Computer Science Department
Faculty Roles and Expectations

Approved December, 2001.

MISSION STATEMENT

The mission of the Computer Science Department at Oswego is to provide students with a learning environment which will nurture their growth into competent software developers, computer scientists, and information system designers. We strive to maintain modern computing resources, modern software systems and languages, and a diverse faculty capable of engaging students in meaningful learning activities steeped in classic computer science yet applicable to contemporary problems associated with computer and information science.

I. Mastery of Subject Matter

All faculty members should achieve mastery in their chosen areas of computer science. Normally, this is in part demonstrated by attaining a PhD in computer science or related discipline. Additional or alternative evidence may include activities that intrinsically reflect a high level of mastery, including:

II.Teaching Effectiveness

Effectiveness in teaching is essential for all Computer Science Department faculty. Effectiveness can be demonstrated in a variety of ways, including the forms of documentation described below.
Student evaluations
Faculty are expected to conduct departmental student evaluations in all courses they teach during the academic year. Student evaluations are considered relative to those received by other faculty teaching similar courses. While student evaluations are required, they are by no means perfect indicators of teaching effectiveness.
Peer evaluations
All faculty not on continuing appointment should have records of regular peer classroom visitations, and should submit sample course materials for peer evaluation. Awards or other recognition of teaching, summer instructional development grants, etc. are further evidence of teaching effectiveness. Attendance at College faculty workshops on teaching may also provide further feedback and opportunities for improvement.
Breadth
Faculty should be able to teach a range of courses. These should be balanced appropriately across required courses, service courses, and electives.
Mentoring
Many CS students profit greatly by one-on-one mentoring. Faculty should regularly engage in the supervision of independent studies, research assistanceships, and externships, and/or teach project-based or seminar-style courses.
Outcome assessment
Faculty teaching core courses must adequately prepare students to take subsequent courses, as evaluated by those teaching those subsequent courses. Additionally, faculty teaching advanced courses must prepare students for careers, typically, as computing professionals. Support letters by former students or employers may be used as evidence. Other forms of evidence may include student performance on independently evaluated tests and projects.
Advisement
Student advisement is an integral part of the College's teaching mission. All faculty are expected to engage in advisement activities. Additional demonstrations of commitment to and effectiveness of advisement include taking on positions as advisement coordinator, summer advisor, first-year advisor, etc., as well as attendance at College faculty workshops on advisement.

III. Scholarship

Faculty are expected to demonstrate quality in research and scholarly activities, and to maintain a commitment to ongoing scholarship. Primary evidence includes: Secondary evidence may include:

IV. Service

Faculty are expected to contribute to the development and maintenance of high standards of excellence within the department, the college, and the community. Faculty service should be focused in terms of quality of participation as well as particular personal interests, goals, and talents. The long term goal of such service should be the improvement of the quality of instruction and services provided by SUNY Oswego. Faculty should document their successful participation by describing their roles and accomplishements in such endeavors as:

V. Continuing growth and Innovation

Computer Science is a rapidly changing discipline and will be so for the foreseeable future. The Department must constantly adapt to this dynamic growth. Faculty may demonstrate continuing growth via activities including:

Guidelines for Promotion and Continuing Appointment

The primary considerations during the first year are mastery of subject matter and a commitment to teaching. Peer evaluations and other evidence should clearly show mastery in at least the candidates primary areas of expertise. Faculty hired all-but-dissertation are expected to make demonstrable progress towards PhD thesis completion. Most first year faculty will learn from many mistakes in teaching, in which case peer and student evaluations should show improved effectiveness over the course of the year.

Candidates should develop an Annual Plan by their second semester, outlining their main academic goals and objectives across the five categories of evaluation. Annual plans should be discussed with the Chair and the Department Personnel Committee, and should form part of the basis for evaluations. While some efforts in each category are required, complete balance is not. Candidates should pursue their strengths. Faculty hired all-but-dissertation should include a mutually agreed on target date for completion, normally by the end of their second year.

For continuing appointment, candidates must show compelling evidence of mastery and teaching effectiveness, a record of ongoing scholarly work with periodic, successful peer review, regular participation in service activities, and demonstrated commitment to continuing growth as evidenced for example by attendance at professional conferences.

As candidates progress toward promotion, criteria are applied more rigorously. Criteria for Associate Professor are the same as for continuing appointment. For Full Professor, candidates are expected to demonstrate a significant, lasting impact in one or more of these categories.

Doug Lea
Last modified: Fri Feb 6 20:00:56 EST 2009