аЯрЁБс>ўџ 35ўџџџ2џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС%` №ПŸbjbj•й•й 4їГїГŸ џџџџџџЄжжжжжжжъЮ Ю Ю Ю т ъœю     н н н $Šhђ>Aжл н н л л Aжж  лVЗ З З л Rж ж З л З З жжЗ  і РбT€ZЪЮ - :З l0œЗ 0g .0З 0жЗ dн Z7 @З w 4Ћ 0н н н AA• "н н н œл л л л ъъъфЮ ъъъЮ ъъъжжжжжжџџџџ Unit Criteria Meeting Oct. 30, 2009 2-3pm Rasmuson Library Room 341 Attending: Uta Kaden Julie McIntyre (co-chair) Tim Wilson Mark Herrmann Andy Anger Comments sent in by Brenda Konar (chair) Ray Rolande Old Business: Unit Criteria for Journalism: Revised document was approved by the committee. New Business: Unit Criteria for 91ЪгЦЕ Native Language Center (ANLC) and 91ЪгЦЕ Native Language Program (ANLP). The committee strongly suggests that ANLC/ANLP include separate criteria for the levels of assistant, associate and full professor, particularly in the areas of research and service. Although this is not a requirement, it benefits both new faculty and those evaluating them by clarifying expectations for promotion. Many additions in bullets seem to serve to define the department rather than to provide clear guidelines for expectations. These comments are useful for providing context, but we think it would be better to place them at the introduction to each section, i.e., in the headings at parts B, C and D, rather than further down within specific bullets. Some specific examples related to this are: Page 4, bullet h: Most of this is simply describing situations common to teachers in ANLC/ANLP, not really saying anything about being an effective teacher. This kind of description should be moved to the top of the section. Replace this bullet with something that specifies what makes a teacher effective in small group settings. Page 4, bullet i: Similar problem. Simplify to something like “effective teachers design own classroom materials to …” Pages 5-6, bullet a: Comments about the mission of the department should be relocated to the section intro. Rewrite the additions in this bullet as clear components of research activity consistent with the mission but that can be measured, e.g., production of language publications, grammars, dictionaries, … Page 6, bullet b: Parenthetical statement about grants is unnecessary. Page 7, Note: Incorporate this into the beginning of the section, to explain in general how research will be measured (acceptance by and utilization in the public and community). First sentence not necessary. Again, important here to specify for expectations for different ranks. Page 9, bullet i: remove bold part. This doesn’t add anything unique to this department. If want to stress collaborative efforts, make a separate bullet. Collaborations may or may not include mentoring. Page 10 part 4: Clarify or define separate expectations for different ranks. We suggest that ANLC/ANLP revise the document and request that they send a representative to the next meeting. 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