Application for Promotion to Full Professor
Name of RTP candidate:
William S. Compton
Department:
Economics and Finance
Personnel action applied for:
Promotion to Professor
Effective date:
End of current academic year
I. Academic Status at UNCW
Associate
Professor
August 1, 2004
Present rank:
Effective date:
Previous rank(s) and date(s) at
Assistant Professor, August 7, 2000 – July 31, 2004
UNCW:
Current employment status:
Tenured
II. Education
Institution
Florida State University
Florida State University
Concentration
Dates
Business AdministrationFinance
1996
Business Administration
SUNY-College at Buffalo Education (English)
1989
1977
Degree
Doctor of Philosophy
Master of Business
Administration
Bachelor of Science in
Education
III. Professional History (other than UNCW)
Position/Rank
Assistant Professor
Assistant Professor
Institution
Eastern Illinois University
Western Illinois University
1
Dates
August 1, 1999-August 7, 2000
August 1, 1997-August 1, 1999
IV. Contribution to Teaching
A. Required subcategories:
1. Courses taught (a non-chronological list of course numbers and titles)
(All courses taught at UNCW is in the Supporting Documentation)
Course
Title
FIN 495
Seminar in Finance (Prague Consulting Project)
FIN 335
Principles of Financial Management
FIN 330
Principles of Investments
FIN 330
Principles of Investments (televised hybrid classroom)
FIN 336
Intermediate Financial Management
FIN 439
Multinational Financial Management
MBA 536
Investment Management
MSA 539
Cases in Financial Management
MSA 540
Cases in Investment Management
FIN 498
Internship in Finance
2. Sample course materials (a small number of representative items is sufficient)
In this section I provide sample course materials for all the courses that I am currently teaching:
Fin 330 (Principles of Investments), Fin 336 (Intermediate Corporate Finance), Fin 335
(Principles of Financial Management), and Fin 495 (Seminar in Finance: The Prague Consulting
Project). For each of the first three courses I provide (a) the syllabus; (b) one chapter of course
notes; (c) selected homework or case assignments; and, (d) one exam. I also provide links where
additional material may be accessed. For the Prague Consulting Project I provide the syllabus
and additional course material exclusive to that course. Material for each sub-section (below)
is provided in the Supporting Documentation.
2.a. Syllabus for Finance 330: Principles of Investments. The syllabus for this course is provided
on line at http://www.csb.uncw.edu/people/comptonw/330syl.htm and updated each
semester.
2.b. Chapter 1 notes for Finance 330: Principles of Investments. Notes are provided for all
chapters at http://www.csb.uncw.edu/people/comptonw/330syl.htm.
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2.c. Homework assignments for Finance 330: Principles of Investments. Homework assignments
and extra credit are provided on line. I have provided 3 assignments (Chapter 1, 2, and 5)
in the Supporting Documentation. A complete set of assignments is at
http://www.csb.uncw.edu/people/comptonw/330syl.htm.
2.d. Exams for Finance 330: Principles of Investments. Three exams are given during the
semester in the format shown in the Supporting Documentation.
2.e. Syllabus for Finance 336: Intermediate Corporate Finance. The syllabus for this course is
provided on line at http://www.csb.uncw.edu/people/comptonw/336syl.htm and updated
each semester.
2.f. Chapter 4 notes for Finance 336: Intermediate Corporate Finance. Notes are provided for all
chapters at http://www.csb.uncw.edu/people/comptonw/336syl.htm.
2.g. Homework, mini-case, and team presentations assignments for Finance 336: Intermediate
Corporate Finance. All assignments are provided on line for all 10 chapters. I have
provided 2 homework assignments (Chapter 2, and 8), 2 mini-case assignments, and the
complete team presentation assignment, along with the final peer evaluation form that
students complete at semester’s end in the Supporting Documentation. A complete set
of assignments is at http://www.csb.uncw.edu/people/comptonw/336syl.htm.
2.h. Exams for Finance 336: Intermediate Corporate Finance. Three exams are given during the
semester in the format shown in the Supporting Documentation.
2.i. Syllabus for Finance 335: Principles of Financial Management. The syllabus for this course
is on line at http://www.csb.uncw.edu/people/comptonw/335syl.htm and updated each
semester.
2.j. Chapter 4 Notes for Finance 335: Principles of Financial Management. Notes are provided
for all chapters at http://www.csb.uncw.edu/people/comptonw/335syl.htm.
2.k. Homework assignments for Finance 335: Principles of Financial Management. Homework
assignments and extra credit are provided on line for all chapters in the format shown in
the Supporting Documentation. I have provided 2 assignments (Chapters 9 and 12) in
the Supporting Documentation. A complete set of is at
http://www.csb.uncw.edu/people/comptonw/335syl.htm.
2.l. Exams for Finance 335: Principles of Financial Management. Three exams are given during
the semester in the format shown in the Supporting Documentation.
2.m. Description and syllabus for Finance/Marketing 495: Seminar in Finance-the Prague
Consulting Project. The syllabus for this course is provided online and updated each
semester at http://www.csb.uncw.edu/people/comptonw/Classes/prague/New Class 2014.
3
2.n. Christmas break assignment for Finance/Marketing 495: Seminar in Finance-The Prague
Consulting Project: Students must complete this assignment by the FIRST day of spring
classes. It is designed to prepare the students for the journey ahead with some basic skills
and knowledge that they will need for the consulting project. This assignment is provided
online at http://www.csb.uncw.edu/people/comptonw/Classes/prague/New Class 2015.
2.o. This is the spring 2015 consulting assignment given to the Prague Consulting Project
students. Every year it is different and is developed in consultation with GIOBA, the
project host company. The project assignment for the class of 2015 is provided online at
http://www.csb.uncw.edu/people/comptonw/Classes/prague/New Class 2015.
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3. Summary of student evaluations: O.I.R. Report-November,25, 2014
5
4. Summary of peer evaluations of teaching
(Complete peer evaluations are provided in the Supporting Documentation
section IV.A.4.)
4.a. Faculty Peer Observation-April 3rd, 2014 (Dr. Kevin Sigler)
4.b. Faculty Peer Observation-April 4th, 2013 (Dr. Kevin Sigler)
4.c. Faculty Peer Observation-April 11th, 2012 (Dr. Nivine Richie)
4.d. Faculty Peer Observation-April 4th, 2011 (Dr. Kevin Sigler)
4.e. Faculty Peer Observation-March 26th, 2010 (Dr. Kevin Sigler)
4.f. Faculty Peer Observation-February 12th, 2010 (Dr. Nancy Hritz-UNCW
Department of Health & Applied Human Science)
4.g. Faculty Peer Observation-November 24th, 2009 (Dr. Kevin Sigler)
4.h. Faculty Peer Observation April 23rd, 2008 (Dr. Robert Burrus)
4.i. Faculty Peer Observation February 6th, 2007 (Dr. Kevin Sigler)
4.j. Faculty Peer Observation October 12th, 2006 (Dr. Kevin Sigler)
4.k. Faculty Peer Observation March 22nd, 2005 (Dr. Kevin Sigler)
4.l. Faculty Peer Observation September 9th, 2004 (Dr. Kevin Sigler)
4.m. Faculty Peer Observation April 25th, 2003 (Dr. Chris Dumas)
4.n. Faculty Peer Observation June 18th, 2002 (Dr. Joe Farinella)
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5. Academic advising within the department
Semester
Student #
Fall 2014
35
Special transfer student advising August 13, 2014
Spring 2014
26
Fall 2013
36
Spring 2013
26
Fall 2012
29
Spring 2012
22
Fall 2011
27
Spring 2011
24
Fall 2010
28
Spring 2010
34
Fall 2009
31
Spring 2009
33
Fall 2008
35
Spring 2008
32
Fall 2007
33
Spring 2007
33
Fall 2006
33
Spring 2006
29
Fall 2005
29
Spring 2005
29
Fall 2004
29
Spring 2004
30
Fall 2003
30
Spring 2003
30
Fall 2002
30
Spring 2002
24
Fall 2001
24
Spring 2001
25
Fall 2000
25
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B. Optional subcategories:
1. Courses developed/revised/new to the individual or to the university
FIN 495 Prague Consulting Project
MSA 540-spring 2001&2, fall 2002(Cases in Investment Management) Custom
Published Textbook
MSA 539-spring 2001&2, fall 2002(Cases in Financial Management) Custom
Published Textbook
MBA 536 spring 2005&6, fall 2006 (Investment Management) Custom Published
Textbook
2. Special initiatives/incentives in teaching; cite specific examples
May, 2014: Attended “Tawnya Means: Improving Teaching, Engagement &
Assessment for Online or Experience and Knowledge Base” in the CSB
November 4, 2013: Certificate of Attendance-UNC Wilmington Center for
Teaching Excellence QEP Funded Proposals
February 8, 2013: Certificate of Participation-ETEAL Critical Reflection Scoring
Workshop
April 17, 2013: Certificate of Attendance-Managing Group Projects to Maximize
Learning and Minimize Chaos
October 4-5, 2112: Attended the AACSB Applied Learning Conference in Tampa
June, 2012: Attended a presentation by Dr. Ashe on the new IDEA Student
Evaluation System that will replace SPOTS system at the UNCW Center
for Teaching Excellence (pro-bono).
May 9, 2012: Participated in the “Classroom of the Future Advisory Council”
inaugural meeting
December 1, 2011: Graduation Project Presentations Judge-Isaac Bear Early
College High School
November, 2011: Attended “Flipped Classroom” video tele-conference
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3. Efforts to improve teaching, evidence of self-learning, and evidence of
commitment to fostering the intellectual development of students
(Comments from students, including those of the Prague Consulting Project
class, are provided in the Supporting Documentation section IV.B.3.)
2013-2014
One of the great advantages of teaching in the Cameron School of Business is the
quality of the study abroad experience at UNCW and the success of the Office of
International Programs (OIP) in providing support and guidance at all levels. My
own experience with OIP in teaching the Prague Consulting Project (Fin 495) has
been very rewarding. That course requires the students to perform companyspecific research for companies located in Central and Eastern Europe (CEE) and
to present the results of their research in person to the client in Prague, Czech
Republic and thereby gain first-hand experience in fielding questions and working
with business professionals in a culture outside their own. Additionally, students
attend lectures delivered by local professors and/or local business practitioners
while visiting Prague. These have been very useful to the students and have given
them the opportunity to extend their networks overseas. Students also visit local
or multi-national businesses (such as Riverside Partners, GE Money Bank, and
Radio Liberty) operating in and around Prague. Last year (spring, 2014) the
students developed a financial valuation and a marketing strategy for two firms in
the transportation industry and their analysis included translating and analyzing
the financial statements of the target firms and competitors in the Czech Republic
and Central Europe. The 2015 class will be the sixth year for this program at
UNCW and the fourth year that I have been involved with. At a recent conference
(Fall 2013) of the Academy of Business Education I presented a paper on my
experience teaching the Prague Consulting Project and had the opportunity to
compare notes with academics from across the nation on study abroad programs.
Through these discussions I learned that UNCW is well in advance of many
institutions in the administration and leadership of its OIP office. I believe that
actively encouraging our students to seek out and take advantage of the study
abroad opportunities will garner support and (potentially) funding resources from
campus-wide initiatives to provide experiential learning outside of the classroom.
In 2014 I was awarded a $3,500 ETEAL Supported Pedagogy Initiative Grant for
my continued work with the Prague Project.
In my other teaching assignments, during the fall 2013 semester, I began using a
hybrid, simulcast technology through the distance learning class in the Teaching
Lab Building (TL 2053) for teaching Principles of Investments (FIN 330) to
students in Jacksonville and Wilmington. The opening of the CSB Distance
Education Classroom in November 2013 was the next major step toward
providing a comprehensive online learning experience for students and I am now
using this experience to collaborate on research documenting aspects of teaching
in this environment with colleagues in the Economics and Finance department
and the Marketing department of the CSB.
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2011-2012
During the 2012 spring semester I began using case analysis in Fin 336
(Intermediate Corporate Finance) with graded mini-cases designed to develop
knowledge and skills that the students would then apply during class presentations
(team projects) in the last 2 weeks of class. These have been well received and
give the students the public speaking and presentation skills that they need…and
students love it. During the 2011 spring semester I made spreadsheet modeling in
Excel a significant component of Fin 336 (Intermediate Corporate Finance).
Students were required to use EXCEL to create cash flow spreadsheets, download
stock price data and use the data to calculate betas and then download company
data and use the data to compute company ratios. The capstone of the EXCEL
projects was a detailed cash flow forecasting spreadsheet followed by an analysis
of cash flows using standard decision criteria (NPV, IRR, payback, and
accounting rate of return). The class required updated class notes (approximately
120 pages of notes and another 100 pages of supplements). It also expanded my
use of internet videos (YouTube), to learn skills not acquired in class and as
additional practice and support for topics covered in class.
2009-2010
In Fin 335 (Principles of Financial Management) I continued the use of YouTube
videos to teach skills not taught in class and to enhance homework understanding
and enjoyment. Students were asked to respond to the homework assignments
with a rating system of each video so that I can cull out the bad videos and retain
the useful ones.
2007-2008
I improved online lecture notes for all my classes and created internet links
embedded in homework assignments to supplement course material. This year I
continued a bonus points plan for students who read the chapters and answer
(briefly) the thought provoking “Self-test Questions” embedded within each
chapter. The students are better prepared each day and they love the opportunity
to earn extra points for doing things that we used to do (back when I was an
undergrad student) just to survive in class. I have expanded the use of
motivational cues in my grading system, such as points for 100% attendance, for
homework, and for reviewing chapters before the lecture, all of which has proven
to be popular with the students. My course notes also continue to be popular with
the students and it also supports of the current “paperless University” program. I
also award bonus points for showing up for class the day after Halloween and St.
Patrick’s Day and I added bonus points for the students who applied a stock
valuation metric to GE stock.
2005-2006
I developed a new custom published textbook for MBA 536 (Investments). The
new textbook included cases that I selected to be used by MBA teams in case
analysis. I have used this method in the past, but adapting it to the class at
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UNCW, with their wide range of skill levels and large class size (over 50),
required considerable modification.
I continue to scour the internet to access syllabi and course descriptions and ideas
from faculty around the country, and scan practitioner’s journals for articles
relating to teaching methodologies that have been successfully implemented in
order to gather new ideas for my classes. This is particularly true for Fin 330
(Principles of Investments), since it will be a course that I hadn’t taught in four
years and I was interested in finding new ways to present this material to finance
and non-finance majors alike. I adopted a new textbook for Fin 330 (Principles of
Investments). I personally evaluated the new text and discussed this textbook with
a colleague at UNCW and at another institution.
In Fin 336 (Intermediate Corporate Finance) my teaching methods are still
primarily lecture plus significant problem assignments. This year I incorporated a
bonus points plan for students who read the chapters and answer (briefly) the
thought provoking “Self-test Questions” embedded within each chapter. The
students are better prepared each day and they love the opportunity to earn extra
points for doing things that we used to do (back when I was an undergrad student)
just to survive in class.
While my teaching methodology continues to be primarily lecture in the
Intermediate Finance course, I have adopted a more interactive, case presentation
methodology in the Fin 439 (Multinational Finance) class. Students are required
to present cases as a group to the rest of the class, based on material presented in
class and their own research efforts. I have thrown out the case presentations in
Fin 439 (Multinational Finance) class, and simply adopted a 5 minute current
events presentation for 3 students each class period. The students enjoy this and it
gives them a chance to judge and be judged by their peers not only on the material
but also on their public speaking skills. As I explained to them in class, it gives
them an opportunity to speak to a group for a brief period of time (five minutes)
which allows them to better gauge the time required for a short presentation.
2003-2004
My teaching methods of reaching out to the students on a more interactive and
personal level continues to yield positive results. I have expanded the use of
motivational cues in my grading system, such as points for 100% attendance and
for homework, which has proven to be popular with the students. My course
notes also continue to be popular with the students and it also supports of the
current “paperless university” program. This year I was voted the “Favorite
Professor in the Economics and Finance Department” by the students and was
presented with a certificate at the May 2004 Faculty Appreciation Day ceremony.
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Initiatives to improve courses:
1. Developed and improved online lecture notes for all courses.
2. Created video presentations to supplement course material using Betacalc
to create a short demonstration on how to use Excel to run a regression
and calculate beta.
3. Created Internet links embedded in homework assignments to supplement
course material:
4. Developed and applied course survey to all classes that measures student
response to online material and strives to identify areas of improvement.
I have continued to eliminate the use of overheads and emphasize more use of the
chalk board and active visual and verbal stimuli into my lectures. I have also
expanded the use of motivational cues in my grading system, such as points for
100% attendance and for homework, which has proven to be popular with the
students. My course notes also continue to be popular with the students and, in
support of the current “paperless University” program, I have continued to direct
students to the CSB “Student Resources Website” for instructional material.
The following quote is drawn from the department chair’s evaluation for my RTP
packet to associate with tenure:
No other instructor in my department uses the latest teaching technology
more than does Professor Compton. He worked closely with Dana Little of
the UNCW-ITSD to develop audio/visual teaching modules. As an
instructor in the area of finance, he makes extensive use of the internet in
his class assignments to include multiple links to financial data bases. His
syllabi are hyperlinked to allow the student to interact with him, to access
numerous sites, and to access a variety of technical applications
(interactive technology) that Professor Compton has developed to serve as
examples. It is apparent to me that he is truly student oriented and wants
each of his students to rise to their potential. As indicated above
Professor Compton teaches in the graduate program, the Master of
Science in Accountancy. He customized his required text for this course to
more succinctly fit the nature of the course. (Luther Lawson, Department
Chair)
The following quote is drawn from the Dean of the Cameron School of business
in his evaluation for my RTP packet to associate with tenure:
Dr. Compton is a good, effective classroom teacher as demonstrated by
both student and peer evaluations…Dr. Compton is among the leaders
within the Cameron School of Business in his usage of ancillary
technology in his classroom. By his usage of this technology, Dr. Compton
helps his students better envision and understand critical financial
principles. Dr. Compton is an extremely collegial individual that might
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explain why he has helped the Department by teaching more different
preparations than anyone else (and possibly more than anyone else with
in the School). (Lawrence S. Clark, Dean)
2001-2002
I have found that less use of overheads and more use of the chalkboard and
extemporaneous lecture are yielding greater interest by the students. It appears
that they respond to active visual and verbal stimuli. I intend to incorporate more
of that into my lectures in the future. I have also included numerous motivational
cues in my grading system, such as points for 100% attendance and for
homework, which should help to guide them to greater success in the Intermediate
Financial Management course.
I adopted a new textbook for Fin 336: Intermediate Corporate Finance by
Brigham, Gapinski and Daves. The new textbook has been adopted to address
numerous criticisms about the previous textbook (Ross, Westerfield, and Jaffe). I
personally evaluated the new text, discussed this textbook with a colleague at
another institution, and requested that a former student of Fin 336 review the new
text. I developed a new course note packet to accommodate the new textbook.
The new text and notes were adopted for the fall 2001 semester. The notes have
been significantly revised in content and presentation. The presentation style of
the notes has been redesigned to accommodate the more active classroom style
that I have adopted, beginning in the summer 2001 session.
Adopted a new, more active classroom presentation style in the summer 2001
session following discussions with Roger Hill and Pete Schuhmann. This
approach will be further developed for the FALL/SPRING semesters. Complete
comments from the summer session student evaluations following this change
have been summarized and are also included with this Development Plan. These
comments indicate the following:
1. Students overwhelmingly approve of the use of a course note packet
and consider it a very beneficial part of the course.
2. Students’ evaluation of the STRENGHTS of the professor included:
Enthusiasm, knowledge of the area, great organization and concern
for students’ understanding, efficient in presenting the material, he
knows everything about corporate finance and makes it more fun
to learn.
3. Students’ listed the following as AREAS FOR IMPROVEMENT:
Slow down and use more examples in class, spend more time on
the subjects, slow down and maybe go over important things twice.
4. Students’ evaluation of the NATURE OF THE COURSE included:
Challenging, very challenging but about the right level, and testing
required knowledge of the material, not just memorization –
excellent!
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The new classroom style, which includes more active use of the chalkboard and
less reliance on using overheads of the notes, appears to be working. Due to the
students’ perception of the nature of the course as very challenging and difficult, I
have found that a combination of notes and interactive class presentation appears
to be a more effective approach. I will continue developing this style and add
more in-class problems and question/answers sessions to slow down the pace.
I created a new custom note set for MSA 539 (Cases in Financial Management)
and MSA 540 (Cases in Investments Management) and discarded the custom
published books original developed for the spring 2001 class.
I also discarded the articles drawn from a Book of Readings (by Chew) as too
difficult for accounting students with non-business backgrounds.
4. Grants and fellowships related to teaching at all levels including K-12
ETEAL Supported Pedagogy Initiative Grant (2014-2015: $3,500-competitive)
Fin/Mkt 495: Prague Consulting Project 2014-2015 (William Compton &
Fredrika Spencer)-UNCW’s Quality Enhancement Plan (QEP) supports faculty,
staff, and students’ efforts to enhance academic achievement through applied
learning. Initiative grants are awarded by ETEAL to encourage and reward
applied learning with students during AY 2014-2015. Status: Grant awarded
10/22/2014 for $3,500. Project is underway.
5. Honors, listings, or awards related to teaching
CSB Impact Professor every year 2000-2014: 42 Student comments
May 5, 2014: Certificate of Appreciation for Outstanding Dedication to ETEAL
(Experiencing Transformative Education through Applied Learning)
May, 2004: Voted Favorite Economics & Finance Professor at CSB Faculty
Appreciation Day
6. Membership in professional societies primarily devoted to teaching
Member of the Academy of Business Education
7. Attendance at professional meetings or sessions primarily devoted to
teaching
Annual Meeting of the Academy of Business Education in Bermuda (September,
2013)
Member of the inaugural University Classroom of the Future Advisory Council
headed by Ms. Leah Kraus, Interim CIO-IT Systems (2011)
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UNCW QEP ETEAL Critical Reflections Scoring Workshop (2013)
Attendance at 6 UNCW Center for Teaching Excellence Workshop (2010- 2013)
AACSB Applied Assessment Seminar in Tampa, Florida (2011)
UNCW Education Abroad Training Workshop (2011)
Attended the 11th Annual Economics Teaching Workshop at the Holiday Inn on
Wrightsville Beach, North Carolina (2011)
Panelist at the Annual Eastern Finance Association Conference on the topic of
“Teaching Applications Using Trading Floors” (2002)
Attended the inaugural “Teaching and Learning Economics through Writing”
workshop sponsored by the UNCW Center for Teaching Excellence & the
CSB Economics and Finance department (2001)
V. Research, Scholarship, and Artistic Achievement
A. Required subcategories:
1. Refereed publications (including juried or peer-reviewed performances,
exhibits, artistic works, productions or writings)
a. Published
The following is a list of blind refereed publications. Complete works
are found in section V.A.1. of the Supporting Documentation
“The Durbin Amendment and Debt Card Fee Regulation: Its Impact on
Card Companies, Variety Stores, and Restaurants,” Journal of
Business and Economic Perspectives, Vol. 41, No. 1, 2014, 93-103
(Kuhlemeyer, G., Compton, W., Kunkel, R.)
“Calendar Anomalies in Russian Stocks and Bonds” Managerial Finance,
Vol. 39, No. 12, 2013, 1138-1154 (Compton, W., Kunkel, R.,
Kuhlemeyer, G.)
“NBA Gambling Inefficiencies: A Second Look,” The Sport Journal, Vol.
15, 2012, 1-11 (Compton, W., Sigler, K.)
“Adjusting Savings to Reach Retirement Goals,” Journal of Global
Business Development, Vol. 3, No. 1, 2011, 77-79 (Compton, W.
Sigler, K.)
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“Ukrainian Financial Markets, An Examination of Calendar Anomalies,”
Managerial Finance, Vol. 36, No. 6, 2010, 502-510 (Depenchuk, I.,
Compton, W., Kunkel, R.)
“Is it Reasonable for State Courts to Mandate the Discount Rate?” Journal
of Global Business Development, Vol. 2, No. 2, 2009, 94-102
(Compton, W., Farinella, J.)
“The Weekend Effect and Intraday Returns: Evidence from the Asian
Markets,” Journal of the International Society of Business
Disciplines, Vol. 3, No. 5, 2007, 53-64 (Compton, W., Kunkel, R.)
“The Turn-of-the-Month Effect in Real Estate Investment Trusts
(REITs),” Managerial Finance, Vol. 32, No.12, 2006, 969-980
(Compton, W., Johnson, D., Kunkel, R.)
“An Analysis of the January Effect in the Asian Markets,” Journal of the
Academy of Finance, Vol. 1, No.1, 2003, 73-85 (Beyer, S.,
Compton, W., Ragan, K.)
“Is There a Weekend Effect in Europe? An Analysis of Daily Returns,
Non-Trading Returns, and Trading Returns,” Global Business and
Finance Review, Vol. 8, No. 1, 2003, 77-87 (Compton, W.,
Kunkel, R.)
“The Turn of the Month Effect Still Lives: The International Evidence,”
International Review of Financial Analysis, Vol. 12, No. 2, 2003,
207-221 (Kunkel, R., Compton, W., Beyer, S.)
“The Evolving Turn-of-the-Month Effect: Evidence from Pacific Rim
Countries,” Global Business and Finance Review, Vol. 7, No. 1,
2002, 27- 37 (Compton, W.)
“Examining America’s Logistics Programs Via the Internet,” Journal of
Transportation Management, Vol. 12, No. 1, 2001, 19-33 (Hanna,
J., Compton, W.)
“Tax-Free Trading on Calendar Stock and Bond Market Patterns,” Journal
of Economics and Finance, Vol. 24, No. 1, 2000, 64-76 (Compton,
W., Kunkel, R.)
“Historical Return Distributions for Puts, Calls, & Covered Call Options,”
Journal of Financial and Strategic Decisions, Vol. 13, No. 1, 2000,
15-33 (Benesh, G., Compton, W.)
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“A Tax-Free Exploitation of the Weekend Effect: A “Switching” Strategy
in the College Retirement Equities Fund (CREF),” American
Business Review, Vol. 17, No. 2, 1999, 17-23 (Compton, W.,
Kunkel, R.)
“A Tax-Free Exploitation of the Turn-of-the-Month Effect: C.R.E.F.,”
Financial Services Review, Vol. 7, No. 1, 1998, 11-23 (Kunkel, R.,
Compton, W.)
“Optimal Asset allocation and Political Gridlock,” Midwest Review of
Finance and Insurance, Vol. 12, No. 1, Spring 1998, 230-238
(Ebeid, F., Compton, W., Beyer, S.)
“Industry Taxation: Commercial Banks Versus Manufacturers,” Midwest
Review of Finance and Insurance, Vol. 12, No.1, Spring 1998, 1927 (Kunkel, R., Compton, W.)
“A Possible Source of Bias in Options Studies Using the Berkeley Options
Data Base,” Midwest Review of Finance and Insurance, Vol. 11,
No. 1, Spring 1997, 99-106 (Compton, W., Benesh, G.)
b. Accepted for publication
NONE
c. Under consideration
NONE
2. Publications (or performances, exhibits, artistic
works, productions or writings) not listed in the
refereed category (e.g., abstracts, book reviews)
a. Published
"Using Virtual Stock Exchange in the Classroom," Proceedings of the
2003 Annual Meeting of the Academy of Finance in Chicago, IL.
"Price-Cash Flow Analysis, A P/E Alternative," Proceedings of the 1997 Annual
Meeting of the American Society of Business and Behavioral Sciences in Las
Vegas, NV.
b. Accepted for publication
NONE
c. Under consideration
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NONE
3. Research grants or research fellowships
a. Awarded (include dates and amounts)
A complete description of research grants and status are found in
section V.A.3. of the Supporting Documentation
SHAHS Research and External Support Grant (2014-2015: $4,500)
CSB Summer Research Grant (2013: $6,000)
BB&T Summer Research Grant (2011: $4,200)
CSB Summer Research Grant (2002: $4,800)
CSB Summer Research Grant (2001: $4,200)
First Union Research Grant (2001: $4,000)
b. Applied for (include dates and status)
NONE
4. Grants or research fellowships for off-campus study or professional
development
NONE
a. Awarded (include dates and amounts)
b. Applied for (include dates and status)
5.
Presentations (including readings, lectures) at professional meetings
"A Faculty-led, Undergraduate Short-term Study Abroad, Consulting
Experience," 2013 Annual Meeting of the Academy of Business
Education in Bermuda.
"Ukrainian Financial Markets: An Examination of Calendar Anomalies,"
2009 Annual Meeting of the Academy of Finance in Chicago, IL.
"The Turn-of-the-Month Effect in Real Estate Investment Trusts
(REITs)," 2005 Annual Meeting of the Southern Finance
Association in Key West, FL.
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"Quantifying the Monetary Variation of Using Different Accepted RiskFree Rates," 2004 Annual Meeting of the Academy of Economics
and Finance in Charleston, SC.
"The Evolving Turn-of-the-Month Effect: Evidence from Pacific Rim
Countries,” 2003 Annual Meeting of the Southern Finance
Association in Charleston, SC.
"Day-of-the-Week Returns During Trading and Non-Trading Periods:
Evidence from Europe," 2003 Annual Meeting of the Academy of
Economics and Finance in Savannah, GA.
"Using Virtual Stock Exchange in the Classroom," 2003 Annual Meeting
of the Academy of Finance in Chicago, IL.
"The Fading Pacific Basin January Effect," 2002 Annual Meeting of the
Eastern Finance Association in Baltimore, MD.
"The Turn-of-the-Month Effect Still Lives: The International Evidence,"
2001 Annual Meeting of the Financial Management Association in
Toronto, ONT.
"Tax-Free Trading on Seasonal Stock and Bond Market Patterns," 1999
Annual Meeting of the Financial Management Association in
Orlando, FL.
"A Tax-Free Exploitation of the Weekend Effect," 1998 Annual Meeting
of the Financial Management Association in Chicago, IL.
"A Tax-Free Exploitation of the Turn-of-the-Month Effect," 1998 Annual
Meeting of the Eastern Finance Association in Williamsburg, VA.
"Optimal Asset Allocation and Political Gridlock," 1998 Annual Meeting
of The Midwest Academy of Finance and Insurance in Chicago,
IL.
"Industry Taxation: Commercial Banks vs. Manufacturers," 1998 Annual
Meeting of the Midwest Academy of Finance and Insurance in
Chicago, IL.
"Price-Cash Flow Analysis, A P/E Alternative," 1997 Annual Meeting of
the American Society of Business and Behavioral Sciences in Las
Vegas, NV.
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"A Possible Source of Bias in Options Studies Using the Berkeley Options
Data Base," 1997 Annual Meeting of the Midwest Academy of
Finance and Insurance in Chicago, IL.
"Historical Return Distributions for Common Option Strategies," 1996
Annual Meeting of the Southern Finance Association in Key West,
FL.
"Overreaction to Negative Earnings," 1995 Annual Meeting of the Eastern
Finance Association in Hilton Head, SC.
6. On-going research projects, programs and goals
"Live vs Live Streaming: Comparing Identical Cohorts" – co-investigators William
Compton, James Hunt, & Adam Jones) Complete work is found in section V.A.6.
Supporting Documentation.
“An exploratory analysis of hotel REITs: Implications for New Hanover and surrounding
counties”- co-investigators William Compton & Nancy Hritz. Details provided in section
V.A.6. Supporting Documentation.
“A faculty-led, undergraduate short-term study abroad, consulting experience”- coinvestigators William Compton, Fredrika Spencer, & Nivine Richie. Details provided in
section V.A.6., Supporting Documentation.
B. Optional subcategories:
1. Honors or awards for:
a. Research or artistic efforts
b. Professional development efforts
2. Membership in professional societies
American Association of Individual Investors
Academy of Business Education
Financial Management Association
Academy of Financial Services
Eastern Finance Association
Southern Finance Association
Southwestern Finance Association
Midwest Business Administration Association
3. Attendance at professional meetings
2013 Annual Meeting of the Academy of Business Education in Bermuda.
2009 Annual Meeting of the Academy of Finance in Chicago, IL.
2005 Annual Meeting of the Southern Finance Association in Key West, FL.
2004 Annual Meeting of the Academy of Economics and Finance in Charleston, SC.
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2003 Annual Meeting of the Southern Finance Association in Charleston, SC.
2003 Annual Meeting of the Academy of Economics and Finance in Savannah, GA.
2003 Annual Meeting of the Academy of Finance in Chicago, IL.
2002 Annual Meeting of the Eastern Finance Association in Baltimore, MD.
2001 Annual Meeting of the Financial Management Association in Toronto, ONT.
1999 Annual Meeting of the Financial Management Association in Orlando, FL.
1998 Annual Meeting of the Financial Management Association in Chicago, IL.
1998 Annual Meeting of the Eastern Finance Association in Williamsburg, VA.
1998 Annual Meeting of The Midwest Academy of Finance and Insurance in Chicago,
IL.
1997 Annual Meeting of the American Society of Business and Behavioral Sciences in
Las Vegas, NV.
1997 Annual Meeting of the Midwest Academy of Finance and Insurance in Chicago,
IL.
1996 Annual Meeting of the Southern Finance Association in Key West, FL.
1995 Annual Meeting of the Eastern Finance Association in Hilton Head, SC.
4. Supervision of graduate or undergraduate theses or extensive projects that involve
research or artistic efforts
Hector Martin Bernabeu-Cameron School of Business. The Determinants of the Value of
Soccer Players in the Top Five European Leagues. Defended May 2014-UNCW
Honors College. (Faculty Supervisor: Dr. William Compton)
5. Special research or artistic efforts (e.g., participating on a team at an off-campus
laboratory, performing in a statewide orchestra)
6. Special initiatives in on-campus scholarly or professional development
7. Faculty engagement.
a. Research or artistic efforts related to engagement.
b. Grants awarded and applied (include dates and status) related to
engagement
c. Funded outreach, such as funding to public schools and STEM
involvement.
d. Technology Transfer and Patents.
e. Collaborative efforts with the community resulting in recognized benefits
for the public good.
f. Reviewed publications resulting from work in the community.
8. Continuing education, workshops, symposia, or other specialized training
programs attended or completed
9. Formal off-campus traineeships
10. Professional consultancies resulting in professional development
a. Paid
b. Pro bono
11. Other scholarly or professional efforts
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VI. Service
A. Required subcategory: Service to the university
1. University committee memberships, leadership positions, or administrative duties
ETEAL Advisory Committee (2013-present) Certificate of Appreciation for
Outstanding Dedication to ETEAL (May 5, 2014)
University Studies Committee (2011-2013)
Multiple faculty receptions for University Studies Committee and ETEAL at the
Clock tower Lounge
2. College or school committee memberships, leadership positions, or administrative
duties
CSB Assurance of Learning Committee (2011-present)
CSB Strategy Committee (2012-present)
CSB Business Week Faculty Host (2014, 2012, 2011)
Provided speaker Jack Ford for 2011 Business Week
CSB Freshman Convocation Small Group Leader (2012, 2011)
CSB dinner with Harvey Pitt, former SEC Chair (2012)
3. Department committee memberships, leadership positions, or administrative
duties
2005 E&F search committee with Dr. William Sackley in Denver, Co. (hired Cet
Ciner)
All departmental duties as assigned
B. Optional subcategories:
1. Service to the university
a. Student counseling; student advising other than routine work with
department advisees (as in the Center for Academic Advising, clubs,
campus groups, etc.)
Grant proposal reviewer at the UNCW Center for Teaching Excellence (11/2013compensated)
Attended a faculty reception for University Studies Committee at the Clock tower
Lounge, 8/2012 (pro-bono)
22
b. Other service to the university
2. Service to professional or scholarly organizations
a. Leadership in professional or learned societies
b. Leadership in seminars or short courses taught to professionals in the
candidate's discipline
c. Professionally related activities (e.g., manuscript editor or editorial board
member, artistic juror, grant or accreditation reviewer,
advisor/leader/director in workshops or consultations)
i.
Paid
ii.
Pro bono
2014: I was a reviewer for Managerial Finance and reviewed the article “Monetary Policy and
Firm’s Capital Structure”, Wilmington, North Carolina (pro-bono)
3/2013: I reviewed 4 papers for the 2013 Academy of Business Education in Bermuda (probono)
9/2012: I reviewed 8 papers for the 2013 Eastern Finance Association Conference in St. Pete
Beach, Florida (pro-bono)
2012: I was a reviewer for the Financial Services Review and reviewed the article “Investigating
the Effectiveness of Alternative Investment Strategies for REIT Portfolios”, Wilmington,
North Carolina (pro-bono)
2009: I served as discussant at the Annual Academy of Finance meeting in Chicago, Illinois (probono)
2007: Served as outside committee member for Joseph Goebel’s promotion to associate with
tenure at IUPUC-Division of Business, Columbus, Indiana (pro-bono)
2005: I was a reviewer for the Financial Review and reviewed the article “An Update on Market
Anomalies in Daily Bond Returns”, Wilmington, North Carolina (pro-bono)
2003: I served as discussion moderator at the Academy of Economics & Finance annual meeting
in Savannah, Georgia (pro-bono).
2003: I served as session chair at the Annual Southern Finance Association meeting in
Charleston, South Carolina (pro-bono).
2003: I served as discussant at the Annual Southern Finance Association meeting in Charleston,
South Carolina (pro-bono).
2002: I attended the end-of-the-year social of the Caper Fear NCWTA at the request of the
students, Wilmington, North Carolina (pro-bono).
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2002: I served as session chair at the Annual Meeting of the Financial Management Association
in San Antonio, Texas (pro-bono).
2002: I served as a session chair at the 2002 Annual Eastern Finance Association Conference in
Baltimore, Maryland (pro-bono).
2002: I served as a panelist at the 2002 Annual Eastern Finance Association Conference on
“Teaching Applications Using Trading Floors” with Betty J. Simkins (Oklahoma State)
and Roy A. Wiggins III in Baltimore, Maryland (pro-bono).
2002: I reviewed 2 papers for the 2002 Academy of Finance annual conference in Chicago,
Illinois (pro-bono).
2002: I was a reviewer for the International Review of Financial Analysis and reviewed the
article “Impact of the Federal Open Market Committee Meetings and Scheduled
Macroeconomic News on Stock Market Uncertainty”, Wilmington, North Carolina (probono).
2002: I was a reviewer for the Global Business & Finance Review and reviewed the article
“Intra-industry Effects across Countries”, Wilmington, North Carolina (pro-bono).
2001: I was a reviewer for the Global Finance Journal and reviewed the article “The diminishing
Weekend Effect: Experience of Five G7 Countries”, Wilmington, North Carolina (probono).
2001: I was a reviewer for the Financial Review and reviewed the article “Levels of Multinationality as an Explanation for Post-Announcement Drift”, Wilmington, North Carolina
(pro-bono).
d. Other professional service
3. Community service
a. Professionally related activities (e.g., boards, offices, presentations,
workshops, continuing education programs, newspaper or magazine
articles for the lay public)
i.
Paid
ii.
Pro bono
5/2011: I was a guest speaker and presented a seminar on investing for the Personal
Financial Literacy for Civics and Economics Teachers of North Carolina event at
the Watson College of Education in Wilmington, North Carolina (pro-bono)
2002: Speaker for an Executive Advisory Board Luncheon at the UNCW Executive
Development Center in Landfall, Wilmington, North Carolina (pro-bono)
b. Other community service
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2002: Member and served as visitation chairperson for the non-profit Wilmington Lions Club,
Wilmington, North Carolina (pro-bono)
2002: Led students of the Cameron School of Business FMA and NABE clubs on their annual
“Adopt a Highway” cleanup on Carolina Beach Road, Wilmington, North Carolina (probono).
2001: Led students of the Cameron School of Business FMA and NABE clubs on their annual
“Adopt a Highway” cleanup on Carolina Beach Road, Wilmington, North Carolina (probono).
VII. Chair’s Evaluation
A. Required subcategories:
1. Summary and evaluation of teaching that includes both student and peer
evaluation of teaching as well as all other aspects of evaluation so that no single
component of teaching evaluation is overweighted
2. Summary and evaluation of research, scholarship, and artistic achievement
that includes a critical assessment of the value to the discipline of the
applicant's contributions
3. Summary and evaluation of service
B. Optional subcategories:
1. An explanation of any special circumstances that, in the chair's opinion,
justify variation from the standards for promotion and/or tenure stated in
the Faculty Handbook.
2. Comments submitted by senior faculty (Paraphrased comments may be
used at the discretion of the chair. Neither quoted comments nor the
identity of the source may be included without the permission of the senior
faculty member being quoted.)
VIII. Certification
The evaluating officer shall:
A. Certify the names of senior faculty who were assembled and consulted for
this recommendation.
B. State the department's current definition of "senior faculty" as determined
by the chair and members of the department in consultation with the dean
(a copy of which must be on file in the dean's office).
C. State the numerical vote of the assembled senior faculty (the number
for/against/abstaining; the officer shall not identify how individual faculty
cast their votes).
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D. If a majority of the senior faculty has prepared a separate, elaborated
dissenting recommendation, insert that recommendation prior to
forwarding the dossier to the dean. That recommendation must be signed
by a majority of the senior faculty and should follow the same guidelines
for content as that of the chair.
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