April 14, 2014
To:
From: Marylou Shockley, Chair-Business, College of Business
Subject: Chair Expectations
First of all, welcome to CSU Monterey Bay and the College of Business. I
touched upon many of these expectations during our interview. However, I want
to provide more detail to you. As I explained to you, we are governed by our
union, the California Faculty Association (CFA). As chairs, we are encouraged to
be clear about our expectations by both campus leadership and the CFA. So the
following expectations establish the parameters for performance.
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Teaching: You bring much professional expertise to the classroom. As
you have learned, we are an outcomes-based education institution. Our
outcomes for BUS are defined on our catalog website at
http://catalog.csumb.edu/undergrad-education/majors/businessadmin/major-requirements As we discussed, the Teaching Learning and
Assessment (TLA) and the Center for Academic Technologies (CAT) are
groups you should turn to for help. Both TLA and CAT sponsor
professional development classes that you may want to attend. In
addition, you will find your faculty teammates a good source of advice and
help. I most certainly place myself in this category.
o Student Evaluation Feedback: Students provide feedback to you
at the end of the term through a CSUMB system based on a
standard questionnaire. In BUS, we have electronic feedback as
our “opt in” mode, and encourage you to select this mode of getting
student feedback because you can easily compare the charts, and
do some of your analysis. The “opt out” is to have paper-based
student formal feedback which is administratively awkward and “not
green.”
o Peer Evaluations: You will receive a peer evaluation each of the
first two terms you teach for us. One of our full time faculty
members will contact you to do this evaluation. After your first year,
you will receive a peer evaluation once a year. A copy of our
current form is attached for you to peruse. We may change this
form; if we do, you’ll be made aware of the changes.
o Lecturer Appraisals: As chair, I will do your appraisals once per
year, using your peer evaluations and your student feedback.
o Office Hours: The expectation is that you maintain two hours of
office time for each class taught. If you teach multiple sections, you
can reduce your office hours, but no less than the equivalent ONE
HOUR per class. Our faculty members meet in a variety of spaces
with students, but usually in Valley Hall-B 110 or the Library.
o Students in Trouble: Please have assignments throughout the 16
week term, NOT just one or two BIG assignments. This helps you
determine if a student is meeting your course and major outcomes.
If not, please notify students via email with a printed copy to a
“student file” box in the BUS office. This means that you must keep
up your grading and feedback!!!
o Term End:
Please remember that our term ends AFTER
assessment week (17th week). Many of you may have a major
paper due at the end of term; however, you should plan to schedule
a wrap-up during this week if you don’t require a final exam during
assessment week.
o Additional Requirements: I have also included in Appendix A a
summary of other specific assignments found on the Academic
Personnel website.
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Flexibility: It is becoming more difficult to meet the scheduling needs of
faculty because of the lack of rooms, the need to spread our classes
across teaching blocks, and the requirement to do schedule adjustments
rapidly for a variety of reasons such as the need to cancel low enrollment
sections. We simply cannot accommodate your preferences; we must ask
that you accommodate our needs. If by chance you cannot teach for us,
please notify us; I expect to have at least a month’s notice or more
before a term starts that you cannot teach for us. Within a month’s
window causes hardship for the faculty team and me to scramble to cover
your course load. Unless an elective is only offered once a year, it is
extremely difficult to accommodate faculty who want to teach only one
term for us per academic year. I know many of you have other careers;
however, we simply cannot work around your work. Let’s discuss any
changes in your career that may limit your time flexibility as soon as you
become aware of these changes.

Team Player: We have a value of practicing what we teach…that is, we
treat each other with respect and we help each other as much as possible.
You are joining a wonderful faculty team whose members are extremely
helpful and professional.
o Employment Fit: You may be the greatest teacher; however, if you
cannot “get along” with your peers, staff, and others on the campus,
this becomes problematic.
In addition, what all business
practitioners have had to learn is that the College of Business is
NOT a business, but a University entity; it is a different culture
based upon consensual decision making…we are simply slower in
coming to decisions and may seem bureaucratic at times. We are
governed by State and education policies.
Like any other
organization, “employment fit” is crucial to both us and you.
o Helping in Other Ways: It is NOT mandatory that you volunteer to
help BUS in projects other than teaching. However, many faculty
do. I believe these contributions enhance the reputation of the
College of Business as a “vibrant value creator” to the rest of the
campus, and our community.
I know you have a strong desire to teach and make a difference to our students.
As you begin your first term, please feel free to drop in and chat. Yes, I am busy,
but I like to know how you are doing. Of course, Ariane Zamudio is also good
resource for you as well, especially when it comes to your schedule.
All the best,
Marylou Shockley
Cc: Academic Personnel (Personnel Action File)
Appendix A: Summary of Specific Lecturer Teaching
Assignments
As indicated on our website, responsibilities for your teaching assignments
include:
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Preparing syllabi and lectures or activities for courses that clearly specify
course outcomes and employ course materials to achieve them
Presenting lectures or activities in a clear and understanding manner
Creating ancillary materials for courses (class exercises, homework,
quizzes, exams)
Creating student performance assessment materials
Providing classroom materials in an appropriate, accessible format
Grading quizzes, exams and papers
Holding office hours for students
Submitting timely grades and feedback
Using teaching strategies appropriate to the students and course content
Enabling students to participate actively in their own education
Fostering appreciation for different points of view
Engaging in professional development to enhance his/her teaching
effectiveness
Demonstrating and displaying competence, enthusiasm and currency in
course material
Participating in student assessment activities with colleagues, as required,
such as “norming sessions” for student grading (department specific, i.e.,
Writing Program, First Year Seminar, etc.)