performance,
presentation, and/or publication on the national/international level.
• Fulfills advising assignments given by the Chair.
Research, Scholarship, and Artistic Achievement
• Research, scholarship, and artistic achievement are usually high and significantly exceed
departmental expectations.
• Demonstrates on-going involvement in scholarly projects such as single-authored publication(s),
solo recordings, juried and/or invited presentations (i.e., performance and/or research) at national
and/or international, regional and/or state forums, and receipt of external grants.
• Significant attention given to professional development (i.e., creative/scholarly) through
involvement (i.e., attendance, participation) in professional meetings, workshops, and/or
conferences.
• On-going memberships in professional societies.
• Has received prestigious professional honor.
• Indicates on-going creative/research activity.
• Indicates professional consultancies, paid and non-paid, resulting in professional development.
38
Service
• Contributions to the department were outstanding: played a key role in the conduct of
departmental business; regularly participated in faculty meetings; fulfills departmental
responsibilities, such as serving on or chairing departmental committees; served as an advisor to a
student group; makes professional appearances before, and in cooperation with, community
groups; actively involved in student recruitment.
• Has accepted leadership appointments to college and/or university committees and task forces.
• Elected and/or held office(s) in a national, regional, state, or community professional
organization(s).
• Served as consultant or reviewer for state and/or federal agencies or professional associations
and/or journals.
• Contributions to the College are outstanding: has made a major contribution on a College
committee; active in official college functions; enhanced the image of the College of professional
appearances before, and in cooperation with, community groups.
• Impact on colleagues was exceptionally positive: actively participated in the professional
development of other faculty by discussing research and teaching; worked harmoniously with
colleagues in solving problems; worked successfully with colleagues in preparing and presenting
public appearances (for performing faculty).
• Exceptionally involved in community activities.
• Performers: Gives performances at public departmental concerts, beyond those that are part of
the standard teaching load.
• Coordinators: Contributions to the department were excellent (see coordinator position
description).
II.5. RPT Process
Recommendations for promotion or tenure (including reappointment with tenure) are reviewed early in
the fall semester. Recommendations involving reappointment only are reviewed early in the spring
semester.
The faculty member's RTP dossier consists of the application, supporting documentation, and the
recommendations of the deliberative entities. Dossiers are evaluated and recommendations made in the
following sequence: the faculty member's chair; the appropriate dean; the university-wide faculty
Committee on Reappointment, Tenure, and Promotion (CRTP); the provost and vice chancellor for
Academic Affairs; the chancellor; and the Board of Trustees. Prior to evaluation by the CRTP, the dean
transmits all materials to Academic Affairs, which is responsible for ascertaining that the applications are
complete, that the required format has been used, and that dossiers are present for all faculty mandated for
review. Academic Affairs then transmits copies of the dossiers to the CRTP.
All recommendations, whether positive or negative, are forwarded to the next deliberative entity.
However, if the majority vote of the senior faculty and the recommendations of both the chairperson and
the dean are all negative, the process stops and the faculty member's RTP application is denied. The
faculty member may withdraw the application at any stage of the process. The chair and dean must
elaborate the reasons for their recommendations, but subsequent deliberative entities may forward their
recommendations with or without elaboration, except that any negative recommendation that follows a
positive recommendation at the previous level must be elaborated. The chair, dean, and provost must each
transmit written notification of their recommendations to the faculty member within ten business days of
the recommendation. All such communications become part of the candidate's RTP dossier and are
available to subsequent deliberative entities in the process.
39
II.5.a. Reappointment and Promotion with tenure
For reappointment and for reappointment at associate professor with tenure, the RPT candidate prepares a
dossier, as per the format and guidelines found in the University Faculty Handbook, by September 1 for
reappointment with tenure, and January 15 for reappointment. The senior faculty (the senior faculty is
defined as all tenured faculty at the rank of associate or full professor) will review the dossier and meet to
discuss the candidate’s application for RPT. While external reviews (i.e., external to UNCW) are not
required for reappointment and/or reappointment at associate professor, external reviewers (which shall
be no fewer than two and nor more than three), may be requested by the department’s senior faculty,
and/or the candidate, to be used in addition to the senior faculty’s recommendation. In such cases, the
process outlined in II.5.b (RPT for Promotion to Full Professor) will be used for the solicitation and use
of the external review. The department chairperson then initiates recommendations for promotion or
tenure after consultation with the assembled senior faculty of the department involved.
Along with writing a detailed evaluation of the candidate, the chair will report the numerical results of the
vote and state the chair's recommendation for or against the RPT action. At least five business days prior
to forwarding the candidate's dossier to the dean, the chairperson will notify the senior faculty, by either
written or electronic means, whether the recommendation is for or against the action. If a majority of the
department's senior faculty disagree with the recommendation of the chairp, they have the option to
submit a separate elaborated recommendation. Only one such recommendation from the senior faculty
may be submitted, and it must be signed by a majority of the department's senior faculty. The chair's
recommendation and a separate senior-faculty recommendation, if any, are forwarded as part of the
faculty member's RPT dossier.
II.5.b. RPT for Promotion to Full Professor
For promotion to full professor, the candidate prepares a dossier, as per the format and guidelines in the
University Faculty Handbook, by September 1. In addition to the candidate's dossier, three letters of
review will be required from three full professors within the senior faculty. Letters of review will provide
an assessment of the candidate’s accomplishments as a pedagogue, scholar, and artist.
In some cases where departments are too small or lack a critical mass of senior faculty, the department
"senior faculty" RPT committee can be made up of representatives from other departments by prior
arrangement and agreement with the Dean.
While external reviews (i.e., external to UNCW) are not required for promotion to professor, external
reviewers (which shall be no fewer than two and no more than three) may be requested by the
department’s senior faculty, and/or the candidate, and are to be used in addition to the senior faculty’s
recommendation. Regardless, one letter must come from someone within the music department. The
choice of department reviewer will be based upon the current pool of departmental faculty at the rank of
full-professor and/or recommendations by the candidate.
External Reviewer Selection
1. External reviewers must be highly qualified artists/scholars with a professional stature
equal to or exceeding that which the candidate is seeking.
2. Candidates will provide the chair with the names of a minimum of five (5) potential
reviewers (i.e., internal and/or external) by April 1 prior to the academic year seeking
review for promotion.
3. Candidates will also provide a one-paragraph professional biography of each potential
external reviewer and a description of the professional relationship to the candidate.
4. Candidates will prepare review materials containing a dossier, as per the format found
in the UNCW Faculty Handbook, Appendix C, and supportive materials pertinent to
the candidate’s application for promotion (e.g., recordings, published printed works,
40
etc.). The chair will send the materials to each external reviewer along with a cover
letter and the department’s criteria for RPT.
5. External reviewers will be selected by the senior faculty from the candidate's
recommended list, and may also be selected from other sources as determined by the
chair in consultation with the candidate (usually no later than May 30 prior to the
review year).
Upon receiving the selected list of reviewers, the chair will contact the external reviewers to determine
their willingness to serve in this capacity. Once the decision is finalized, the candidate will be informed
of the final list of external reviewers. All letters of review will be due to the chair on or before September
15. The department chairperson then initiates recommendations for promotion to full professor after
consulting the three reviews received.
Positive recommendations are transmitted by the chairperson to the appropriate dean, by the deans to the
provost and vice chancellor for Academic Affairs, and by the provost to the university-wide faculty
Committee on Reappointment, Tenure, and Promotion (CRTP). The CRTP forwards its unelaborated
recommendations (without supporting documentation) to deans (with a copy to the provost and vice
chancellor for Academic Affairs); deans forward their recommendations, reasons for the
recommendations, and supporting documentation to the provost and vice chancellor for Academic
Affairs.
The chairperson’s dean initiates recommendations for promotion or tenure of a department chairperson
after consultation with the assembled senior faculty of the department involved. Positive
recommendations are transmitted by the dean to the provost and vice chancellor for Academic Affairs and
by the provost to the CRTP. The CRTP forwards its unelaborated recommendation to the provost and vice
chancellor for Academic Affairs.
The provost forwards recommendations to the chancellor. Following this, recommendations for
promotion or tenure are forwarded to the Board of Trustees and then to the president of The University of
North Carolina for final action by the Board of Governors; recommendations for reappointment are
forwarded to the Board of Trustees for final action. A description of this process and a calendar for it are
distributed to all faculty at the beginning of the fall semester.
II.5.c RPT Timing
A. A faculty member hired as an assistant or associate professor must complete at least two years of
probationary service before being considered for tenure. No other minimum time requirement for
service at any level has been established. Applications for tenure before a decision is mandatory
must demonstrate that special circumstances or exceptional productivity have provided sufficient
evidence that the faculty member has met the qualifications for that action.
B. An untenured assistant or associate professor may not apply for promotion without also applying
for tenure.
C. A faculty member may not be tenured at the rank of assistant professor.
D. Typically, candidates for tenure and promotion are reviewed in the fall, and candidates for
reappointment are reviewed in the spring. However, a faculty member hired with a start date in
January may be reviewed for reappointment in the fall or for tenure and promotion in the spring if
that semester is the mandatory final semester for review. Discretionary reviews, whether for
tenure (with or without promotion) after the required two-year probationary period but prior to
the mandatory time for review or for promotion of a tenured faculty member, may be conducted
either fall or spring semester.
E. An assistant professor with an initial 4-year contract must be reviewed for reappointment no later
than early in the 6th semester of employment.
41
F. An assistant professor with a second 3-year contract must be reviewed for tenure and promotion
no later than early in the 3rd semester of that contract (11th semester of employment).
G. For an assistant professor who previously held the rank of instructor at UNCW, the mandatory
review period is the same as for other assistant professors, except that it is measured from the first
semester of employment as instructor.
H. An associate professor with an initial 5-year contract must be reviewed for tenure no later than
early in the 7th semester of employment.
42
APPENDIX A
General Departmental Guidelines
1. Departmental meetings are held on the fourth Friday of each month from 12:00-1:00 PM.
Additional meetings may be scheduled by the chair whenever the situation warrants more than one
meeting per month.
2. Music admission auditions are usually held on select Saturdays throughout the academic year.
Audition dates for the academic year are announced at the beginning of the academic year, and are
documented on the Music Audition Admission form.
3. E-mail accounts: Since the primary type of departmental correspondence is done via e-mail, each
faculty member will be assigned a university e-mail address. It is the faculty member’s responsibility
to access e-mail periodically in order to receive current departmental information.
4. Technology: Although the department recognizes both PC and Mac platforms, the standardized
departmental software includes Microsoft Word, InDesign, Adobe Acrobat, and Finale. Microsoft
Word should be installed on all department faculty computers and all departmental “word” documents
submitted to the chair should use this format.
5. Student performances: Departmental seminars are held the last Friday of each month from 1-1:50
PM, while Honors Recital auditions are usually held the next to last Friday of each semester from
3:30-5:00 PM.
6. Student information: Detailed curricular and/or program information (e.g., degree/program
requirements, etc.) may be found in the departmental Student Handbook.
7. Cultural Arts building room scheduling: All room scheduling and reservations for special events in
the performance wing should be submitted for approval to the Events Coordinator, and reservations
for special events in the academic wing should be submitted to the Office Assistant for approval at
least two weeks before the room is needed. A Facility Use Agreement Contract must be competed
and submitted for final approval for all events not directly sponsored by the music department.
8. Departmental publicity and press releases: All departmental publicity and press releases should be
submitted to the Events Coordinator at least four weeks before the event for approval prior to release.
9. Faculty absences: Any faculty member who contemplates being absent from regular campus duties
is expected to make arrangements in advance with the department chairperson and, if possible,
provide an assignment for the classes affected. In the event of an absence caused by an emergency or
sickness, the faculty member should inform the department chairperson or dean (UNCW Faculty
Handbook, IVA9).
10. Departmental support of faculty travel: As resources permit each year, departmental support of
faculty travel is determined and/or prioritized based upon the following criteria:
• juried and/or invited presentations (i.e., performance and/or research) at national and/or
international forums (e.g., conferences, meetings)
• juried and/or invited presentations (i.e., performance and/or research) at regional and/or local
forums
• attendance and/or participation in professional meetings, workshops, and/or conferences.
43
•
recruitment
11. Use of university equipment: A $50 per instrument fee will be collected by the department for any
instrument used by a faculty member, unless its use serves an academic purpose. The fee will be
refunded after the instrument has been returned.
12. Summer school teaching assignments: The Summer School Program determines guidelines and
parameters for assigning summer school classes annually.
13. Recording services: All UNCW concerts sponsored by the Department of Music will be recorded by
Recording Services. Faculty will receive one CD copy of all faculty-related performances (e.g.,
recitals, and ensembles) upon request. Faculty should provide additional CD’s to Recording Services
if multiple copies are requested. Please allow at least two weeks for duplication.
14. Equipment moves: All equipment moves are to be coordinated by the presenter requesting the move.
Work requests for moving services should be submitted as soon as an equipment move is expected,
and no less than 10 days prior to the move. Copies of the request should be sent to the Events
Coordinator, as well as the percussion faculty (i.e., if percussion equipment is involved in the move)
in order to communicate the planned move, and avoid potential conflicts of equipment use. Please
follow procedures as follows:
a. Presenter contacts moving services and submits request for move of equipment from the
instrumental rehearsal room to KA. Copies of the request should be sent to the KA
Production Manager, as well as department percussion faculty, if percussion is involved,
as well as the chair and Events Coordinator.
b. The presenter should prepare equipment, or someone appointed by the presenter (as
approved by the percussion faculty, in the case of percussion), and place the equipment to
be moved in the corner of the room for moving services to pick-up. Leave the door
unlocked so moving services can retrieve equipment from within this room. Please do
not move equipment to the loading dock or place in the hallway.
c. Request moving services to return equipment to the room of origination, and not to the
loading dock. Presenters will need to make sure the room is unlocked the morning the
equipment is to be returned.
44
APPENDIX B
Department of Music
Peer Review Summary Form (5.8.13)
Faculty Name
Reviewer Name
Review Year
I. Contributions to Teaching
Criteria Summary
The primary concern of the university is teaching its students. Faculty must be well-trained,
knowledgeable, skillful, and enthusiastic presenters of knowledge. In addition to teaching courses, other
aspects of teaching include revising old courses and developing new ones; developing teaching methods;
and assisting, advising, and counseling students in academic matters. In addition, faculty members
should seek appropriate advanced study which will (1) enhance their teaching effectiveness, (2) apprise
them of developments in their academic fields, (3) add new areas of expertise to the existing programs of
the university.
Reviewers will evaluate the candidate’s dossier using the following scale:
5
Excellent
2
Satisfactory
4
Very Good
1
Needs Improvement
3
Good
Contributions to Teaching Criteria
Taught a required load during the academic year.
Scale
Materials used were of good quality with evidence of sound planning and good organization to
accomplish stated goals and objectives.
Intellectual tasks set for the students were well selected and evaluated (i.e., good exams and
assignments).
Contributed to curriculum development. Courses developed/revised/ were new to the individual
or the university, and/or was a guest lecturer in other faculty’s course.
Demonstrated special initiatives in teaching by incorporating at least one new approach to
teaching.
Student ratings on SPOTS
Efforts to improve teaching (i.e., self-learning & workshops attended to improve teaching;
sought feedback on teaching and implemented new teaching strategies)
Advising load
Student achievement and honors outside the classroom through performance, presentation,
and/or publication on the national/regional level.
Average
45
Reviewer Comments:
II. Research, Scholarship and Artistic Achievement
Criteria Summary
Scholarship is expected of every faculty member. Besides a mastery of the fundamentals of a
discipline it involves a thorough familiarity with its various areas, problems, and continuing
investigations; it necessitates staying abreast of the relevant literature and includes the ability to organize,
synthesize, and evaluate effectively the work of others.
In evaluating a faculty member's artistic achievement or research, attention will be directed to its
vitality, integrity, originality, and overall quality, as judged by professional colleagues on and off campus.
5
4
3
Excellent
Very Good
Good
2
1
Satisfactory
Needs Improvement
Research, Scholarship, and Artistic Achievement Criteria
Scholarly projects, i.e., publication(s), recordings, juried (i.e. refereed) presentations at regional,
national and/or international forums, and receipt of external grants.
Scholarly projects, i.e., single-authored publication(s), recordings, invited presentations at
regional, national and/or international forums, and receipt of external grants.
Professional development (i.e., creative/scholarly) through involvement (i.e., attendance,
participation) in professional meetings, workshops, and/or conferences.
Membership in professional societies.
Scale
Indicates on-going creative/research activity.
Average
Reviewer Comments:
III. Service
Criteria Summary
Service within the university is expected of all faculty members. The university shall also
recognize faculty service to professional and scholarly organizations. It is also appropriate for faculty
members to serve in an educational advisory or informational capacity at the local, regional, state, and
international levels.
46
5
4
3
Excellent
Very Good
Good
2
1
Satisfactory
Needs Improvement
Service Criteria
Contributions to the department: participated in departmental business and faculty meetings;
enhanced the image of the department with service presentations
Served on university committees and task forces.
Held office in a national, regional, state, or community professional organization.
Served as consultant or reviewer for state and/or federal agencies or professional associations
and/or journals.
Contributions to the College: served on a College committee; participated in college functions;
enhanced the image of the College with service presentations
Impact on colleagues was positive, such as, participating in professional development of other
faculty; worked harmoniously with colleagues in solving problems.
Involved in community activities.
Actively involved in student recruitment above & beyond faculty expectations.
Average
Reviewer Comments:
Summary Comments:
Contributions to Teaching Average
Research, Scholarship and Artistic Achievement Average
Service Average
Total Average
Peer Review Signature
Date
47
Scale
APPENDIX C
Department of Music
Peer Observation Teaching Report
Instructor's Name
Rank and Status
Course
Course Number & Section
Date and Time of Observation
Room
# of Students
Class Topic and Brief Summary:
Guidelines for Providing Feedback
Written and verbal feedback should follow the principles of constructive criticism. Constructive
criticism is descriptive and specific; it focuses on the behavior rather than on the person and it is directed
toward behavior that a person can change. Constructive criticism is affirming in the sense that
achievements and efforts toward change should be acknowledged (positive reinforcement), and
suggestions for constructive change should be made in a positive way. Other suggestions when writing
peer observation feedback:
•
•
•
•
•
•
Place your comments in context. This will help both the instructor and others clearly understand
your meaning. Use examples to support general statements.
Make your comments collegial and professional.
Phrase your comments in a positive manner whether they are compliments or suggestions for
change.
Begin the discussion and the written summary with a statement of “what went well” or the
“teaching strengths.”
Be sensitive to different teaching styles. Make recommendations appropriate for the teaching
style.
Direct your suggestions or recommendations toward behavior the teacher can do something
about. Suggestions that require resources, or support which are not available, that require
complete revisions of courses, or major departures from the individual’s teaching style are likely
to be neither helpful nor doable.
Please complete each category below. Provide supporting comments for each category using the
statements below each category as guidelines.
48
A.
•
•
•
•
•
•
•
•
Presentation of Materials
Presents material in a clear, concise and stimulating manner
Speaks audibly and clearly
Incorporates appropriate use of learning aids
Communicates a sense of enthusiasm and excitement toward course content
Carefully explains assignments
Adjusts learning activities to assist in learning
Presents topics in logical sequence and flow
Budgets class time effectively
•
•
•
Subject Mastery
Demonstrates command of subject matter
Answers student questions clearly and directly
Uses relevant examples for course content
•
•
•
•
•
•
Student/Teacher Rapport
Monitors student understanding through student comments and questions
Provides clear and constructive feedback
Treats all students in a fair and equitable manner
Uses appropriate recognition of student contributions
Encourages students to answer difficult questions by providing cues and encouragement
Respects diverse points of view
B.
C.
49
D.
Summary and Recommendations
Post-Observation Conference
I have read and have been given a copy of the attached report, and so signify by my signature below. I
understand that I may attach additional comments to this document.
Teacher's signature
Date
Observer's signature
Date
50
APPENDIX D
Department of Music
Student Learning and Program Outcomes (Approved 3.21.14)
The Bachelor of Arts in
Music graduate
demonstrates:
Student Learning Outcome
1. Competency in
fundamental musical
knowledge and skills
through analytical
listening, sight-singing and
functional piano playing.
2. Competency in the
application of knowledge
of music theory through
analysis, arranging and
orchestrating.
3. The ability to effectively
communicate in writing on
topics in the field of music
history through the
purposeful use of
evidence, insightful
reasoning, and supporting
details.
4. Skills in preparation for
and performance of
musical works that exhibit
effective artistic
expression.
5. The ability to assess the
need for, locate, evaluate
and effectively use
information to accomplish
the goal of preparing
written music for a
performer.
6. The ability to integrate
skills and knowledge
acquired over the course of
an undergraduate
education, particularly
within the major, for a
specific purpose that has
value in the discipline.
Corresponding UNCW Learning
Goals
Foundational Knowledge
Assessment Tool
Foundational Knowledge
Critical Thinking
MUS 300 music theory
project
Inquiry
Information Literacy
Critical Thinking
Diversity
Thoughtful Expression
MUS 352 research paper
Inquiry
Thoughtful Expression
Upper Level Qualifying
Jury in Applied Music
Lessons
Inquiry
Information Literacy
MUS 110 final project
Inquiry
Information Literacy
Critical Thinking
Diversity
Thoughtful Expression
MUS 493 Senior Recital
Hearing for Performance or
Jazz/Commercial Music
Option. (or)
MUS 496 Senior Seminar
Project for General or
Entrepreneurship Option.
51
MUSL 300 final exam
Piano proficiency exam
BA in Music – Program Outcomes
Corresponding UNCW Strategic
Goal
Help students work efficiently Create the most powerful learning
toward graduation with the
experience possible.
skills and desire to continue
making a valuable contribution
to society through quality
music making and teaching.
Integrate varied educational
Create the most powerful learning
opportunities to create
experience possible.
distinctive musical
experiences oriented to the
student's specific needs and
interests.
Prepare students for a wide
Create the most powerful learning
range of career options and/or
experience possible.
graduate study in music or
other academic areas.
Recruit music majors who
Create the most powerful learning
enhance our programs through experience possible.
dedication to the development
of musicianship and to
excellence in academics.
Program Outcome
Assessment
1.
Track time to degree and
graduation rates
2.
3.
4.
5. Recruit and foster affiliations
with non-music majors who
have the skills to participate
effectively in our student
performing ensembles.
6. Offer a diversity of musical
performances to the
community, working
collaboratively when
opportunities exist.
7. Maintain a curriculum that
serves to develop musicians
through experiences in a
diverse performance
repertoire, and the study of the
music of different centuries
and peoples.
Senior survey
Current student survey
Alumni survey
Create the most powerful learning
experience possible.
Enrollment tracking report
Faculty Recruitment
Activities report
Track acceptance rates for
auditionees
Average performance scale
score for auditionees
Track course enrollment
numbers of non-majors
Strengthen the university’s regional
engagement and outreach activities.
Embrace and enhance diversity.
Track number and genre of
concerts and events annually
Attendance numbers
Create the most powerful learning
experience possible.
Embrace and enhance diversity.
Create an educational environment
that prepares our students to become
global citizens.
Senior survey
Current student survey
Departmental curriculum
review
52
The Bachelor of Music in
Music Education graduate
demonstrates:
Student Learning Outcome
1. Competency in
fundamental musical
knowledge and skills
through analytical
listening, sight-singing and
functional piano playing.
2. Competency in the
application of knowledge
of music theory through
analysis, arranging and
orchestrating.
3. The ability to effectively
communicate in writing on
topics in the field of music
history through the
purposeful use of
evidence, insightful
reasoning, and supporting
details.
4. Skills in preparation for
and performance of
musical works that exhibit
effective artistic
expression.
5. The ability to assess the
need for, locate, evaluate
and effectively use
information to accomplish
the goal of preparing
written music for a
performer.
6. The ability to integrate
skills and knowledge
acquired over the course of
an undergraduate
education for the purpose
of effectively teaching
music to K-12 students in
the public schools in
compliance with the
competencies established
by the NC Department of
Public Instruction.
Corresponding UNCW Learning
Goals
Foundational Knowledge
Assessment Tool
Foundational Knowledge
Critical Thinking
MUS 300 music theory
project
Inquiry
Information Literacy
Critical Thinking
Diversity
Thoughtful Expression
MUS 352 research paper
Inquiry
Thoughtful Expression
Upper Level Qualifying
Jury in Applied Music
Lessons
Inquiry
Information Literacy
MUS 110 final project
Inquiry
Information Literacy
Critical Thinking
Diversity
Thoughtful Expression
EDN 409 Intern
Performance Scale
53
MUSL 300 final exam
Piano proficiency exam
BM in Music Education – Program Outcomes
Corresponding UNCW
Assessment
Strategic Goal
Help students work efficiently
Create the most powerful
Track time to degree and
toward graduation with the skills learning experience possible.
graduation rates
and desire to continue making a
valuable contribution to society
through quality music making
and teaching.
Integrate varied educational
Create the most powerful
Senior survey
opportunities to create distinctive learning experience possible.
Current student survey
musical experiences oriented to
the student's specific needs and
interests.
Prepare students for a wide range Create the most powerful
Alumni survey
of career options and/or graduate learning experience possible.
study in music or other academic
areas.
Recruit music majors who
Create the most powerful
Enrollment tracking report
enhance our programs through
learning experience possible.
Faculty Recruitment Activities
dedication to the development of
report
musicianship and to excellence
Track acceptance rates for
in academics.
auditionees
Average performance scale
score for auditionees
Recruit and foster affiliations
Create the most powerful
Track course enrollment
with non-music majors who have learning experience possible.
numbers of non-majors.
the skills to participate
effectively in our student
performing ensembles.
Offer a diversity of musical
Strengthen the university’s
Track number and genre of
performances to the community, regional engagement and
concerts and events annually
working collaboratively when
outreach activities.
Attendance numbers
opportunities exist.
Embrace and enhance diversity.
Maintain a curriculum that
Create the most powerful
Senior survey
serves to develop musicians
learning experience possible.
Current student survey
through experiences in a diverse Embrace and enhance diversity. Departmental curriculum
performance repertoire, and the
Create an educational
review
study of the music of different
environment that prepares our
centuries and peoples.
students to become global
citizens.
Work in collaboration with K-12 Create the most powerful
Job placement statistics.
music teachers to impart to
learning experience possible.
Alumni survey.
students the requisite skills and
Strengthen the university’s
knowledge and the foundational
regional engagement.
experience necessary to become
Embrace and enhance diversity.
highly competent and effective
music teachers in the public
schools.
Program Outcome
1.
2.
3.
4.
5.
6.
7.
8.
54
APPENDIX E
Developing a Syllabus
FROM
THE ADJUNCT PROFESSOR’S GUIDE TO SUCCESS
SURVIVING AND THRIVING IN THE COLLEGE CLASSROOM
RICHARD LYONS, MARCELLA KYSILKA, GEORGE PAWLAS
© 1999 Allyn & Bank
As you draft your course syllabus, keep in mind that it should provide the increasingly overextended
students who will populate your class with a complete and detailed course overview and agenda.
Remember as well that you are not preparing simply to deliver a single course, but also playing a role in
the future learning of students. As such, one of your goals should be to challenge students to assume
greater responsibility for their own learning. A well-developed syllabus contributes to achieving that
goal. It should be a thoroughly conceived, effective, and appropriate communication tool for the specific
type of student your course is designed to serve.
Although some instructors provide overly lengthy syllabi for their courses, the one- or two-page syllabus
that leaves common questions unanswered is a far more serious concern. To ensure that your syllabus is a
good fit for your particular teaching assignment, continue to seek additional syllabi for courses similar to
yours, especially for courses taught by instructors with glowing reputations. If your assigned course is a
new one, continue to seek syllabi from institutions that have previously developed a similar course.
Developing a syllabus with insufficient regard for what other professors have done lends itself to creating
a plan that is out of touch with the department strategy, contributing to redundancy within courses and
other potential problems.
Since your major goal is to facilitate your students' mastery of the course content, your syllabus should
eliminate barriers to learning by anticipating nearly any reasonable question that a student might have
about the course. Be aware however, that in recent years the syllabus has become more than the course
plan. In our ever more consumer-oriented and litigious society, the syllabus has evolved into a binding
contract between the instructor and the student, with all the implications we typically associate with that
term. In your draft syllabus, provide answers to the questions you might ask a student, such as "What's in
the course for me?" If you intend to impose penalties for attendance you consider unsatisfactory for
assignments that are submitted after their stated deadline, or for similar situations, your policy should be
consistent with college and department guidelines and must be spelled out clearly in the syllabus. Since it
is not uncommon for today's students to question authority, the astute professor will always safeguard
him- or herself against common challenges by investing sufficient time and thought in the development
of each course syllabus.
Given the factors described above, a model syllabus is included in Appendix 5.2 for your consideration. It
is not designed to supplant any guidelines your discipline leader might have provided, nor to address all
aspects of every teaching assignment. Instead, it seeks to help you develop a "grounded" syllabus, prompt
you to consider critical points that may not have been ' obvious, satisfy the perspective of "consumeroriented students," and save time and energy you might invest in other aspects of planning your course.
The rationale behind each section included in the model syllabus is discussed next.
55
Class. This section enables students to confirm basic information about the course, such as course
number, meeting place and time, etc. Students who are actually registered for another class can easily
excuse themselves to pursue their correct course without having to waste their time or disrupt the
classroom environment after the focus has become more intense.
Description. Providing students with a brief summary of the overall goal of the course-how it fits into the
program curriculum and what role or status they will occupy upon its completion-will enable them to
reconcile their sometimes incorrect expectations of the course with your paradigm. Make sure the
description is consistent with the one in the official college catalog.
Textbook. Sometimes colleges or universities allow professors to adopt textbooks for their particular
sections of the course, while other institutions embrace a universal adoption for all sections of the same
course. In addition, textbooks are sometimes adopted for only one term or a single academic year. The
philosophy varies from department to department and school to school. Therefore, it is very possible that
students might have bought, borrowed, or traded for an inappropriate book. (In recent years, many
professors have developed "course packs," a collection of instructor-developed materials and articles
from journals that are more current than the material included in the typical textbook.) This section of
your syllabus clears up any text-related questions and theoretically provides a "check" for the bookstore
should an exchange or refund be appropriate.
The textbook section might be extended to include supplementary readings; if those are extensive, an
additional section might be added. If you are arranging for reserved readings to be available in the library;
critical information about library policies and procedures should be included in your syllabus. When
additional readings are assigned, provide students with a brief rationale, such as currency of information.
Related Courses. This section provides the names and numbers of specific courses students should have
completed prior to yours; these might be called "prerequisites" if they are specifically mandated in the
college catalog. Seeking to communicate the rigor of their course, some instructors identify "unofficial"
prerequisite courses and, in the process, dramatically limit enrollment in their course. Increasingly costconscious instructional leaders are not likely to approve tactics that reduce enrollment below reasonable
projections. Contemporary educators view this section of the syllabus as a tool for helping students make
their own more well-informed decisions on whether their enrollment is likely to lead to success.
Instructor. This section is designed to establish the professor's credibility academically and
professionally. Your credentials and background should be stated rather briefly, then embellished in more
detail during the first class meeting.
Office. While adjunct professors typically are not provided individual offices, it is accepted practice to
make oneself available to students on a regular basis in a secure place near the classroom. A quiet,
semiprivate area in the student union or a vacant classroom, where students can feel comfortable sharing
problems related to their progress in the course, is a frequent choice. In this section of the syllabus or in
another logical place, provide a telephone number where students can reach you between class meetings.
Establish times when you are available that ensure accessibility for students and convenience for you.
Many instructors also include e-mail addresses in their syllabi, promoting an ongoing reflective dialogue
with students throughout the term.
Teaching Methods. Students want and deserve a clear idea of the instructional methods you intend to
employ, especially if those methods are likely to be perceived as somewhat unusual. Listing your
methods also serves as good protection should a student later criticize your methods to a discipline leader.
56
Concepts and Skills. This section may well be entitled "learning objectives,” “class goals," or a similar
term. Its primary purpose is to give students a clear idea of the specific concepts they will acquire in the
course. A secondary purpose is to reinforce the perception in students' minds that you are organized and
focused. Your list should probably include at least one objective for each of the textbook chapters you
will cover in class. These objectives are typically listed in the course outline provided by your discipline
leader or in the textbook or its ancillary materials.
Attendance Policy. Since students will likely question this section for clarification, your classroom
attendance policy should be developed only after thorough research. You first need to know the college
and department policies, if any exist, as well as the common practices of the majority of fun-time and
veteran adjunct faculty members. You also should consider the lifestyles of your students, which might
be quite hectic, as well as your own values. The important thing is to formulate language that is as
specific as possible without eliminating all flexibility. It is difficult for your discipline leader to defend a
punitive action against excessive absences if that policy is not spelled out succinctly in the course
syllabus.
Grading Criteria. Perhaps the most critical component of your syllabus win be its grading criteria.
Therefore, its formulation should consider a number of factors. As stated earlier, students will compare
your course to other's in their degree programs. Especially in your first teaching assignment, your grading
criteria should be consistent with that of other professors in the department. To give only two
examinations when other professors are giving four, or essay examinations when others are giving
primarily "multiple choice" or other "objective" questions, may well be perceived as highly risky to
students fearful of failure. To require significantly more, lengthier, or more complex assignments would
give many students a reason to drop your section and add an "easier" professor's section, or to not enroll
in your course the following semester. After you have established your reputation, you might give
another look at such factors and "raise the bar" if appropriate. This section should also spell out your
policies on course withdrawal as well as the awarding of incomplete grades; this will provide support at
the end of the course when you might take an action that a student regards as unfairly punitive.
Grading Scale. When formulating this section, first determine any institutional or department policy that
might exist. Some schools or departments mandate 90 to 100% is an "A," etc., while others view the
development of the scale as a prerogative of academic freedom. Some schools also have policies-both
formal and informal--on the distribution of final grades, such as no more than X% of students should
achieve a grade of A, etc. Again, determine the common practice of full-time and veteran adjunct faculty
members before formulating your scale.
Methods of Achieving Success. This section simply outlines the time commitments and strategies for a
student's obtaining satisfactory results in the class. It also identifies any potential resources that have been
established to aid student success in your course.
Tentative Schedule. The final section of your syllabus should be a schedule of assignments, activities,
and examinations. Stating it is "tentative" provides you flexibility should an especially unusual
circumstance occur that might cause you, for example, to consider delaying an examination. Be reluctant,
though, about changing your schedule once the course is underway. Doing so creates a potential domino
effect by tacitly suggesting to students that there may be further deviations that prevent your completing
the entire course.
Discretionary Sections. Remembering that the syllabus is a binding contract with students and should
anticipate the reasonable questions students might have about the course, you might want to consider
additional sections in your syllabus. Many professors include a section called "Academic Dishonesty"
that cites their own and the institution's policies on plagiarism and cheating on examinations. Others cite
57
the location and operating hours of course-critical learning resources available to students-college library,
computer labs, tutoring labs, etc. While these sections will lengthen your syllabus, they may well provide
the essential protection for you and help for the student that will avert unpleasant outcomes in your
course.
An old management axiom says "Plan your work, then work the plan," and apprentice carpenters are
taught "Measure twice, cut once." A well researched and formulated syllabus will make your job
immensely easier and satisfying. It clearly outlines your expectations in all the critical areas of the course
and protects you if ever challenged. As stated before, it is truly a contract that includes your offer to
provide service, a tacit acceptance by students receiving it, and consideration for students' and the
instructor's positions. Furthermore, it is enforceable.
In a society that emphasizes visual stimulation, also be mindful of the impact of the appearance of your
syllabus on students. Modern word processors enable you to provide a document with excellent eye
appeal, so use one or access the services of the college in using one. Typographic errors, poor
photocopies, and the like communicate a lack of professionalism-not an image you want to create during
the first class meeting and be forced to live with for the remainder of the term.
Your syllabus is so critical to your success that you should have your first one thoroughly reviewed, by
your discipline leader, mentor, and perhaps a student, prior to having it printed for distribution to your
class. If you follow the plan outlined here, you can be assured your discipline leader or mentor will be
greatly impressed with your thoroughness and professionalism, which should help build your confidence
as you embark on your new adventure.
SAMPLE SYLLABUS
The University of North Carolina at Wilmington
Syllabus
Course Name and Number, Section Number
Dr. Faculty Member
Office Number, Building
Office Telephone # (may include other phone numbers, e-mail or fax addresses)
Office Hours: (at fixed times) and by appointment (optional).
Course Description/Course Objectives: (recommended)
Texts: (that are Required, Optional and/or Recommended) A number of resources may serve as
"texts" -books and articles of course, but also web sites, audio and audio-visual recordings, manuscripts,
microfilm or other recorded format. Texts may be reserved in Randall Library, ordered from a bookstore
for students to purchase, given out as handouts or otherwise made available. You should state how
students may obtain them.
Course Requirements: A general description of student performance requirements, including any or all
of the following as appropriate:
• attendance requirements
• reading assignments
58
•
•
writing assignments (research papers, reports, lab reports, journals, etc.) examinations, quizzes
(and format if possible, e.g., whether essay, short answer, oral or other; dates times; topics
covered)
final examination
Grading Policy:
How each requirement is weighted in terms of significance to the final grade; whether or not you plan to
use +/- grading scales, other information about your grading scale. A statement referring to the UNCW
Academic Honesty Policy is required. At a minimum, you should state that the policy will be followed in
your course and that it is documented in the Undergraduate Catalogue and in the Student Handbook.
Calendar of Course Events: (recommended) You may wish to note assignment due dates; examination
dates; dates on which specific topics will be discussed; guest speakers; co-curricular events that are
relevant to the course, holidays on which no classes are held, Reading Day and the final examination date
and time, as published in the Course Schedule for that semester. Dates which you may wish to take note
of for yourself (though perhaps not include in your syllabus) are the last day to drop and class and the last
day to withdraw.
Note: (1) It is not required that you give final examinations per se, but it is required that you meet with
your students during the time published in the Course Schedule - that time is part of the mandated number
of hours that your course must meet in order to meet its formal credit-hour requirements. You may
arrange to have individual students take final examinations at other times convenient to you, but you may
not re-schedule the entire examination.
59
APPENDIX F
Recital Jury Approval Policy
A recital jury approval form must be sent to the music department office by the student's applied
faculty. The recital jury approval form should be in the format of Appendix III (Recital Program
Proposal) from the student handbook. All the recital information should be included on the form (i.e.,
composition titles, movements, composer names and dates, recital date, time, and location of the recital)
as well as faculty signatures of each member of the recital jury. Recital jury forms should be submitted if
the jury is approved or not. If not approved, the form should contain the conditions, with stipulations for
re-hearing and/or other recommendations.
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APPENDIX G
Departmental and Honors Recital Policies
Departmental Recital Policy
Departmental recitals are held once a month and are intended to present performances of concert quality.
Students may perform one piece, or several movements of a larger work, that should not exceed 6
minutes. However, any single movement of a work requiring 6 – 8 minutes for performance will be
accepted. Faculty members are encouraged to use strong discretion in choosing pieces over 6 minutes, so
only performances of the highest quality are submitted.
Please submit program information by the date and time requested by the departmental recital supervisor.
Include student names with the name of the composition and/or movement(s) to be performed, composer,
composer dates, accompanist’s name (if applicable), and the approximate time of the proposed
performance. Complete performance information must be submitted in order to recommend a student for
a recital performance.
Honors Recital Policy
The honors recital is held once per semester. Participation is by audition. Only very high quality
performances should be submitted for honors consideration.
1. Honors Recital judges will be composed of music department faculty selected from each of the
following areas: winds/percussion, guitar/strings, piano, voice.
2. Each performance will be graded on a scale of 1-5, as defined by the descriptors on the Honors
Recital Adjudication Form, with 5 being the highest. An average score of 3.5 is needed to be
eligible in order to perform on the recital.
3. Repertoire may not include previously performed degree recital repertoire.
4. Students performing solo works must be enrolled in applied lessons. Students performing
chamber works must be enrolled in applied lessons, or the coached chamber ensemble auditioning
for the recital.
5. Student may perform one piece, or several movements of a larger work, that should not exceed 6
minutes. However, any single movement of a work requiring 6 – 8 minutes for performance will
be accepted. Faculty members are encouraged to use strong discretion in choosing pieces over 6
minutes, so only performances of the highest quality are submitted.
6. Pieces may be accompanied or unaccompanied. A staff accompanist will be provided, if
requested. Student accompanists will be considered part of the audition team and the
performance will be judged based on the abilities of both performers.
7. The honors recital manager will solicit submissions at least one week prior to the auditions.
8. The Honors Recital must be at least forty minutes of music, but not more than fifty minutes of
music in length.
61
9. All decisions are final and names of student winners will be posted as soon as feasible following
the auditions.
10. Each student will provide two copies of music for the Honors Recital judges.
Approved January 8, 2013
62
APPENDIX H
Department of Music Recruitment Plan
A. Recruitment and Marketing Concepts
1. Our recruitment must be open, honest, and service oriented. We must provide prospective
students, parents, music teachers, and counselors with direct and accurate information.
2. Our recruitment must involve faculty, administrators, students, and alumni, in order to multiply
the total marketing force.
3. Our plans should reflect the importance of working closely with parents, music teachers, and
counselors, in addition to direct contact with prospective students.
4. The importance of attracting prospective students to the UNCW campus prior to student decision
making is reflected in our plans. Enrollment data since 1996 suggest that the current on-campus
audition process has been very effective in the recruitment of matriculated students.
B. Marketing Activities and Publicity
1. Each fall the department distributes Department of Music audition posters to high school music
programs throughout North Carolina and northeastern South Carolina. Each poster contains
information about the department (i.e., degrees, ensembles, scholarships, program highlights) and
a set of return postage paid cards for more information.
2. The department publishes an attractive, informative brochure with detailed information of its
background, degrees, scholarship awards, ensemble opportunities, as well as specific audition
admission information. This brochure is generally distributed to prospective students, music
teachers, parents, and counselors upon request.
3. The department places ads in both the NCMEA and the NCMNA with information as delineated
above.
4. Each year the department purchases booth space and is represented at the NCMEA Convention in
Winston-Salem. All departmental materials are distributed to prospective students, music
teachers, and parents. Also, departmental recordings and other published materials are displayed
for review.
5. The department of music also maintains a homepage that includes information as found in the
brochure, as well as faculty biographical information, select course syllabi, and an
audition/admission application that may be downloaded by interested students. Also, a
departmental e-mail address has been established to be used by prospective students requesting
additional information.
C. Recruitment Activities
Varying degrees of student recruitment is expected of all faculty. Although the chair and
program coordinators are responsible for the administration and implementation of recruitment
activities, the most effective student recruitment can be accomplished by the ensemble directors and
applied faculty. According to a recent study by Mary C. Carlson (Nazareth College of Rochester)
63
ensemble directors and applied faculty are considered the most influential people to students during
the college selection process, and the most active in student recruitment. It is, in fact, the contact
between this faculty group and the prospective student that first identifies the student and eventually
attracts the student to the university/department. The following are only a few representative
suggestions of recruitment activities:
1. Off-campus recruitment activities may include performing or presenting master classes for high
school music ensembles, academies, or other public and private music organizations.
2. Hosting events on campus (e.g., festivals, conferences, and workshops) that include prospective
students and/or music educators.
3. Hosting summer workshops for high school students.
4. Judging local or statewide music competitions.
5. Teach select high school students in your applied area.
6. Allow talented high school student to participate in your ensemble.
D. Recruitment Strategies
1. Internationally recognized faculty artists and scholars
2. Affordable quality undergraduate education
3. Supportive learning environment
4. Extensive performance opportunities
5. Individual attention given to each student
6. Award-winning student ensembles
7. A major university in an attractive setting
8. An accredited member of the National Association of Schools of Music
9. Excellent intellectual and music training
E. Recruitment Process
1. A prospective student is identified through faculty recruitment activities and/or one of the
marketing/publicity strategies.
2. A department of music brochure is sent to the prospective student with a cover letter from the
chair.
3. The student completes the application and returns it to the department.
4. The chair acknowledges receipt of the application with a return letter to the student.
64
5. The chair schedules an audition appointment for the prospective student two weeks prior to the
requested audition date.
6. Student confirms the audition appointment no later than two days before the appointment.
7. The audition day is scheduled which includes an orientation with the chair; a theory placement
exam; the audition; a piano placement exam; and an exit interview with the chair and/or program
coordinator. The audition day is scheduled to allow for a relaxed environment during the audition
process, and provide ample time to meet UNCW students, faculty, and the chair in informal
settings as well.
8. The student is sent formal notification of the audition results by the chair. A personalized letter to
the prospective student from the student’s applied faculty may also be appropriate at this time.
65
APPENDIX I
Scholarship Guidelines
All new students auditioning should be considered for a scholarship, eliminating the need for an
application for incoming students.
Students on a multiple-year scholarship should be automatically reviewed each year to determine if they
have met the criteria as stated in their agreement letter. No application is necessary.
Returning students who would like to be considered for one of the endowed scholarships must submit a
scholarship application by March 24, or the next business day.
Music scholarships are reserved for music majors, while ensemble service awards can be used for nonmajors involved in the department.
Approved February 8, 2013
66
APPENDIX J
DoM Scholarship Plan for 2013-2017
Based on faculty discussion and more concrete information about available monies, the Scholarship
Committee makes the following recommendations:
1. The committee proposes the Dobo money ($5500 per year plus $500 from Artistic Talent
Scholarship money totaling $6000 per year) be divided into four 4-year scholarships of $1500
each. One scholarship will be awarded to each of the following four areas: Winds and
Percussion; Voice; Jazz; and Guitar/Strings/Piano. Guitar will receive the award since there are
currently 3 string and 1 piano students receiving awards from this fund.
2. We propose that the $14,000 DoM Scholarship money plus $2000 from Artistic Talent
Scholarship money ($16,000 total) be divided into $4000 for each of the four areas listed above
(non-renewable and only one-time). Each area will decide how to spend the money, i.e., one 4year scholarship of $1000, or $4000 used for various 1-year scholarships.
3. The incoming ticket money (approx. $10,000 per year) will continue to be used to fund Dept. of
Music scholarships for returning students.
4. The remaining DoM Artistic Talent Scholarship money will be used for additional incentive
money at the discretion of the chair.
These scholarships will be available as soon as auditions begin. The area coordinators in
consultation with their respective faculty will make decisions. Since these awards are designated
for recruiting exceptional students, if no candidate is deemed worthy in a particular area, the
money remains in that area for future use. Alternatively, the amount apportioned to each area
could be divided into smaller scholarships at the discretion of the area coordinator and that area’s
faculty.
Approved January 8, 2013
67
APPENDIX K
Residency policy
Students are considered in residence each semester they are enrolled until they have completed their
capstone course (BA: senior seminar, or BA-Performance: Senior Recital), or until they have completed
all coursework required prior to beginning their student teaching internship (BM-Music Education:
Student Teaching Internship). In unusual circumstances, faculty members may request an exception from
this policy on behalf of students by consulting with the department chair.
Approved August 30, 2013
68
APPENDIX L
Student Absence
(based on the UNCW Faculty Handbook)
Music department-related travel may occasionally require a student to miss one or more music class
meetings. In those cases, the sponsoring faculty member is expected to notify all music faculty of the
student’s absence not less than two weeks in advance of the absence, allowing the student time to request
alternate arrangements from faculty involved to complete missed work and, if necessary, to do any
compensatory projects which faculty may assign. In addition, when planning for department-related
student travel, sponsoring faculty should try to schedule travel to coincide with semester breaks to avoid
missing regularly scheduled classes whenever possible.
Approved March 1, 2013
69
APPENDIX M
Concert Scheduling Procedures
A.
Annual Scheduling Requests
1. The annual departmental scheduling of concerts for the following academic year occurs each fall.
Faculty presenters should send their scheduling requests to the Events Coordinator no later than
September 30.
2. The dates are compiled and reconciled within the department by the Events Coordinator, and any
Kenan Auditorium dates are submitted to the Kenan Auditorium manager for scheduling by
October 1. Further reconciliation of submitted dates may be necessary at this time to
accommodate requests by other academic units. Once all dates have been reconciled, the Kenan
Auditorium calendar will reflect the reconciled calendar of dates requested.
B.
Additional Scheduling Requests
All other request for dates should be made directly through the Events Coordinator.
In the case of dates in Kenan Auditorium, the presenter should first review the Kenan Auditorium
online calendar for available date(s) and submit a request to hold the preferred date(s) with the
auditorium manager.
Once a hold has been placed on the requested date(s), the presenter should notify the Events
Coordinator and request a confirmation be submitted for the date(s) held.
The Events Coordinator shall confer with the department chair and review the request for
scheduling conflicts with the internal concert calendar and either confirm the date(s) with the
auditorium manager, or notify the presenter of any conflicts.
1.
2.
3.
4.
C.
Presenter Responsibilities
Arrangements for concert/rehearsal services (i.e., staff scheduling, equipment needed, set-up, piano
tunings) will be made by the Production Manager as per the presenter’s needs, but
rehearsal/performance re-scheduling, or cancellation, will be the responsibility of the presenter (i.e.,
ensemble director, artist recital series coordinator, soloist, applied music faculty for student recital,
honors recital director).
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APPENDIX N
Concert Press Release & Program Publication Schedule
A.
Press Release Schedule
1. The Events Coordinator will contact each presenter before the event in order to gather
information for generating press releases. This information must be submitted to the events
coordinator when requested, and no later than four weeks prior to the event for full coverage.
2. Concert submissions should include time, date, location, admission costs, if any, as well as any
other pertinent information regarding the program/event to be presented.
3. Faculty are encouraged to include pictures, if possible, with all releases. Pictures may be
submitted in hard copy or jpeg formats (200 dpi minimum).
4. Press releases will be approved by presenter, UNCW Marketing, and the chair’s office prior to
media release.
B.
1.
2.
3.
4.
Program Publication Schedule
Complete program information (i.e., names of performers, titles of pieces and/or movements,
composers’ names and dates, etc.) should be submitted to the Events Coordinator one week, or at
minimum no later than four working days prior to the event.
Program information should be submitted as an e-mail attachment and as a Microsoft Word
document.
Programs will be approved by presenter and the chair’s office prior to printing.
Failure to follow the procedures and guidelines above could prevent programs from being printed
for the event.
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APPENDIX O
Department of Music Guest Artist Guidelines
Guest Artist Funding requests are to be submitted using the approved Guest Artist Funding Request form,
found online, for the following academic year by no later than December 15 of the preceding AY. The
committee will make decisions by February 15 for the following AY.
1.
The committee will fund as many proposals as possible that provide educational benefit to an
applied studio, program, or academic class.
2. Priority will be given to proposals that benefit the department as a whole, and involving more
than just one applied studio or class, as well as to applied studios or classes that had not received
guest artist funding the previous year.
3. Partial awards are possible, but depend on the size of the request, and appropriateness based upon
the merit of the guest artist’s credentials.
4. Funding from this committee is solely intended for requests by applied studios, programs, or
academic classes, and not intended to supplement cultural fee funding currently allocated
annually to music ensembles (i.e., choirs, jazz ensembles, wind symphony/chamber winds,
WOOP).
Approved November 22, 2013
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APPENDIX P: Department of Music Guest Artist Proposal Form
Faculty Sponsor
Date submitted
E-mail
Office Phone
Cell
Guest Artist and Bio (use additional page or include website):
Type of Event (e.g., concert, lecture, etc…):
Other Activities Planned (e.g., master class):
Planned Date & Time
Requested Location
Publicity Planned (please check all applicable):
Flyer:
Print ads:
E-flyer:
Poster:
Other:
Fee, including travel, lodging, and meals:
Additional expenses:
Other funding sources:
Total amount requested from the DoM:
Additional comments (optional):
Guest Artist Committee Recommendation (amount and justification):
Committee Members:
Approved by faculty on October 25, 2012
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Mailing:
APPENDIX Q
Department of Music Disaster Recovery Plan
The Disaster Recovery Plan for the Department of Music entails a contingency plan of support for
recovery from disruption of critical equipment within the areas maintained by the department. These
areas include the departmental office, faculty offices, classrooms and rehearsal rooms, as well as the
computer lab.
All equipment and resources that are critical and essential to the operation and function of the Department
of Music are covered in this plan. Two important campus-wide site licenses are provided by the
university: (1) a Microsoft Campus Agreement that covers all Microsoft software used by the department,
and (2) a campus-wide site license for Norton Antivirus. All computers maintained by the department
have Norton Antivirus installed on them and all users are required to keep the virus definitions current on
their computers. Additionally, this DRP assumes that all communications gear and network-related
systems and functions connecting computers and telephones housed in the Department of Music are
addressed in the Information Technology Systems Divisions’ DRP and will not be covered here. Finally,
CD copies of computer software and licenses for music–related software are also housed by the
department chair at the chair’s residence.
The DRP for the Department of Music also entails a contingency plan for recovery of critical records
maintained by the department. These records include: personnel files, student records and data,
equipment inventory, departmental and student guidelines/policies, budgetary, customer lists (e.g.,
mailing lists for donors, alumni, high schools and colleges in the state, and music supporters), and
business records regarding transactions.
The department chair and departmental secretary maintain the department’s critical records. In each case,
records are backed up regularly (i.e., daily, weekly, annually) based upon the frequency of revision for
each record. The department chair maintains copies of records and departmental secretary with back ups
stored on Flash Drives, as well as external hard drives, and kept by the department chair at the chair’s
home. In addition, student, budget, and faculty records are also maintained within the university’s ITSD
server, on Banner, and HR respectively.
The plan outlined above has been tested and seems to be effective in maintaining a continuity of operation
should the department experience a disaster of destruction to its primary records and computing systems.
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ADDENDUM
Online forms found under Faculty Resources:
• End of the Semester Jury Report: Required form to be completed by each applied instructor at the
end of each semester in order to document the applied student’s Jury Summary and Grade, as
well as the final applied grade computation.
• Recital Proposal and Approval Form: To be completed prior to registration for recital and
submitted along with the Permission to Register Form.
• Performance Assessment Form: Faculty form used for auditions, end of the semester jury, and
upper level proficiency jury.
• Honors Recital Adjudication Form: Used by faculty jury for Honors Recital Auditions.
• Budget Allocation Request Form: To be used by faculty to request all funding needing chair
approval.
• Guest Artist Expense Form: To be completed in preparation of payment for approved expenses
related to approved guest artists.
• Permission to Register Form: Used by students and advisors for pre-registration advising and to
monitor enrollment in select classes indicated on the form.
• Facility Use Agreement Form: To be used by faculty when sponsoring outside organization
events.
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