STANDARD 4: FULL AND PART-TIME FACULTY Standard 4 4-3 STANDARD 4—FULL-TIME AND PART-TIME FACULTY...

ACEJMC Standard 4 4-1

STANDARD 4: FULL AND PART-TIME FACULTY

Full-time faculty and staff of the Nido R. Qubein School of Communication


STANDARD 4: FULL AND PART-TIME FACULTY

Highlights

The unit has 27 full-time teaching faculty, all holding credentials

qualifying them academically or professionally to teach in a regionally accredited university.

The unit employs a formal process to hire faculty, through national searches for all tenure-track faculty and a regional process for non-tenure-track faculty.

The unit has a rigorous formal method for evaluating all teaching faculty.


STANDARD 4—FULL-TIME AND PART-TIME FACULTY

1. Describe the faculty balance in terms of degrees, professional experience, gender, race and rank. The Nido R. Qubein School of Communication (NQSC/School) has 27 full-time teaching faculty and administrators, plus 3 administrative/technical staff. Seventeen of the teaching faculty have a PhD, 1 is working toward a PhD, 1 has an EdD and 8 have master’s degrees (including two MFAs). Since doctorates and MFAs are terminal degrees, 74% of the full-time teaching faculty hold terminal degrees. One full-time artist-in-residence holds a BA degree but has extensive national-level industry experience at NBC, was director at The Today Show for 23 years, and is the recipient of 7 national Emmys. Another exception to the MA requirement is the 1 staff member who holds a BA and instructs the Video Practicum class, which is offered on a pass/fail basis. This class was designed by the dean; the instructor, with over 20 years of professional video experience, coordinates student video work throughout the semester consistent with the pre-designed syllabus. The NQSC has 18 tenured and tenure-track faculty members, including 3 professors, 7 associate professors, and 8 assistant professors. The School has 9 non-tenured full-time faculty: 5 assistant professors of the practice of communication, 3 instructors, and 1 artist-in-residence. Combined, the faculty average more than 10 years of university teaching experience. The faculty average more than 10 years of professional experience, having worked for, among other companies, Reuters, PBS, Lifetime Television, NBC, CNN, The New York Times, WNET-New York, the Max Borges Agency, WAJC-FM, Indianapolis, The Charlotte Observer, Exxon, and NASA. Among the NQSC’s 27 full-time faculty are eleven women and six racial/ethnic minorities, two of whom are American-born. Fewer than 20% of all School classes are taught by part-time adjunct faculty. In all but two cases identified as last-minute “emergency hires,” the adjunct faculty has had master’s degrees at minimum. For the fall 2015 semester, the NQSC employed 8 adjunct faculty to teach 11 courses. Of these, 1 individual


holds two MAs, another is a PhD student and one is ABD. Among these 8 adjunct faculty members is 1 woman and 1 African American male. In previous semesters, The NQSC had a higher number of women and minority instructors. This number changed as some individuals in the adjunct pool secured full-time positions or chose to no longer commute for employment at HPU.

Adjunct Faculty Academic

Year Male Female White Non-white

2012-2013 4 5 5 0 2013-2014 11 3 13 1 2014-2015 9 3 9 3

2. Describe how the unit selects full-time and part-time faculty and instructional staff. The hiring process for full-time faculty tenure-track in the NQSC begins with job announcements posted in the Chronicle of Higher Education, the NCA listserv (CRTNET), and the AEJMC and BEA websites, depending on the relevance of the call. School job announcements are also posted on the High Point University website. Depending on the discipline of the position, the NQSC may also post with an industry-specific group. Samples of job postings are included under item 3. The dean appoints a search committee that consists of three School faculty members and one committee member from a university department outside the NQSC. The committee reviews curriculum vitae and other application materials and creates a short list of top candidates to be called for phone interviews. The top two or three candidates are then invited to campus. The on-campus visit typically includes a full day of meetings with administrators, faculty, and students. During this visit, candidates are expected to “test teach” a class in the discipline associated with the position for which they have applied, and also present an overview of their scholarship and creative activity to the faculty. (A full itinerary for on-


campus visits is posted below on page 4-7) All NQSC faculty and students have the opportunity to provide feedback to the search committee. Faculty contact members of the search committee directly; students who attend the teaching demonstration complete a survey, which is included below. Once this information has been gathered, the chair of the search committee sends the dean a formal recommendation for hire. The dean reviews this request and then sends it to the provost, who makes a recommendation to the president who has the final authorization for hiring. An offer is then made to the candidate and negotiations take place before a contract is signed. In all but one case, professors of the practice of communication have been hired in the same manner as tenure-track faculty. They were offered professors of the practice positions because, while they had significant (20 years or more) professional experience, they didn’t qualify for tenure due to a lack of a terminal degree. The one person hired as professor of practice who did not go through this process was Professor Phil Watson, who was promoted from instructor after 5 years of outstanding service. Instructors—one-year contracted non-tenure track or professors of practice—are hired on a local basis. The process has occurred in two ways: 1) Individuals respond to notices posted on the HPU website and interview directly with the dean (one current instructor), or 2) part-time adjunct faculty are promoted to full-time instructional positions (all other instructor hires). Both methods require the final approval of the provost and the president. The hiring of part-time faculty follows a more informal process. Prior to 2014, the dean reviewed curriculum vitae, then corresponded via e-mail or phone with possible candidates to discern whether they had the requisite qualifications. In the 2014-2015 academic year, the review of application materials was transferred to the department chairs, who are now responsible for hiring adjunct professors as needed. A sample adjunct contract is presented on page 4-9. All hires are consistent with the university’s Office of Human Resources policies and procedures that comply with state and federal employment laws. In addition, all HPU hires must submit to a criminal background


check and provide evidence that they can legally work in the United States before the university will extend a contract.


SAMPLE INTERVIEW SCHEDULE FOR TENURE-TRACK HIRE

Dr. Shannon Campbell Department Chair - Tenure-Track Position Nido R. Qubein School of Communication

Contact Info: Wilfred Tremblay 336-841-9150 (office) Wednesday, March 19 3:36pm - US Airways 2866; Picked up from airport by Wilfred Tremblay Hotel Check In Hotel: Wingate by Wyndham 3901 Sedgebrook Street High Point, NC 27265 336-812-8787 Confirmation #: 22923 6:15 – Picked up from hotel by Dean Smith 6:30pm – Dinner (Wilfred Tremblay, Dean Smith, Phil Watson) Chop House 4001 Meeting Way High Point, NC 27265 336- 841-7156 Thursday, March 20 Breakfast at the hotel; Check out of hotel 8:00am - Picked up from hotel by Jim Goodman 8:30-9:30am – Meet with Wilfred Tremblay (Dean, NQSC) 9:45-10:35am - Teaching Demonstration, COM 3390 Communication Law and Ethics, Qubein 379 10:45am – Taken to Roberts Hall by Dean Smith 11:00-11:30am – Meet with Dr. Dennis Carroll (Provost, VP Academic Affairs) 11:30am – Picked up from Roberts Hall by Ginny McDermott (Associate Dean, NQSC); Tour of campus and building 12:15-1:30pm - Lunch with students (Taylor Renwick, Dylan Smith) 1:45-2:45pm - Research Presentation/Open faculty meeting, Qubein 109 (Screening Room) (15-20 minute presentation with 10-15 minute Q&A, followed by informal conversation) 3:00pm – Tour of community; Driven to airport by Wilfred Tremblay 7:45pm - US Airways 1713


SAMPLE ADJUNCT INSTRUCTOR AGREEMENT

Letter of Agreement to teach Communication Courses as an Adjunct Instructor

The Nido R. Qubein School of Communication is pleased that you have agreed to teach the following course(s) during the semester: Please understand that this offer is contingent on the class attaining a sufficient number of enrolled students for it to be offered by the university. This determination will be made on the first scheduled day of classes. A formal university contract will be issued during the first week of classes. Signed: ______________________________________________ _________

Dept. Chair Date

______________________________________________ _________ Dean Date


HIGH POINT UNIVERSITY LETTER OF APPOINTMENT FOR ADJUNCT FACULTY For the Fall Term 2015 August, 2015 NAME: DEPARTMENT: TERM: Fall 2015 This letter of appointment confirms your agreement to teach the course(s) listed at the stated salary: Courses/Duties: Salary: $ Thank you for your support of High Point University. ___________________________________________ Provost If in agreement with this letter of appointment, please sign and return to the Provost by September, 2015. (A copy of this agreement is enclosed for your records.) _____________________________________________________(Sign) _____________________(Date)


SAMPLE HIRING CHECKLIST PROCEDURE

Nido R. Qubein School of Communication New Hire Checklist For HR:

1. Submitanonlineapplicationhere:http://highpoint.iapplicants.com/2. Oncecomplete,HRwillsendyouinformationoncompletingtheonlinebackgroundcheck.3. Oncecomplete,HRwillsendyounewhireinformation,includingseveralformstocomplete.4. Youwillschedulea30‐45minuteorientationwithHR.Whileoncampus,youwillpickup

yourparkingdecalandPassportIDcard.For School of Communication:

1. E‐mailCVtoMichelleDevlin([email protected]).2. Sendofficialtranscriptfromhighestdegreeearnedto:

MichelleDevlinDrawer33,HighPointUniversity833MontlieuAvenueHighPoint,NC27262

------------------------------------------------------------------------------------------------------------------------------------------ Tasks completed by NQSC:

1. LetDeAnnaMililloknowthatanewfacultymemberisbeinghired,andsendherthatperson’se‐mailaddress.

2. SendcopyofCVandsendofficialtranscripttoProvost’soffice.3. KeeppersonnelfilewithcopiesofCVandtranscriptinDean’soffice.4. CompleteITchecklist:http://kabul.highpoint.edu/machform/view.php?id=125. Sendtextbookrequeststobookstore@highpoint.eduoncereceivedbyinstructor.

------------------------------------------------------------------------------------------------------------------------------------------ Salary for adjuncts teaching in the fall semester is spread over 4 pay cycles (September - December). Salary for adjuncts teaching in the spring semester is spread over 4 pay cycles (February – May). All HPU faculty are paid on the 20th of the month via direct deposit.

Contact Information for Nido R. Qubein School of Communication

Dr. Shannon B. Campbell Department Chair, Journalism and Strategic Communication 336-841-9626 [email protected] Dr. Stefan Hall Department Chair, Media Production and Studies 336-841-9567 [email protected] Dr. Wilfred Tremblay Dean, Nido R. Qubein School of Communication 336-841-9150 [email protected]


Michelle Devlin Administrative Assistant, Nido R. Qubein School of Communication 336-841-9043 [email protected]


CANDIDATE EVALUATION FORM Name of candidate: ________________________________________ Please circle and write comments based on your opinion of the candidate’s presentation. 1. Knowledge of subject material

Excellent Good Fair Poor Comments:

2. Interaction with class Excellent Good Fair Poor

Comments: 3. Enthusiasm for subject material Excellent Good Fair Poor

Comments: 4. Ability to communicate ideas Excellent Good Fair Poor

Comments: 5. Ability to answer questions asked Excellent Good Fair Poor

Comments: 6. Do you think this candidate is a good match for HPU? Yes No

Comments: General Comments:


3. Provide examples of published advertisements for faculty openings in the past six years (before the self-study year) that show required and preferred qualifications of candidates. A sample of published advertisements for faculty searches in the past six years is presented on pages 4-14 through 4-35.


HIGH POINT UNIVERSITY Nido R. Qubein School of Communication

THREE TENURE‐TRACK/INSTRUCTOR POSITIONS

IN COMMUNICATION

To begin August, 2015

Pending final administrative approval, The Nido R. Qubein School of Communication at High Point University is searching for the following three tenure‐track, professor or practice, or instructor positions to begin August, 2015: 1. CORE COURSES COORDINATOR—HUMAN COMMUNICATION AND DIGITAL MEDIA

The Nido R. Qubein School of Communication at High Point University is searching for a new colleague to direct our two core 1000‐level introductory core courses: Introduction to Human Communication and Mediated Communication. This position is open to candidates of all ranks and will begin August 2015. The successful candidate for this position will have experience teaching both human communication (including public speaking) and digital media (including Adobe Creative Suites). Academic rank for this position will depend on candidate’s credentials and experience. In addition to teaching in the core courses (2/3 load), the Core Course Director will develop and coordinate orientation and training for all core course instructors, and provide ongoing mentoring, supervision, and evaluation of the approximately 10 faculty and adjuncts who teach the core courses. Depending on credentials, individuals might be given opportunity to develop other courses in the undergraduate or graduate‐level program. Tenure‐track candidates are expected to maintain active research programs. A terminal degree required for a tenure‐track appointment. Candidates with a Master’s Degree will be considered for appointment as an instructor. Credential review begins November 15, 2014 and continues until the position is filled. The NQSC will only interview candidates qualified to work in the United States. ABOUT HIGH POINT UNIVERSITY The Nido R. Qubein School of Communication combined is a dynamic community of 23 teachers, scholars and professionals serving approximately 700 undergraduate and graduate students. The Nido R. Qubein School of Communication is housed in a new 60,000 sq. ft. state‐of‐the‐art facility that includes a game development studio, two HDTV studios, a multi‐track recording studio, editing labs, a radio station, and sufficient lab space to meet our goal of being an exemplar for Twenty‐first Century liberal arts communication programs. The M.A. program


includes 40+ students and currently offers emphases in Public Relations and Health Communication and will begin offering courses in Political Communication in 2015/2016. Faculty at HPU teach a 3/3 load, are expected to participate in related national organizations and produce refereed scholarship/creative work, advise students and participate in committee work. High Point University, located in the beautiful North Carolina Piedmont Triad, the 46th largest U.S. TV market with more than 1.4 million people, is a private liberal arts institution with approximately 4,500 undergraduate and graduate students from more than 52 countries and 40 states. HPU is committed to excellence and diversity and is an EOE. Please send electronically: current CV, cover letter identifying teaching philosophy and research/creative work agenda, evidence of teaching effectiveness, transcripts, and contact information for three references, to: Dr. Ginny McDermott ([email protected]) Associate Dean, The Nido R. Qubein School of Communication Drawer 33 High Point University 833 Montlieu Avenue High Point, NC 27262‐3598 Finalists will be asked to complete a university employment application form.


Two Tenure-Track Positions Nido R. Qubein School of Communication

High Point University High Point, NC

Pending final administrative approval, The Nido R. Qubein School of Communication at High Point University is searching for the following tenure‐track positions that will begin August 2014: STRATEGIC COMMUNICATION GRADUATE PROGRAM COORDINATOR—OPEN RANK The Nido R. Qubein School of Communication at High Point University is searching for a new colleague to direct the MA Program in Strategic Communication. This program includes 40+ students and emphasizes public relations and health communication. Candidates will teach courses in one of these areas plus coordinate and promote the graduate program. This open rank, tenure‐track position will begin August 2014. The successful candidate for this position will have a specialty in strategic communication campaigns (Public Relations, Advertising, or Health Communication). Academic rank for this position will depend on candidate’s credentials and experience. Teaching assignments (2/3 load) will depend on the expertise of the candidate but will include at least one graduate course per semester and may include undergraduate courses such as Strategic Message Development, Applied Research in Strategic Communication, and Communication Campaign Analysis and Design. Individuals will be given opportunity to develop other courses in the sequence. Candidates should also have strong understanding of social scientific research methods and a willingness to direct graduate students’ capstone projects. Candidates are expected to maintain active research programs. Terminal degree required. Preferred qualifications include prior administrative experience and significant PR/advertising or health communication experience. APR credentials a plus. A terminal degree is required. Credential review begins October 15, 2013 and continues until the position is filled. The NQSC will only interview candidates qualified to work in the United States. ABOUT HIGH POINT UNIVERSITY The Nido R. Qubein School of Communication, a dynamic community of 19 teachers, scholars and professionals serving approximately 650 undergraduate and graduate students, is housed in a new 60,000 sq. ft. state‐of‐the‐art facility featuring a game development studio, two HDTV studios, a multi‐track recording studio, editing labs, a radio station and sufficient lab space to meet our goal of being an exemplar for Twenty‐first Century liberal arts communication


programs. The NQSC offers the undergraduate Communication degree with specializations in five areas: Electronic Media, Games and Interactive Media Design, Journalism, Media and Popular Culture Studies, and Strategic Communication and is diligently pursuing ACEJMC accreditation in the relevant areas. The M.A. program currently offers emphases in Public Relations and Health Communication. Faculty at the Qubein School teach a 3/3 load, are expected to participate in related national organizations and to produce refereed scholarship/creative work. High Point University, located in the beautiful North Carolina Piedmont Triad, the 46th largest U.S. TV market with more than 1.4 million people, is a private liberal arts institution with approximately 4,300 undergraduate and graduate students from more than 52 countries and 40 states. HPU is committed to excellence and diversity and is an EOE. Please send electronically: current CV, cover letter identifying teaching philosophy and research/creative work agenda, evidence of teaching effectiveness, transcripts, and contact information for three references, to: Dr. Ginny McDermott ([email protected]) Associate Dean, The Nido R. Qubein School of Communication Drawer 33 High Point University 833 Montlieu Avenue High Point, NC 27262‐3598 Finalists will be asked to complete a university employment application form.


CHAIR OF THE JOURNALISM & STRATEGIC COMMUNICATION DEPARTMENT—OPEN RANK Pending final administrative approval, The Nido R. Qubein School of Communication at High Point University is searching for a new Chair of the Journalism and Strategic Communication Department in the Nido R. Qubein School of Communication. This department includes 300+ undergraduate students. Candidates will teach courses in strategic communication (public relations, advertising, or health communication) or converged journalism. This open rank, tenure‐track position will begin August 2014. Responsibilities The Chair of the Journalism & Strategic Communication department reports to the Dean of The School of Communication. The Chair will participate in curriculum design and assessment; mentor faculty through the probationary and tenure processes; assist faculty in developing their research programs and pursuing extramural funding; promote the academic success of students and teach graduate and undergraduate courses in strategic communication and/or undergraduate courses in journalism; advise undergraduate students on course planning and professional development; conduct original research and contribute to research in The School of Communication; and contribute to accreditation planning. The candidate will be instrumental in the department’s pursuit of ACEJMC accreditation scheduled for the 2015‐16 academic year. Teaching assignments (2/2 load) will depend on the expertise of the candidate but may include courses such as Strategic Message Development, AP writing courses, Law & Ethics, Applied Research in Strategic Communication, and Communication Campaign Analysis and Design. Individuals will be given opportunity to develop other courses in journalism or strategic communication. Terminal degree required. Qualifications The School of Communication seeks an organized and personable colleague who values a collegial departmental community. Preferred qualifications include prior administrative experience, significant journalism or strategic communication experience, demonstrated excellence in teaching quantitative or qualitative research methods, and an ability to teach in the MA Program in Strategic Communication and direct capstone projects. Academic rank for this position will depend on candidate’s credentials and experience. A terminal degree is required. Credential review begins October 15, 2013 and continues until the position is filled. The NQSC will only interview candidates qualified to work in the United States. ABOUT HIGH POINT UNIVERSITY The Nido R. Qubein School of Communication, a dynamic community of 19 teachers, scholars and professionals serving approximately 650 undergraduate and graduate students, is housed in a new 60,000 sq. ft. state‐of‐the‐art facility featuring a game development studio, two HDTV studios, a multi‐track recording studio, editing labs, a radio station and sufficient lab space to


meet our goal of being an exemplar for Twenty‐first Century liberal arts communication programs. The NQSC offers the undergraduate Communication degree with specializations in five areas: Electronic Media, Games and Interactive Media Design, Journalism, Media and Popular Culture Studies, and Strategic Communication and is diligently pursuing ACEJMC accreditation in relevant sequences. The M.A. program currently offers emphases in Public Relations and Health Communication. Faculty at the Qubein School teach a 3/3 load, are expected to participate in related national organizations and to produce refereed scholarship/creative work. High Point University, located in the beautiful North Carolina Piedmont Triad, the 46th largest U.S. TV market with more than 1.4 million people, is a private liberal arts institution with approximately 4,300 undergraduate and graduate students from more than 52 countries and 40 states. HPU is committed to excellence and diversity and is an EOE. Please send electronically: current CV, cover letter identifying teaching philosophy and research/creative work agenda, evidence of teaching effectiveness, transcripts, and contact information for three references, to: Dr. Wilfred Tremblay, ([email protected]) Dean, The Nido R. Qubein School of Communication Drawer 33 High Point University 833 Montlieu Avenue High Point, NC 27262‐3598

Finalists will be asked to complete a university employment application form.


Nido R. Qubein School of Communication High Point University

High Point, North Carolina

Two Tenure-track Opportunities

Pending final administrative approval, The Nido R. Qubein School of Communication at High Point University is searching for the following open rank tenure-track positions, which will begin August 2011.

Strategic Communication (Public Relations/Advertising/Health Communication): Candidates must possess the ability to teach courses in Ad Copywriting/Layout and Foundations of Strategic Communication among other related courses. The Foundations course offers an overview of various forms of media (paid, earned, controlled and social) and how they help organizations meet their goals. The optimal candidate must have relevant professional experience in the creative side of the advertising industry. Familiarity with desktop publishing and ability to teach the basics of InDesign is essential. Candidates qualified to teach PR courses in the MA program will be given preference. (MA/MS required for non-tenure track; MFA/Ph.D. required for tenure track.)

Coordinator of Media Fellows Program: The successful candidates will develop and coordinate a Media Fellows curriculum, a program providing enhanced educational opportunities for selected superior students across the five tracks in The School of Communication. Candidates should be able to teach a range of classes in at least one of these tracks and demonstrate a full understanding of journalism, entertainment, and other aspects of the media industries. Candidates must be prepared for administrative functions in exchange for release of one course/semester. Recent experience and high-level contacts in the media industry is required. (PhD preferred; MA required; MFA or other terminal degree required for tenure-track appointment.) Credential review begins immediately and continues until the positions are filled. Finalists for all positions may be asked to submit a portfolio of their professional/academic work. Academic rank for each position will depend on candidate’s credentials and experience.

The Nido R. Qubein School of Communication, a dynamic community of teachers and scholars serving approximately 650 students, is housed in a new 60,000 sq. ft. state-of-the-art facility featuring a game development studio, two HDTV studios, a multi-track recording studio, editing labs, a radio station and sufficient lab space to meet our goal of being an exemplar for Twenty-first Century liberal arts communication programs. The NQSC offers the BA Communication degree with specializations in five areas: Electronic Media, Game and Interactive Media Design, Journalism, Media and Popular Culture Studies and Strategic Communication. The NQSC also offers an MA in Strategic Communication with emphases in Health Communication and Public Relations. Faculty at the Qubein School teach a 3/3 load and are expected to participate in related national organizations and to produce refereed scholarship/creative work. High Point University,


located in the beautiful North Carolina Piedmont Triad, is a private liberal arts institution with approximately 4,000 undergraduate and graduate students and was named No. 3 among comprehensive colleges in the South in "America's Best Colleges" 2011 edition, published by the U.S. News & World Report. Together, High Point, Greensboro and Winston-Salem make up the 46th largest TV market and have more than 1.4 million people. HPU is committed to excellence and diversity and is an EOE.

Please send ELECTRONIC COPIES of current CV, a letter of interest identifying your teaching philosophy, your agenda for research/creative activity, unofficial transcripts and contact information for three references to Dr. Wilfred Tremblay [email protected]. Candidates must also complete an online employment application at www.highpoint.edu/jobs and submit official transcripts before being considered for on-campus interviews. Please send official transcripts to: Dr. Wilfred Tremblay, Director The Nido R. Qubein School of Communication Drawer 33 High Point University 833 Montlieu Avenue High Point, NC 27262-3598


Nido R. Qubein School of Communication High Point University

High Point, North Carolina

Four Tenure-track opportunities

Pending final administrative approval, The Nido R. Qubein School of Communication at High Point University is searching for the following tenure-track positions, which will begin August 2010. 1. Journalism.Candidatesmusthaverecentbroadcastand/orconvergedjournalism

experience.Understandingofjournalisticethicsisrequiredasisthewillingnesstoparticipateinaconvergedjournalismcurriculum.(MArequired;Ph.D.preferred).

2. StrategicCommunication(PublicRelations/Advertising/HealthCommunication).CandidatesmustpossesssignificantadvertisingexperienceORhaverelevantexpertiseinhealthcommunication.TeachingloadwillincludeResearchMethods,AdvertisingCopywriting,andHealthCommunication.AbilitytoteachInDesignaplus.Candidatesmustbepreparedtoteachinanewgraduateprogram.(MArequired;Ph.D.preferred).

3. GraduateCoordinator.We’relookingforacolleaguetodirectanewprofessionalgraduateprograminStrategicCommunicationwithemphasesinPublicRelationsandHealthCommunication.Candidateswillteachcoursesinoneoftheseareaspluscoordinateandmarketthenewgraduateprogram.Administrativeexperienceinhighereducationispreferred.(Ph.D.required.)

4. Media Sociologist. We invite applications for a tenure-track position for a media sociologist with a record of quantitative research and fluency with SPSS and other statistical packages. The individual filling the position will be expected to teach courses in both the sociology and communication departments with the ideal candidate teaching courses in quantitative research methods; the sociology of mass communication or mass media and society and also courses in the new Strategic Communication graduate program. The ability to teach public opinion and visual sociology would be a plus.

Credential review begins immediately and continues until the positions are filled. Finalists for all positions will be asked to submit a portfolio of their professional/academic work. Academic rank for each position will depend on candidate’s credentials and experience.

The Nido R. Qubein School of Communication, a dynamic community of teachers and scholars, is housed in a new 60,000 sq. ft. state-of-the-art facility featuring a game development studio, two HDTV studios, a multi-track recording studio, editing labs, a radio station and sufficient lab space to meet our goal of being an exemplar for Twenty-first Century liberal arts communication programs. Faculty at the Qubein School is expected to participate in related national organizations and to produce refereed scholarship/creative work. High Point University, located in the beautiful North Carolina Piedmont Triad, is a private liberal arts institution with approximately 3,500 undergraduate and graduate students from more than 52 countries and more than 40 states at campuses in High Point and Winston-Salem. Together, High Point, Greensboro


and Winston-Salem have more than 1.4 million people. HPU is committed to excellence and diversity and is an EOE.

Please send current CV, official transcripts, and contact information for three references, both hard copy AND electronic, to: Dr. Wilfred Tremblay, ([email protected]), Director The Nido R. Qubein School of Communication Drawer 33 High Point University 833 Montlieu Avenue High Point, NC 27262-3598


4. Describe the unit’s expectations of faculty members in teaching, research, creative and professional activity, and service and its process for the award of tenure, promotion, reappointment and salary. (Provide a print copy in the workroom or the Web link to relevant faculty handbook sections and any supplementary promotion and tenure criteria and procedures adopted by the unit.) Expectations for teaching, research, service, and creative & professional activities are spelled out in two documents: the High Point University Faculty Handbook, and the Nido R. Qubein School of Communication Faculty Handbook. The university’s Faculty Handbook provides general guidelines for tenure, promotion, and reappointment; more detailed expectations of teaching, research, creative and professional activity, and service as they relate to the award of tenure, promotion, and reappointment are outlined in the NQSC’s handbook. All faculty are expected to teach, although the teaching obligations differ based on title of appointment. Tenured and tenure-track professors (e.g., Professors, Associate Professors, and Assistant Professors) teach twelve credit hours a semester—typically three four-credit classes, and are expected to advise and perform university/school service. Professors of practice also teach twelve credit hours a semester, but are given additional service obligations above-and-beyond the expectations of tenure and tenure-track faculty. They are also expected to advise students. Full-time, non-tenure track faculty (e.g. instructors) teach sixteen credit hours a semester, but do not have to advise and only have meeting attendance as a service obligation. Tenured and tenure-track faculty must also produce original research or creative work pertinent to their fields. Faculty are considered to “meet expectations” by maintaining an active publishing/production agenda. For tenure consideration and promotion to the rank of associate professor, assistant professors must have published a minimum of three peer-reviewed manuscripts (including journal articles, book chapters, or monographs) or have won awards at juried festivals for three different productions within their


probationary period. Professors of practice and instructors are not expected to produce research or creative works. There are also salary distinctions between tenure-track and professor-of-practice ranks. Tenure-track faculty of the same rank typically earn approximately $5,000 more per year than professors-of-practice. The pay schedule for instructors is lower still. Service commitments: Tenured faculty, tenure-track faculty, and professors of practice are given university and School committee assignments. A typical faculty member will sit on three or four committees—usually two university committees and one or two School committees. These committee assignments are covered in Standard 1, items 5 & 6. Further, faculty members serve as academic advisers for around 20 students each. More information about academic advising is covered in Standard 6, item 2. Professors of practice are expected to coordinate significant School-based administrative projects that demand extra time. Specifically, Dr. Bobby Hayes serves as the NQSC’s internship coordinator; Dr. Linda Gretton coordinates the NQSC’s senior digital portfolio initiative; Professor Phil Watson coordinates the NQSC’s publicity, including social media; and Charisse McGhee-Lazarou serves as head of the Media Fellows program. Instructors have no defined service obligations. The full set of expectations for tenure and promotion are included below. In short, candidates for tenure and/or promotion are expected to have been rated as “meets expectations” or “exceeds expectations” on each annual evaluation in the areas of teaching, professional growth, and service. Candidates who are rated as “does not meet expectations” in any category in any year will be counseled by their chair and/or the dean and may be given an additional opportunity to move their performance to “meets standards.” An additional “does not meet expectations” would earn a terminal contract, barring extenuating circumstances. (This has never happened at the NQSC.) Candidates for promotion typically apply after their sixth year of teaching at their current rank, although more experienced faculty may have earned credited service for previous teaching experience. They prepare a dossier of materials, which is reviewed by the University’s Tenure & Promotion Committee. The committee votes whether to recommend the candidate for tenure or promotion, and those recommendations are reviewed by the provost and the president. After reviewing the committee’s recommendations, the president presents candidates


to the Board of Trustees for their approval or rejection. Only the Board of Trustees is authorized to grant tenure or a promotion.1 All recommendations for starting salary and merit pay are made by the dean and forwarded to the provost for final approval. The dean participates in the ASJMC salary survey and the BEA survey each year and has access to the national salary information. It is one of his main goals to assure that faculty are compensated within a standard deviation of the mean salaries for communication faculty at Master’s Colleges & Universities and Baccalaureate Colleges in the South. Merit pay recommendations are based on the chairs’ annual evaluation of faculty, discussed above. A merit pay pool is announced by the administration and the dean divides that pool according to the aforementioned evaluations. Relevant sections from the Nido R. Qubein School of Communication Faculty Handbook regarding teaching, research, service, tenure & promotion policies are presented on pages 4-39 through 4-48.

1 The tenure and promotion process is currently under revision and new rules are expected to go into effect during the 2016-2017 academic year. While the process will be very similar in terms of expectations, tenure recommendations will be made at the School level rather than from the University’s Tenure and Promotion Committee. That university-wide group will be focused on assuring that the different schools maintain consistency in their process but discipline specific determinations of research/production quality will be at the School level.


FACULTY EXPECTATIONS

Full‐Time Instructors

Full‐time instructional personnel are either tenure‐track or non‐tenure track. The difference between the two is that (1) tenured/tenure‐track faculty hold the terminal degree and are expected to conduct research or produce creative work, or (2) tenured/tenure track faculty teach 12 credit hours per semester while non‐tenure track instructors teach 16 hours/SEMESTER, unless otherwise contracted. Professors “of practice” are non‐tenured but teach 12 credit hours and are assigned another substantive service activity (e.g., school marketing, internships, etc.). Individuals may move to a tenure‐track position if qualified by a terminal degree, but cannot move from a tenure‐track line to a “of practice” line. An individual may also decide to move to an instructor position. All full‐ time personnel are required to attend department meetings, commencement and other related university events.

Professor Associate Professor Assistant Professor

Professor of Practice Associate Professor of Practice Assistant Professor of Practice

Instructor Lecturer

Tenure Track

Non‐tenure Track

Non‐tenure Track

Adjunct instructors

Adjunct faculty are not required to attend department meetings, commencement or other department or university events unless specifically requested by the Dean.

Contract Responsibilities

All contracts for full‐time faculty are let from the middle of August (around Aug. 15) through the middle of May (around May 15). Faculty are expected to meet the terms, dates and conditions of this contract, including being available through the last day of the contract term. Under no circumstance is an employee to make non‐university arrangements that begin before the end of the date identified on their contract, even if finals are completed. The employee has obligations to the university unless they receive express written permission from the Dean. Similarly, employees must be available at the first day of the contract unless expressly excused by the Dean. (Adjunct instructors are exempt from this requirement but must be present for any “adjunct orientation session.”)

Other Department Responsibilities

All full‐time teaching faculty, but not instructors or lecturers, are required to participate in at least one of each of the following activities during the academic year:

1. Admissions Open House events for potential students (throughout the year) 2. Presidential scholarship weekends (two weekends in February) 3. Pre‐registration advising sessions (Beginning in April and throughout the summer)

Please be advised that these typically occur on weekends. As such, it is your responsibility to arrange a convenient schedule with the Administrative Assistant.


If you are ill, please contact Michelle as soon as you know you won’t be able to make class and send an email or Tweet to your class. Again, please be professional and don’t expect the Administrative Assistant to do all of your cancellation activities.

You must fill out an “Absence from Campus” form when you are to be away due to a conference or other professionally‐related activity or for personal reasons.

Instructional staff is expected to do their own typing. The Administrative Assistant will not do any typing or personal work for faculty unless authorized to do so by the Dean.

We use Outlook calendar for setting up meetings and times. If you use another calendar system, it is your responsibility to find a translator program that can read and write to Outlook.


Appendix D

Tenure Timetable

(HPU abides with the AAUP tenure timetable guidelines.)

Year One Annual review conducted in February. Candidate notified before March 1 if they will not be issued contract. For all subsequent years after year one, tenure or tenure‐track candidates notified before December 1 if they will not be issued contract. Year Two Annual review conducted in February Year Three Annual review conducted in February Year Four Annual review conducted in February Year Five Fifth year review conducted in Spring before end of semester Year Six Tenure materials due in summer Tenure decision announced in fall of year seven


Appendix E

Faculty and Instructional Staff Assessment for

Annual Review, Merit, Tenure and Promotion

The Nido R. Qubein School of Communication is determined that its instructional staff must deliver the highest quality education to our students. As such, the School conducts a rigorous annual review of all faculty and instructional personnel in order to: (1) provide feedback to the instructor on how to better help the School to meet its instructional mission; (2) assist the faculty member in meeting his or her professional aspirations; and (3) determine if the candidate is a long‐time “fit” with the School. While it’s important to remember that final decisions on contract renewal and promotion and tenure are made by the appropriate university committees, university administration and, ultimately, the Board of Trustees, candidates will only receive the support of the School if they meet the standards and procedures defined below.

Procedure

In order to do a thorough and accurate job assessing a candidate’s teaching, service and research/creative activities, it’s imperative that certain common procedures are followed. While all full‐time instructional staff are treated the same in this review process, there will be somewhat different standards for tenure‐track and tenured faculty and non‐tenure track faculty, principally in the area of research/creative activity, where responsibilities for tenure are more demanding. However, non‐tenure track faculty also has responsibilities in this area.

The personnel review process is the responsibility of both the candidate and the School’s administration and it is expected that both parties participate in a cooperative manner. Due dates for materials will be provided by the Dean and, absent exigent circumstances, candidates must meet all established deadlines.


Presentation

The candidate should place all materials under consideration for the review in a three‐ring loose leaf binder with cover sleeves to hold media or other objects that cannot be bound. Web‐based materials used as evidence should be clearly identified with a reasonably easy‐to‐follow link that can be typed and not linked. It may be helpful to put all digital material on a single web or blog page.

Categories

Candidates will be rated in teaching, service, research/creative activity. They will also be given an overall rating. These ratings are: “fails to meet standards,” “meets standards,” and “exceeds standards.” Overall evaluations of “meets standards” or “exceeds standards” are necessary if the candidate realistically hopes to secure tenure or promotion. (These standards are also factored in the annual merit pay analysis, where candidates must meet “exceeds standards” in teaching and one other category to qualify for merit pay.) Scores of “Does not meet standards” in any one or more areas suggest there may be a problem with your performance at HPU.

Standards

Teaching

This area includes formal teaching situations and teachable situations occurring in extracurricular activities (i.e., advising student media, etc.).

Your review must be presented in both tabular and narrative formats. The following table is the template that must be used for your teaching sections:

Semester Course # No. of students Overall Rating of instructor (ORI) Dept. ORI Ave. Class GPA Dept. GPA Ave. Comments


Tenure‐track and non‐tenure track. Candidates will complete a narrative identifying their teaching accomplishments, and problems and/or opportunities. These highlights should include:

creation of any new courses experimentation with new teaching methods

elaboration on how candidates deal with any perceived weaknesses in student evaluations description of any special work or activities conducted with students in a curricular OR extra‐curricular setting

description of any mentoring or independent studies done in collaboration with students.

The following evidence should support this narrative:

syllabi for each class sample exams and quizzes which show how you assessed student learning

quantitative and qualitative student evaluations identify in the narrative how you have addressed perceived teaching deficiencies. Use actual scores on student evaluations to

make your point.

a copy of your most recent peer observation report relevant copies proving participation in conferences whose principal aim is pedagogical

letters and emails from students regarding significant teaching accomplishments other materials directly relevant to teaching.

It is important to recognize that student grading will also be factored into your evaluations. Instructors’ cumulative class grades are expected to reflect instructional rigor informed by national standards. Grading should not be just a “normal” curve for a population represented in a particular class and no one section necessarily needs a certain percentage of As, Bs, etc. It is possible that all students in a class might receive a Cs. (It is also possible, but improbable, that all students receive Bs or As. Such a situation should


be adequately explained in the narrative.) While it’s understood that some classes will generate higher or lower grades than department averages, under no circumstances should faculty attempt to “buy” evaluations by giving students all superior grades.

Service

Tenure and Tenure‐Track Instructional Staff

This category contains non‐teaching activities performed for the department, university, profession and community and professional memberships. Candidates should develop a short annotative listing of service activities in the period under review. Please keep annotations no more than two/three sentences.

The following evidence should be included:

Evidence of membership and/or leadership in service or professional organizations Evidence of membership and/or leadership service on a university committee (an email of an agenda, etc.)

Letters, emails or commendations related to service.

Tenure‐track candidates and tenured associate professors seeking promotion should also demonstrate service to at least one national professional organization. Non‐tenure track individuals should show service to a state or regional organization.

In this category it’s important to recognize that candidates, at least during the probationary period, should strive for balance in various service categories. Providing lots of service to a community organization, while commendable, will not be valued if there is little service to the department, university or professional organization.

It is also expected that seniority will bring increased responsibilities in the service category. It is sufficient for candidates in their early years to be participating simply as members of a committee; candidates in their fifth or sixth year of review are expected to have senior positions in a committee (i.e., chair, head of an ad hoc subcommittee, etc.). Simply having a lot of committee assignments will not meet the “meets” or “exceeds” category. If an individual is to become a tenured or long‐term member of the School, we want to make sure that they can provide leadership going forward.

Research and Creative Activities

All candidates should develop a short narrative detailing their accomplishments in research and/or creative activities. Candidates should also describe how these accomplishments are consonant with their professional growth plans.

Particular care should be given as to how candidates are meeting their responsibilities for “regular and consistent” scholarship/creative activity. This evidence might be a listing and samples of outside client‐centered or broadcast production work, a listing and copies of relevant conference papers, and details of relevant consulting on community projects.

The following documentation should be included:

Copies of publications. Please include publication copy (not the manuscript) and index page. If “in press,” please include a letter from editor identifying when the article is to be published.

Copies of conference presentations and the table of contents page from conference program.

Website locations or external media showing creative work and a letter confirming letter from some adjudication panel. Please do not provide raw files of creative work—only include final product (i.e., DVD, CD, etc.)

documentation of any other research/creative activity.


APPENDIX H Must be an aggregate of items. Just one item in any category is not

necessarily sufficient. Faculty Performance Factors

TEACHING

TEACHINGPEFORMANCEFACTOR

Exceeds Meets Doesnotmeet

Classroompedagogy Examples:Creativeindevelopingmethodsofteaching/learning;developshighlyeffectiveteachingmethods;motivatesveryhighacademicqualityofstudentworkasmeasuredbystudentsenteringprojectsinnationalproductionorresearchcompetitions.

Examples: Regularlyupdatescoursecurriculumtoberelevant;haseffectiveteachingmethods;responsivetostudentfeedback;engagesinactivitiesdirectedatimprovingteachingandlearning;motivateshighacademicqualityofstudentwork;maintainshighacademicstandards;reviewsstudentevaluationsandadoptsactionplanstoaddressperceivedweaknesses;keepscurrentandinstructswiththelatestsoftwareusedinrelatedindustries.

Examples:Coursesdonotreflectcurrentstateofdiscipline;ineffectivepedagogiesareretained;unresponsivetostudentfeedback;doesnotparticipateinactivitiestoimprovepedagogy;employsoutdatedproductiontechniques.

Syllabusconstruction/coursecontent/assessment

Examples:Coursematerials(includingassessmenttechniques)arecreativeandunusuallyeffective;developseffectivealternativeorhybridmeansofcoursedelivery;atrelevantinstructionallevel,encouragesandsupervisesworkonproductionsthatmayaironprofessionalmediaoutletsorthedevelopmentofresearchpaperssubmittedtoundergraduatepapercompetitions;securesintra‐orextramuralfundingforcourse

Examples: Coursematerialsareappropriatelychallengingforthetypeandlevelofthecourse;courseexpectationsaremadeclear;hasawellthought‐outassessmentplanforeachcourse;employsrelevanttechnologyintheclassroom;developsandteachesnewcourses.

Examples:Coursematerialisinappropriateoroutdated;syllabusdoesnotconveycourseexpectationorgradingstructure;assessmenttechniquesareunreflectiveofcoursegoals;assessmenttoolsdonotmotivatehighacademicqualityofstudentwork;academicstandardsareinappropriateforthecourse;doesnotmaintainhighacademicstandards;doesnotkeepupwiththesoftware


Revised 1/25/08

PROFESSIONAL ACTIVITY COLLEGE SERVICE

COLLEGESERVICEPERFORMANCEFACTOR


Servicetothedepartmentandcollege

Examples:Leadsdepartmentalinitiatives;effectivelychairsthedepartmentoranactivecommittee;leadsCollege‐wideprogramsorinitiatives;developsinternationalstudyinitiatives.

Examples: Serveswhenavailable;participatesfrequentlyindepartmentalinitiatives;activelyservesononeormorecommittees;participatesinCollege‐wideinitiatives;providesprofessionalwork(video/audio/writing)forcampusorganizationsoroffices;relevantpresentationstocommunitygroups;represents

Examples:DoesnotregularlyparticipateinCollegeactivitiesandinitiatives;needstobespecificallyaskedtotakeondepartmentalobligations;participatesonlyifextrapayisoffered.

development. developmentsorproductiontechniques.

PROFESSIONALACTIVITYPERFORMANCEFACTOR


Scholarship/PublicPerformances/Exhibits/Research

Examples:Publishedbookbyacademicpressordistinguishedtradepresspublisher;scholarshippublishedbyreputablepeer‐reviewednational/internationalorregionalpublicationsofnationalacademicorganizations;successfulsubmissionofvideos,audiorecordings,games/interactiveprojectsinrefereednationalorinternationalfestivals;audio/videoworkpresentedinbroadcastorcableoutletswithregionalreach;releaseofworkoninternetisacceptableifitapeer‐reviewedsite;strategicresearchcampaignsrelatedtobroadscaleproductorinstitutionalroll‐out;prestigiousresearchgrantsaresecured;significantgrantsrelatedtoproductionorlabequipmentaresecured;performancesandexhibitionsareatinstitutionswithnationalreputations;performancesarereviewedinnationaloutlets;presentationstonationalaudiencessuchaskeynoteaddresses;studentsareincludedinresearchorproductionactivitiestoanextraordinarydegree;actsasacommunityleaderinareaofprofessionalexpertise;providessubstantialservicetothecommunityinwaysthatrequireprofessionalskills.

Examples:Doesnotpublish,exhibit,orpresentworkatappropriateprofessionaloutlets;workinprogressisunlikelytoleadtocompletion;doesnothaveanactiveresearchproductionordevelopmentprogram.

Examples: Doesnotpublish,exhibit,orpresentworkatappropriateprofessionaloutlets;workinprogressisunlikelytoleadtocompletion;doesnothaveanactiveresearchproductionordevelopmentprogram.


collegeinstateandnationalassociations.

Advising Examples:Consistentlyavailableasanacademicmentor;consistentlyservesasanofficialadvisertoalargenumberofdepartmentalandfirst‐yearstudents;maintainsadvisingrolewithalumni.

Examples: Availableasanacademicadviser;typicallyadvisesanappropriateshareofdepartmentalstudentsandtakesonJuneandfirst‐yearadvisingasable;providesaccurateinformation.

Examples:Doesnotprovideadequateandaccurateadvisingsupport;frequentlyunavailable;doesnotserveasufficientnumberofadvisees.

5. Describe professional development programs, workshops in teaching, or other methods used to stimulate and encourage effective teaching. In 2014, High Point University added a Center for Innovative Teaching and Learning (CITL), which helps faculty with resources they may need to grow and develop as innovative, supportive, and dedicated teachers. A sample program offered by the CITL is Ed Talks. This program is created to highlight outstanding teaching and mentoring at the university, and offer faculty a chance to share their insights and innovations with the campus community. University faculty also grow as educators through faculty seminars held in August before the fall semester begins. Most years the administration will provide either a speaker or workshop that addresses strategies for enhancing student engagement and learning outcomes. As an example, Jose Bowen, author of Teaching Naked, now president of Goucher College, was invited to campus in 2013 to speak to faculty about how to better use technology outside the classroom in order to be more dynamic and effective teachers inside the classroom. All faculty participated in this workshop, which was followed up during the spring semester. Also, the NQSC hosts a year-end retreat at the university’s “Estate” retreat center, where faculty engage in breakout sessions that cover teaching effectiveness and strategies. For instance, at the spring 2015 retreat, faculty


discussed strategies to address problems with group projects, such as weak students coat-tailing on the efforts of better students, and how to effectively provide instruction in practicum classes that are graded pass/no credit. Further, faculty are provided with professional development funds that can be used to attend instruction-related conferences, or to purchase educational materials needed to enhance instruction. An example is the Lilly Conference Series on College and University Teaching and Learning. The university’s faculty development funds are covered in Standard 5, item 7.

6. Describe the normal workload for a full-time faculty member. Explain how workloads are determined. If some workloads are lighter or heavier than normal, explain how these variations are determined.

As noted in item 4 above, the normal workload obligations vary based on rank. The following summarizes the teaching, research and service obligations for individuals on a typical 9-month academic year contract, August 15-May 15:

Tenured & tenure-track faculty Teach twelve credit hours per semester School and University committee work Academic advising for approximately 20 students Attendance/presentation at academic conferences and/or publications in

peer-reviewed academic journals or books, or presentations of peer-reviewed creative work

Professors of the practice Teach twelve credit hours per semester School and University committee work Academic advising for approximately 20 students Coordinate School initiatives (e.g. internships, digital portfolios, etc.) No research or creative work obligations


Instructors

Teach sixteen credit hours per semester Serve on School committees; no university committee work required No advising [one instructor did have advising duties but these have been

phased out and she only has two advisees remaining] No research or creative work obligations

The guidelines for faculty workloads are covered in the university and School’s faculty handbooks, which are excerpted in item 4. Some of the NQSC’s faculty teach fewer courses by receiving reassigned time for scholarship or service as authorized by the dean with the approval of the provost. Examples of service roles that receive course releases:

Dean: full release from teaching; no current teaching responsibilities; has taught extra sections of COM 4450 when needed (currently Dr. Wilfred Tremblay)

Associate Dean: three course releases per academic year (currently Dr. Ginny McDermott)

Chairs: one course release per semester (currently Dr. Shannon Campbell and Dr. Stefan Hall)

Media Fellows Coordinator: one course release per semester (currently Ms. Charisse McGhee-Lazarou)

Graduate Coordinator: one course release per year (currently Dr. Ginny McDermott who assumed the “acting” coordinator title in February 2015. However, she has chosen not to exercise this additional release while the department is searching for another coordinator.)

Internship Coordinator: one course release per year (currently Dr. Bobby Hayes)

Further, Dr. Jim Y. Trammell was granted course releases for the spring 2015 and fall 2015 semesters to coordinate the ACEJMC self-study. Dr. Kate Fowkes was granted a course release to assist Dr. Trammell in the spring 2015 semester.

Additionally, the NQSC has a compensation policy that may provide for a course release for faculty serving on graduate student capstone project


committees after accruing a certain number of points. A faculty member who serves as Capstone Project Committee Chair does not earn points but is financially compensated at the completion of the capstone project. A faculty member serving in the role of second member on a capstone project committee earns 1.5 points; the third committee member earns one point. Faculty members can apply for a course release after accruing fifteen points. Faculty members may also apply for sabbaticals for up to two consecutive semesters. Eligible expenses for sabbaticals can include half-year salary, travel, books and supplies, research materials, etc. Expense grants are limited by available funds, appropriateness of the proposed project, and the number of applications. The NQSC’s Professional Growth Committee and the University’s Committee on Professional Growth evaluates sabbatical proposals and makes recommendations to the President, who may submit the recommendation to the Board of Trustees for approval. In the NQSC, Dr. Kate Fowkes received a one-semester sabbatical in spring of 2012 to research and write a book proposal and sample chapters for Palgrave MacMillan on the trickster rabbit in cinema. The book was published. Dr. Judy Isaksen has been approved for a one-semester sabbatical for the spring 2016 semester. She plans to study the digital phenomenon of the "selfie" as a rhetorical construct by exploring both individual identity politics as well as the social politics that surround selfies, arguing that they provide a voice for oppressed groups. Dr. Isaksen’s goal is to write at least one article from a race and gender perspective as well as design a new Selfie Culture course. No other School of Communication faculty members have applied for sabbaticals during the NQSC’s existence.

The advising load for faculty members in the NQSC has been as high as sixty or seventy students. However, the dean and the university administration have made concerted efforts over the last few years to lower these responsibilities to more reasonable numbers. With the addition of more communication faculty and of the Freshman Success Program, these numbers have leveled to approximately 20 students per faculty member. Academic advising is covered in more detail in Standard 6, item 2.


7. Demonstrate that full-time tenured, tenure-track and fixed-term faculty have taught the majority of core and required courses for the three years before the site visit. If full-time faculty have not taught and are not teaching the majority of core and required courses, the unit should explain how its staffing plan accomplishes the goal of reserving the primary responsibility for teaching to the full-time faculty. All Communication Courses Percentage of communication courses taught by full-time faculty: 2014-15 school year: 83% 2013-14 school year: 83% 2012-13 school year: 90%

BA Communication Major Core Because of the large number of sequences in the NQSC there are only three courses in common to all sequences, a core: COM 1110, COM 1111 and COM 3390 (now 4450) 2014-15: 73% 2013-14: 86% 2012-13: 100%

ACEJMC Accreditation Sequences Cores The Electronic Media Production Core is comprised of COM 2001, COM 2011, COM 2241, COM 4451, and 8 credits of courses ending in “1” 2014-15: 95% 2013-14: 86% 2012-13: 100%


The Journalism Core is comprised of COM 2243, COM 3323, COM 4343, and 12 credits ending in “3” or COM 3331 2014-15: 100% 2013-14: 91% 2012-13: 100% The Strategic Communication core is comprised of COM 2225, COM 3385, COM 4415, COM 3365/3375, COM 3315/3325/3335, and 4 credits ending in “5” 2014-15: 70% 2013-14: 84% 2012-13: 100% Additional faculty in strategic communication were hired for the 15-16 AY and this ratio is now back above 80%. The full list of classes and instructors for the past three years is available for review in the workroom.

8. Describe the unit’s processes and criteria for evaluating the performance of full-time and part-time faculty and instructional staff. Provide course evaluation forms, peer review forms or other documents used in evaluations. All faculty are evaluated annually by their department chairs and the dean. The entire process moved online in 2013-14 but the NQSC still requires a three-ringed binder portfolio as supporting evidence. This annual evaluation has several steps: 1) faculty compose narratives covering their teaching, service, professional growth (e.g., research and creative works), and community service for the year. These narratives are posted on a secure electronic system and reviewed by the department chairs; 2) faculty simultaneously submit a hard copy dossier of materials that demonstrate their accomplishments in teaching, professional development, and service. This dossier includes a current CV, syllabi, publications, evidence of service, student evaluations, and conference presentation materials. An example of a full annual


dossier is available for review; 3) the department chairs compose a formal evaluation after reviewing each faculty member’s narrative and dossier and assigns ratings of “exceeds expectations,” “meets expectations,” or “does not meet expectations” in the areas of teaching, service, professional growth, and community service as outlined in the university and school faculty handbooks. (The criteria for exceeding, meeting, and failing to meet these criteria are included above under item 4.) The chairs then meet with each faculty member to discuss the year’s work and address any discrepancies that may exist between the chair and faculty member on the interpretation of the materials. Faculty members sign off on the chair’s evaluation, and the reports are archived by the Office of Human Resources. In addition, the NQSC evaluates classroom performance of all full- and part-time faculty through both student evaluations and faculty observations. The end-of-the-semester student evaluations are conducted for all graded courses, excluding independent studies. Data are summarized into four instructional benchmarks—Overall Rating of Course, Overall Rating of Instructor, Overall Rating of Student Learning, and Educational Quality Index. The chairs and the dean review the evaluations and faculty receive the student evaluation data for their classes a couple weeks after the semester ends. The student evaluation rubric is presented on pages 4-55 through 4-64, as well as a copy of the data summary given to faculty. Further, a member of the NQSC’s Personnel Committee—the dean, associate dean, department chairs and tenured professors—is assigned to observe non-tenured faculty, instructor or adjunct in the classroom at least once each year. The rubric for these teaching evaluations is presented on pages 4-67 and 4-68 below. A copy of this observation is given to the instructor and any problem situations are addressed by the chairs or dean. Lastly, GPA’s are calculated for each graded class and published to all School faculty at the end of the semester. The NQSC GPA mean has consistently hovered around 2.8, with a range of 1.8-3.6. Faculty awarding grades too far above the NQSC mean on a consistent basis are asked by the dean to account for their inflated grades.


Student Evaluation of Instruction STUDENT EVALUATION OF INSTRUCTION FORM. Please read and respond as thoughtfully as you can to each of the items on this survey. Your honest responses will provide important information to your instructor. What is your current academic program? UndergraduateDayProgram What is the current semester/term? Fall,2014 Please choose the course you are evaluating. {Havecoursestochoosefromhere} Course Section Number {Havecoursesectionstochoosefromhere} Please choose the instructor of your course. {Haveinstructornametochoosefromhere} I am taking this course because it is: AGeneralEducationRequirement AMajorRequirement AnElective SomeOtherRequiredCourse Please provide an overall evaluation of the course and instructor.

Excellent VeryGood Fair Poor VeryPoor

Overall,thiscoursewas:

Overall,theinstructorofthiscourse

was:

Overall,theextenttowhichI

acquirednewknowledgeorskillsinthiscoursewas:


Based on your overall ratings of this course, the instructor, and what you have learned this semester, please describe more specifically what you perceive to be the particular strengths and weaknesses of this course. Please describe your attitudes and behavior in this course.

MuchHigher Higher Equal Lower MuchLower

ComparedtootherclassesItookthis

semester,theworkloadinTHISCLASS

was:

Comparedtomyusual

performance,IexpectmygradeinTHISCLASStobe:

Comparedtotheother

classesonmyscheduleatthestartoftheterm,mydesiretotakeTHISCLASS

was:

ComparedtootherclassesItookthis

semester,theamountofeffortIputintoTHISCLASSwas:


PLEASE RATE THE COURSE AND INSTRUCTOR ON EACH OF THE FOLLOWING DIMENSIONS.

Excellent Good Fair Poor VeryPoor NotApplicable

Theinstructor'seffortstostimulatemyinterestinthecoursewere:

Opportunitiestoworkwithotherstudentsinthiscoursewere:

Theinstructor’sconcernformyprogressinthiscoursewas:

Thedegreetowhichthiscourse

strengthenedmyspeakingskillswas:

Thedegreetowhichcourse

assignments/projectshelpedmelearnwas:

Theavailabilityoftheinstructoroutsideof

classwas:

Theextenttowhichthiscourse

challengedmeintellectuallywas:

Thetimelinesswithwhichtheinstructorreturnedgradedmaterialswas:

Thedegreetowhichtheinstructorwaspreparedforclass

was:

Opportunitiesforclassdiscussionandquestionswere:

Thedegreetowhich


theinstructorfollowedthesyllabus

was:

Therespecttheinstructorshowed

mewas:

Theinstructor’suseofexamplesandillustrationswas:

Thedegreetowhichthiscoursehelpedmethinkcritically

was:

Theinstructor’senthusiasminclass

was:

Theclarityofgradingcriteriafortestsandassignmentswas:

Thedegreetowhichthiscourse

strengthenedmywritingskillswas:

Overall,thesupplemental

materialsforthiscourse(e.g.,

textbook)were:

ThefeedbackIreceivedon

assignmentswas:

Thedegreetowhichtheinstructor’suseoftechnologyhelped

melearnwas:

Theinstructor’sabilitytoexplain

coursematerialwithclaritywas:

SPECIAL ITEMS The following items are for courses that have laboratory, clinical, fieldwork, or studio components. Please respond to these items ONLY IF the course you are evaluating had


a formal laboratory, clinical, fieldwork, or studio component. IF NONE OF THESE ITEMS APPLY TO THE COURSE YOU ARE EVALUATING, PLEASE DO NOT RESPOND TO THEM.

Excellent Good Fair Poor VeryPoor

TheclinicaltechniquesIlearnedinthiscoursewere:

Thedegreetowhichthiscourse’sstudiosessionshelpedmelearnwas:

Thedegreetowhichthiscourse’slaboratorysessionshelpedmelearnwas:

Thedegreetowhichthiscourse'sfieldworkcomponenthelpedmelearnwas:


PLEASE TAKE A MOMENT TO PROVIDE A LITTLE INFORMATION ABOUT YOURSELF What is your year in school? Freshman Sophomore Junior Senior 1stYearGraduate 2ndYearGraduate 3rdYearGraduate What is your overall grade point average? 3.75‐4.00 3.50‐3.74 3.25‐3.49 3.00‐3.24 2.75‐2.99 2.50‐2.74 2.25‐2.49 2.00‐2.24 1.75‐1.99 1.50‐1.74 1.25‐1.49 1.00‐1.24 0.75‐0.99 0.50‐0.74 0.25‐0.49 0.00‐0.24 NoGradePointAverageYet


What grade do you expect to get in this class? A+ A A‐ B+ B B‐ C+ C C‐ D+ D D‐ F Pass/NoPass Credit/NoCredit If you have any other comments you'd like to make about the course or the instructor, please feel free to do so in the space below.


Supervising department chairs or program coordinators should complete this form for each adjunct faculty member who taught at least one course during the fall or spring semester.

Term__________________________________________________________ Evaluation Date_______________________________________________ Instructor______________________________________________________ Evaluator_____________________________________________________ College/School________________________________________________ Department__________________________________________________

CourseInformation

PrefixandNumber CourseTitle Credits Enrollment

EvaluationElements

Doesnot

MeetExpectations

MeetsExpectations

ExceedsExpectations N/A

CVReview

Reviewofinstructors’curriculumvitaeindicatesthattheinstructorhastheappropriatecredentialsandgraduatecourseworknecessarytoteachthecoursesheorshehasbeenassigned.

SyllabiReview

Theinstructorfollowsthesyllabustemplate,provideslearningoutcomes,documentsassessmentstrategy,andlistsgradingcriteria.Contentofsyllabussuggeststhatthecourserisestoappropriatelevelsofacademicrigor.

TeachingPerformance

Instructordemonstrateseffectiveteachinginallcourses,engageswithstudents,conveysenthusiasm,usestechnologyeffectively,isorganizedandwell‐prepared,andconscientiouslyusesthefullinstructionalperiod.Theappropriateassessmentofteachingqualityisdeterminedbyeachcollegeorschool,butmayincludestudentevaluationsofinstruction,peerorsupervisorobservations,orotherapproaches.

Professionalism

Instructorsubmitsstudentattendancewarnings,grades,andcoursecreditaccountingformsontime,assessesstudentlearning,adherestouniversitypolicies,andrelatesappropriatelytostudents,faculty,staff,andadministrators.

EvaluatorComments

Evaluation Form for Adjunct and Staff Instructors


Instructor Signature_________________________________________________________________ Date___________________________ Evaluator Signature_________________________________________________________________ Date___________________________


The Nido R. Qubein School of Communication Rubric for Teaching Observation

Course Instructor

Observer

Date

1—Strongly Disagree, 2—Disagree, 3—Neutral, 4—Agree, 5—Strongly Agree

COURSE SYLLABUS 1. The course topics are appropriate.

1 2 3 4 5

2. The course rigor is appropriate to the course level.

1 2 3 4 5

3. The assignments are appropriate for the course and level.

1 2 3 4 5

COURSE CONTENT 4. The lecture/discussion was coherent and clearly

organized. 1 2 3 4 5

5. Discussed topics appropriate to the unit being studied.

1 2 3 4 5

6. Comments reflect a sound grasp of the material being taught.

1 2 3 4 5

COURSE INSTRUCTOR 7. Instructor encouraged participation and asked

thought-provoking questions. 1 2 3 4 5

8. Instructor listened carefully and used student questions to further the lecture/discussion.

1 2 3 4 5

9. Instructor engaged students effectively through voice, movement, and eye contact.

1 2 3 4 5

STUDENTS 10. The students seemed prepared.

1 2 3 4 5


11. The students seemed attentive.

1 2 3 4 5

12. The students seemed responsive.

1 2 3 4 5


9. List achievements in teaching in the past six years: awards or citations for high-quality teaching; grants or other support for development of curriculum or courses; publications and papers on teaching; etc.

Recipient of the Meredith Clark Slane Distinguished Teaching Award: Judy Isaksen (2014)

Recipients of the High Point University Think BIG! Grant: Virginia McDermott (2015), “What We Have Here is Another Opportunity

to Communicate: A Think BIG! Proposal for Public Speaking Workshops” ($20,896)

Virginia McDermott (2011), “GPS: Go Place Safely. A Teaching/Research/Service Approach to Promoting Safe Driving” ($25,000)

Recipients of the Silvershein/Gutenstein Family Faculty Development Grant ($2000):

Brad Lambert (2015) Brian Heagney (2014) Sojung Kim (2014) John Luecke (2012) Virginia McDermott (2012)

Faculty Fellowships: Powell, R. (2014). Academy of Television Arts & Sciences Faculty

Fellowship. Television Academy Foundation. Attended the 2014 Faculty Seminar in Los Angeles, CA.

Trammell, J. Y. (2010). Academy of Television Arts & Sciences Faculty Fellowship. Television Academy Foundation. Attended the 2010 Faculty Seminar in Los Angeles, CA.

Textbook: McDermott, V. M., & Wegter, R. A. (2012). Public speaking: Preparation

and presentation in a digital world (an adaptation of Public Speaking: Choices for effective results by Makay, Butland, & Mason). Dubuque, IA: Kendall-Hunt Publishing.


Presentations on teaching:

Gretton, L. B. (2010, October). My favorite assignment: Exercise in Associated Press style. Association for Business Communication, 75th Annual Conference, Chicago, IL.

Lambert, B., & McDermott, V. M. (2014, September). Production partnerships: Teaching introductory production skills through interdepartmental and community collaboration. Presentation at the regional meeting of the Broadcast Education Association District II Conference. Boone, NC.

Lambert, B., & McDermott, V. M. (2013, February). Working together: Collaborating across courses to develop professional portfolios. Paper presented at the annual meeting of the Lilly Conference on College and University teaching. Greensboro, NC.

McDermott, V. M. (2011, February). When bad things happen to good classes: Providing support and facilitating coping in the classroom. Social support in the classroom: Peer to peer comforting. Panel presentation at the annual meeting of the Western States Communication Association. Monterey, CA.

Trammell, J. Y. (2010, August). Teaching “Television Theologies.” Panel chair and moderator. Association for Education in Journalism and Mass Communication 2010 National Convention, Denver, CO.

Voorhees, G. (2008). Prolegomenon for an undergraduate game studies curriculum. Paper presented at the Flow Conference, Austin, TX.

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