 With classes of various sizes (large classes, seminars…) o Levels (introductory, advanced, graduate)
 Types (lecture, discussion, field studies, project-based…) o formats (daily, 2-3x weekly, intensive)
 Scope (disciplinary, interdisciplinary…)
 Responsibility (sole instructor, team teaching…) o for other scholars o for public audiences
 (other)
 Subject area knowledge
 Currency with scholarly literature
 Pedagogical literacy
 Syllabus design and construction
 Reading selection
 Consideration of the course’s relationship to the larger curriculum
 Explicit consideration of Student Learning Objectives
 Design of assignments and exams to assess student progress toward mastery of specific SLOs
 Learning from past teaching evaluations
 Planning for student and peer teaching assessment
 Advance preparation for class sessions
 (other)
 Facility with common classroom technologies
 Cultivating judgment about the appropriate use of technologies
 Facility with on-line/internet instructional technologies
 Mastering the principles of effective self-directed learning
 Facilitating online discussions
 Creating online communities
 Managing group work and collaborative learning
 Integration of on-line technologies into classroom instruction
 “Flipping the classroom model,” with online lecture and in-class discussion

 Maintaining current and credible content
 Educating students about appropriate online references
 Monitoring and assessing student progress
 Helping students to create evidence of learning
 (other)
 Organization/Structure of class sessions
 Clarity of communication
 Fostering student engagement
 Scaffolding learning
 Management of classroom dynamics
 Capacity to accommodate differences among students
 Range of pedagogical approaches to advance student learning
 (other)
 Dedicated time to engage in research, scholarship, creative work
 Focused line(s) of inquiry that make original and important contributions to knowledge
 Familiarity with guidelines for the Responsible Conduct of Research
 Awareness of IRB guidelines for the review of research protocols
 Development of research proposal that frames scope of work, key concepts and methods to ensure rigor, reviews relevant literature, articulates the significance of the work, establishes a timetable for major milestones and project completion, etc.
 Circulation of research proposal within intellectual network for feedback
 Identification of potential sources of support for research expenses (i.e, fellowships, grants, etc.)
 Applying for funding while undertaking less costly research activities
 Engaging student assistance in research
 Developing the skills of collaborative research
 Participating in on-going exchange of ideas and feedback within intellectual communities with expertise relevant to project
 (other)
 Submitting proposals
 Forming sessions

 Networking with peers and senior faculty in area of specialization
 Circulating work-in-progress within peer and senior faculty networks
 Presenting work at other universities and in public venues
 Soliciting expert feedback on drafts prior to presentation
 Identifying credible, peer-reviewed venues for publication
 Learning about normative expectations for publication in particular disciplinary and interdisciplinary contexts
 Developing a schedule of publication goals consonant with major performance reviews (contract renewal, tenure and promotion decision, etc.)
 Developing a strategic approach to maximizing impact
 Narrowing the list of relevant venues for publications and becoming familiar with their guidelines for submission, timetables for decisions, etc.
 Deciding on an optimal order of submission to relevant venues
 Responding to peer review comments from editors and readers
 Negotiating intellectual property, publication terms and contracts
 Timely response to editorial queries, review of page proofs, etc.
 Circulation of published work within expert networks
 Fostering the ability to communicate with diverse audiences
 (other)
 Learning about normative expectations for the peer review of creative work within the university
 Identifying appropriate venues for peer review of creative work, including fellowships, competitions, juried shows, performances, and published reviews
 Developing clear benchmarks for demonstrating national and international standing within a particular type of creative work
 Cultivating a junior and senior peer network within one’s field dedicated to sharing and critiquing workin-progress
 Cultivating teams with the potential for pursue larger or more significant projects
 Participating in significant service activities associated with field of endeavor including juries, panels, public commissions, etc.
 Demonstrating leadership within key professional associations
 Documenting creative projects in peer-reviewed books and/or articles
 (other)
 Identifying appropriate venues for university service
 Equitably sharing responsibility with peers
 Effectively assessing who needs to be consulted to fairly represent stakeholders in service activities

 Developing the good meeting and project management skills to successfully achieve the goals of service assignments
 Cultivating leadership skills necessary to lead School and University initiatives
 Building sustainable relationships with local and global communities closely related to the subjects of teaching, scholarly and creative work
 Mastering the skills of community engaged scholarship
 Identifying venues for bringing the fruits of community partnerships back to the community
 Learning how community engagement can be translated into academic publication
 (other)