The mission of the Department of Economics at the University of Nevada in Reno is to improve the quality of teaching and research. To support this main goal, provide services for colleges and universities internally, and externally for communities, states, countries, and disciplines. Applied research benefits the community and the state, provides services to Nevada taxpayers under our land grant mission, provides students with learning-by-doing experience, develops research projects of interest in economics, and raises funds for the department. Seek opportunities to increase department productivity through specialization and cooperation. In this opportunity, faculty and staff with different roles will form an inclusive team, so that everyone in the team can achieve excellence. Departmental improvement is measured in terms of results obtained rather than effort. For teaching quality, the main success indicators are student placement (entry into a good internship, job, and graduate school) and output, such as textbooks and teaching materials that support high-quality teaching. For research quality, the main success indicators are quality publications in the form of journals, academic books and monographs, as well as other media recognized by the national economics research community.
The Department of Economics of the University of Nevada at Reno has gained a reputation in the state and the United States for providing high-quality applied economic research, and is well-known for its high-quality teaching that can support students to successfully compete for internships, jobs, and graduate students. hospital. Regions and countries.
All members of the department should submit a role statement to the chair at the beginning of each calendar year. The chairperson should then review the role statements of all teachers to ensure that they are consistent with the department’s mission and department needs, as well as the teacher’s long-term professional interests, and the chairperson can request the teacher to modify his or her role statement. Once approved by the chairperson, all role statements should be provided to the department faculty.
The role description should be a general description of the teacher’s expected assignment of work in teaching, research, and service in the coming year. In particular, the role description should indicate any major deviations from the teacher’s normal teaching, research, and service duties. Therefore, the role description is a written understanding of the general time allocation between the teacher and the chairperson. However, the role statement is not a contract, and does not in any way replace the performance standards, tenure and promotion specified in the constitution of the department, college or university.
By department: November 14, 2011
The Departmental Personnel Committee (DPC) can only recommend one of the four assessments required by the NSHE rules: unsatisfactory, satisfactory, praiseworthy or excellent. These evaluation terms should be used for each component of the evaluation and the overall evaluation. No other scores or deadlines may be used for the annual assessment.
Annual evaluation is an indicator of tenure or promotion recommendations; however, tenure and promotion evaluation will consider broader issues, such as the overall professional impact of the teacher’s work, and evidence of national or international reputation.
The DPC evaluation is a recommendation to the chairman. However, the chairperson should meet with the DPC to explain any substantial changes to the committee’s recommendations.
According to the college's AACSB standards, tenured professors and tenured professors will have academic qualifications (AQ). According to these standards, non-tenured lecturers should have professional qualifications (PQ).
The evaluation of teachers’ teaching performance should mainly depend on the quality of teaching, not the number of courses/students taught. Quality is represented by the professional status of teachers, course materials, course content (course outlines, course levels, course assignments, course exams, etc.) and student evaluations. Student assessment is not the main measure of teaching quality; that is, students’ high evaluation scores are neither necessary nor insufficient to obtain excellent results in teaching. Teachers who fail to maintain AQ or PQ status may not be able to obtain a good teaching evaluation.
Generally speaking, even if a student gets a high student evaluation score, a demanding mentor who is respected by the student should be better evaluated than a popular but less demanding mentor.
When evaluating teaching, you can consider teaching outside of school year assignments in some cases (summer and winter courses, study abroad courses, courses offered for other institutions, etc.).
When evaluating teaching, consider providing students with suggestions, instructing students’ projects, instructing essays, and providing any other teaching-related functions other than normal teaching tasks.
In addition to measuring current research results, the research part should also measure efforts to maintain AQ or PQ status. Failure to maintain this status will result in unsatisfactory research evaluations, while maintaining the status for three years or more will result in unsatisfactory overall evaluations.
The AQ and PQ standards are the minimum standards for research.
Recognition of AQ status and excellent research evaluation usually requires published work; however, any one year of research is considered the average of the work of the past two years. Therefore, if the faculty and staff have meaningful publication or research funding records in the research report, then the ongoing research evidence (such as working papers, conferences, speeches, grant applications, etc.) within one year is sufficient and it is commendable. In some cases, it can also be highly evaluated. The first two years. Similarly, if there are no meaningful publications or recent records of grant activities in the previous two years, ongoing research evidence, such as working papers, conferences, paper presentations, grant applications, etc., will usually be rated as satisfactory.
In order to assist the current DPC and chairperson, the DPC and chairperson’s assessment of the previous year should be considered when evaluating the research.
The outstanding and outstanding research evaluation of the PQ status should require evidence of published works, the number of people attending the conference exceeds the number of attendees, grant applications, etc. Again, the research evaluation for a given year is based on the moving average of the previous two years.
Teachers can choose when to report the publication. Report when grants or payments are made. After the manuscript is finally accepted in writing, the publication can be reported at any time, but unless the manuscript is published in another form, it can only be counted once.
All published works that have made academic contributions to the field of economics should have a positive impact on the evaluation of research, sometimes including educational research, depending on the level of educational research. Textbooks are generally considered teaching; however, faculty members can present a case to incorporate textbook materials into their research activities.
Publications should not be counted in all cases. Each publication should be considered based on the nature of the manuscript, its publication location and academic field. The focus is on peer-reviewed research published in nationally and internationally recognized stores.
Service is the teacher's responsibility; however, teaching and research are the main focus of teachers' efforts. Services include internal services to departments, colleges or universities as well as external services to professional or local, state, national or international communities. Teachers can meet service requirements through internal or external services or a combination of both.
Administrative work should be assessed individually and appropriate opinions should be sought. The regulations and rules require the chairman's annual evaluation to use a certain investigative tool to consider the opinions of all faculty and staff under his supervision. Similarly, the evaluation of all teachers who supervise others should also seek the opinions of the teachers he or she supervises. For the evaluation of the administrative tasks of other units (such as agricultural experimental stations or cooperative extension departments), the written opinions of relevant managers in those units should be sought.
By department: May 11, 2012
According to section 2.3.6 of the "University Constitution", the department can recommend part-time teachers with appropriate titles and positions. When making this recommendation, it must be demonstrated that their services are valuable to the department’s teaching, research, public and community services or education support service plans and meet the appropriate requirements of the corresponding position.
Preliminary proposals for part-time status must be approved by the department, dean and principal, and the annual part-time contract can be renewed every year through mutual agreement between academicians and department heads.
Part-time teachers are different from the paid part-time teachers in the offer letter. Part-time teachers are volunteers who have no voting rights and are not paid, but they can serve as members of the department teachers if the dean considers it appropriate. If it is also approved as a member of the graduate school, the assistant professor can serve on the graduate thesis committee.
To be considered for part-time status, at least two lifetime or lifetime members of the department must nominate one person for part-time status. Then, the departmental personnel committee must consider the nomination and all appropriate supporting materials to determine whether the nomination meets the criteria established in the university's constitution and recommend the appropriate rank and title. Then, the departmental personnel committee must report to the departmental teacher whether it recommends approval, although the committee may also choose to report the decision not to recommend.
After the department staff report to the department, the department shall vote on the nomination by secret ballot in accordance with the established procedures, and the dean of the department shall report the result of this voting to the dean.
The AACSB standard expects that at least half of the faculty resources in university business courses should be academically qualified, although the percentage may vary depending on the mission of the school, and the percentage of schools with graduate programs should be higher. At least 90% of the faculty resources should have academic or professional qualifications, and this proportion should remain constant across programs and disciplines. This should be measured as a percentage of student hours in the fall and spring semesters.
These academic and professional qualifications depend not only on the teacher’s qualifications on the day of employment, but also on evidence of continuous intellectual contributions in subject-based scholarships, teaching research, or contributions to practice over the past five years. It is hoped that teachers will maintain the latest development in their field through research and other contributions suitable for their career stage, continue their professional development and continuous learning, so that the information obtained by students reflects the best professional practice.
For the purpose of self-study at the Business School of the University of Nevada, Reno, we define teachers as having an academic doctorate degree or an academic qualification (AQ) degree in a related discipline or similar doctorate degree, and in the past five years, in a peer-reviewed journal At least two academic works, such as a book by a respected academic publisher, have been published in other publications with equivalent professional standards. Teachers with definite research records, if their activity level is very high, can use the other two intellectual contributions to replace one of the above publications, as long as these publications are academic in nature, available for public review and accepted by this department as the Field contributions, at least one of them is also peer reviewed. Examples include presentations in academic conferences, published essays, book chapters, or publications in other edited publications. The AACSB standard allows at least three exceptional qualifications:
If visiting teachers from other institutions have academic qualifications in their home institutions, they are also considered to have academic qualifications here.
The AACSB standard believes that non-tenured lecturers and part-time lecturers who do not meet the above standards but still have professional qualifications are an important part of business school teachers because they help ensure that students’ learning reflects current business practices and help students understand business The connection between theory and practice. However, tenured or tenured professors should have academic qualifications and may not have professional qualifications that replace these standards.
For the purpose of this self-study, if the faculty has at least a master's degree in a field related to their teaching and current relevant professional experience, we define it as "Professional Qualification (PQ)". For full-time non-lifetime course lecturers, this relevant professional experience may include published knowledge contributions, such as academically qualified faculty members, or at least two professional consultations, conference lectures, service in professional organizations or in Professional seminars conducted by this institution. The past five years. For part-time lecturers, this professional experience is likely to include current professional work in their field of expertise. Although the responsibility for proving the appropriateness of exceptions lies with the university, the AACSB standard does allow for some compromises in these expectations, and we have an exception to this definition:
The AACSB standard distinguishes the roles of participating teachers. These teachers are not only engaged in teaching and research work, but also provide services to departments, colleges and/or universities, while supporting teachers do not play additional roles. Participating teachers usually have the right to vote on policy and curriculum matters. Even if they are part-time or temporary contracts, they are regarded as permanent teachers by the university. They can advise students or serve on committees or committees, or participate in teacher governance. The AACSB standard includes the expectation that at least 75% of the college’s annual courses will be provided by all participating faculty and staff, and that at least 60% of each subject and course will be provided by the college’s professors. This should be measured by the percentage of teachers' full-time equivalent, and the full-time equivalent of part-time teachers will be five courses allocated each semester.
