- Research and creative activity. Research and creative
activity are required for good teaching, at least above the basic studies
level. In addition, research must be regarded as a highly desirable
activity in itself. The advancement of knowledge through research and
creative activity is a primary mission of the Department and the
University. The faculty member is expected to maintain a current
knowledge and understanding of scientific advances, to contribute to these
advances, and to disseminate results in reports, meetings, conferences,
and publications.
- Teaching at the basic studies level. The basic objectives in
teaching at this level include: (a) to help students prepare for their
inevitable encounters with computing devices and the influence of these
devices on their lives; (b) to provide background for basic science
teachers in primary and secondary schools; (c) to promote awareness of
computers and computer science as they affect other professions and
careers; and (d) to provide understanding of basic computing principles
and methodologies.
The faculty member assigned to teach a course at the basic studies
level is expected to make every reasonable effort to present basic and
relevant material appropriate for non-science majors in such a way as to
stimulate student interest and understanding.
- Undergraduate teaching of science majors. The objectives
include: (a) to educate professional computer scientists to fill B.S.
level government and private sector positions; (b) to prepare interested
students for graduate work in computer science or related fields; and (c)
to provide students from related disciplines with necessary background in computing.
Faculty members assigned to teach courses at this level are
expected to present organized and current material consistent with
related courses and the departmental curriculum. Effective
classroom teaching must be combined with a willingness to assist
students who require special attention. Classroom presentations
should challenge students to critically examine and question the
issues before them.
- Graduate teaching at the M.S. level. The objectives include:
(a) to educate M.S.-level professional computer scientists for careers in
the public and private sectors; (b) to prepare interested students for
advanced graduate work in computer science and related fields; and (c) to
provide appropriate background in computer science for students from
related fields of science.
At this level, classroom teaching of the type described under 2 is
expected but with more emphasis on the quality and timeliness of
course content. What is taught one year may be superseded the
next year by newer research results. The successful teacher must
at least keep abreast of developments and preferably participate
in them.
Also at this level, the emphasis on working with students
individually becomes greater. The good teacher works with
M.S. students in preparing papers, projects, seminars, and theses,
either as a member of the student's committee or as a helpful
advisor when appropriate.
- Graduate teaching at the Ph.D. level. There is one principal
objective: to educate future national and international leaders in
computer science and related disciplines.
The successful teacher at the doctoral level must understand
intimately and critically the latest developments in a chosen
specialized field and encourage and assist doctoral students to do
the same. Doctoral students are to be taught means of
establishing new ideas and concepts, as well as established ones,
through active supervision of their study and dissertation
research.
- Service. Service activity most often falls into the
category of helping others (or organizations of others that may
include the contributor as a member) in ways that do not directly
benefit the contributor. Examples include committee work at all
levels, counseling undergraduate students, administrative
assignments, and certain types of editing and reviewing. Each
faculty member is expected to spend some time and resources on
service activity.
Effectively carrying out the Faculty Duties and Responsibilities,
as discussed above, is expected of the faculty and does not
necessarily imply meritorious performance, right to tenure, or
right to promotion. Generally speaking, these rights are earned
by performance of duties at a higher than adequate level. This
section concludes with guidelines for recognition of these higher
levels of performance.