Lecturer and Senior Lecturer Performance Review
Lecturers and Senior Lecturers
CHHS Special Faculty
Lecturer and Senior Lecturer
Performance Review
Process Overview
The Review for Renewal of Special Faculty Appointments process is outlined in detail in the UNC
Charlotte Tenure Policies, Regulations, and Procedures
(http://www.provost.charlotte.edu/epa/handbook/chapter_VI.htm#D; April 20, 2007).
The Special Faculty term of employment is specified at the time of appointment, and that
specification is deemed to constitute full and timely notice of non-reappointment when the specified
term expires. The University has no obligation to consider future appointments and no obligation to
provide further notice of the expiration of the appointment.
The review processes in the College of Health and Human Services conforms to these documents
and if any part of the stated guidelines is found to be in conflict, the UNC Charlotte documents
shall prevail.
Lecturer and Senior Lecturer Assignments
The areas of performance in which a candidate is reviewed for renewal in a special faculty
appointment (Lecturer or Senior Lecturer) will depend upon the responsibilities assigned to
them which may include the following: 1) teaching, advising, curriculum and instructional
development; and 2) service to the University, the public and the profession.
As required by Section 3.4 of the University’s TENURE POLICIES, REGULATIONS AND
PROCEDURES OF THE UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE, the
assessment of the candidate’s performance in any of these areas must address at least the
following: (a) the faculty member’s demonstrated professional competence; (b) potential for future
contribution to UNC Charlotte; and (c) institutional needs and resources.
Areas of Performance
Overview: Teaching, Advising, Curriculum and Instructional Development
Effective teaching is the primary mission of the College and University and, therefore, is an essential
criterion for appointment or advancement. Clear documentation of effectiveness in this area is
required for approval of any recommendation for reappointment, and/or promotion to Senior
Lecturer.
Effective teaching encompasses a broad range of activities in addition to performance in the
classroom, and the weighting of each may differ from case to case. The total performance of the
candidate in this area must be evaluated according to established unit and College criteria and
standards, taking into consideration the types and levels of instructional activities assigned to and
expected of the candidate.
Evaluation of the candidate’s teaching should consider any of the following that is assigned. All
review documents will be posted by the candidate in the appropriately corresponding folders in the
College’s electronic dossier posting system (G-Drive, 2016 – present):
Teaching Statement (1-2 pages)
Teaching Philosophy
- Overall teaching philosophy presents the candidate’s guiding principles, rationale, “how I teach /
- why I teach the way I do,” etc.
- Questions to consider while writing a Teaching Philosophy Statement might be:
- What are and how do your teaching beliefs relate to the mission of the university and
college? - Have your core beliefs developed from your experiences as a student; the challenges
you’ve faced as a teacher; your understanding of pedagogical literature; something else? - What goals do you have for student learning? How do you help students reach those
goals? - How do you foster critical thinking, facilitate the acquisition of life-long learning skills,
or develop problem-solving strategies? - What is your role in orienting of students to your field? In what way do you want to
improve the education of students in your discipline? - What sources/literature regarding the science of teaching have significantly influenced
your teaching? How/why?
- What are and how do your teaching beliefs relate to the mission of the university and
Subject Competence
- Subject areas and level of courses normally taught and their relevance to the unit’s
curriculum. - Candidate’s full command of the subject and an understanding of its relationship to other
areas of knowledge. - Course content is current and appropriate for the level of the course and curriculum.
Course Design
- Courses taught are organized appropriately for their subject matter
- other)
- Instructional strategies and course materials are appropriate for the level of the course, size
of the class, nature and preparation of the students, contact hours, and schedule of class
meetings.
Course Presentation
- Course materials are presented clearly and coherently.
- Course presented with enthusiasm that supports the learning process.
- Course presented in a manner that stimulates the interest and involvement of students and
challenges their abilities. - Candidate’s impact on the quality of student performance.
Advising
- Type and the extent of advising responsibilities of the candidate.
- Measures used by the unit to evaluate advising effectiveness; results of these evaluations.
- Extent to which the candidate attempted to improve the effectiveness of advising; success of
these efforts.
Directing Student Research/Scholarship
- Types and levels of student research directed by the candidate, if any.
- Dissertation/thesis/project chairing and membership. Indicate titles and any outcomes
from dissertations/theses/projects. - Measures used by the unit to evaluate effectiveness in guiding student research; results of
these evaluations for the candidate.
Supervision of Graduate Teaching Assistants
- Responsibilities the candidate has had, if any, for training, supervising, and evaluating
graduate teaching assistants. - Measures used by the unit to evaluate effectiveness in fulfilling such responsibilities; results
of these evaluations for the candidate.
Curriculum and Instructional Development
- Contribution to development of the curriculum; how this contribution has been evaluated.
- Effectiveness, innovation, and significance of the instructional strategies and materials
developed and disseminated by the candidate. - Contribution to development of the curriculum; how this contribution has been evaluated.
- Significance and results of curriculum and instructional development projects for which the
candidate has been awarded internal or external funding. - Participation in program accreditation process (e.g. developing self-study, organizing on-site
visit, etc.), if applicable. - Quality and significance of other pedagogical contributions to the unit’s program(s).
Overview: Service
As a public university, the mission of UNC Charlotte and thus the College of Health and Human
Services and its units, is to provide for the educational, economic, social, and cultural advancement
of the people of North Carolina. To fulfill this mission requires participation of members of the
faculty in service activities that are distinct from but related to their roles at the University.
Contributions in these areas should be carefully documented, evaluated, and considered as positive
factors in the reappointment as Lecturer, and/or promotion to Senior Lecturer.
Such service includes participation in the administration and governance of the University (which
includes the unit and the College) and activities that involve the professional expertise of members
of the faculty in the community or region outside the University. It also may include contributions
of faculty members to their discipline or profession through service to professional societies and
associations. Faculty members are expected to contribute to the advancement of the University,
public, and profession in a manner that is consistent with their professional expertise.
Service Statement (1-2 pages)
For Reappointment
Articulates a service agenda to the University, public, and profession that builds on one’s
professional expertise
- Statement of service activities and how one chooses which activities to engage in.
Serves as a member in the governance of the University. Meets the CHHS workload expectations
for committee work.
- Description of the purpose and function of the committee; role; elected or appointed;
significance and effectiveness of contributions - Statement of effectiveness or accomplishment from committee chair(s)
If assigned, serves in an administrative role that supports the governance and deliverance of service
to the university.
- Description of the purpose and function of the administrative role; elected or appointed;
significance and effectiveness of contributions - Statement of effectiveness or accomplishment from faculty, students or other staff
Serves as a member in relevant professional organizations; advocates for one’s profession.
- List professional organizations with membership. Description of the purpose and function
of the committee; role; elected or appointed; significance and quality of contributions; types
and effects of advocacy. - Statement of effectiveness from professional organization committee chair or officer
Relevant professional licenses or certifications are in good standing.
- List of licenses/ certifications, source, and dates they are valid
Serves as a member in relevant community organizations.
- Description of the purpose and function of the organizations. Include any committee; role;
elected or appointed; significance and effectiveness of contributions. - Statement of effectiveness from community organization chair or representative
For Promotion to Senior Lecturer
Articulates a service agenda to the University, public, and profession that demonstrates increasingly
well-developed professional expertise
- Statement of service activities and how one chooses which activities to engage in.
Assumes significant leadership roles in the governance of the University; exceeds unit expectations
for committee work.
- Description of the purpose and function of the committee; role; elected or appointed;
significance and effectiveness of contributions - Statement of effectiveness or accomplishment from unit head, other administrators or
colleagues in co-service
Assumes significant leadership roles that support the governance and furtherance of the mission of
the unit, College or University.
- Description of the purpose and function of the administrative role; elected or appointed;
significance and effectiveness of contributions - Statement of effectiveness or accomplishment from faculty, students or other staff
Assumes significant leadership roles in relevant professional organizations; advocates for one’s
profession.
- List professional organizations and nature of role played with membership. Description of
the purpose and function of the committee; role; elected or appointed; significance and
quality of contributions; types and effects of advocacy. - Statement of effectiveness from professional organization officer or fellow committee
members and/or submission of report or product related to work accomplished.
Relevant professional licenses or certifications are in good standing.
- List of licenses/ certifications, source, and dates they are valid
Assumes significant leadership roles in relevant community organizations.
- Description of the purpose and function of the organizations. Include any committee; role;
elected or appointed; significance and effectiveness of contributions; relevance of the work
to area of expertise. - Statement of effectiveness from community organization officer or fellow committee
members and/or submission of report or product related to work accomplished.
For Senior Lecturer Performance Review
- Demonstrates sustained contributions in teaching and service at the levels described (above).
A note about Research Activities
Although explicit assignments related to conducting or being involved in research is not typical in
Lecturer or Senior Lecturer contracts/appointments, many Special Faculty possess, or are interested
in developing, research-related skills that are of great value to the CHHS research enterprise. Given
the teaching focused mission of these appointments, Special Faculty who are interested in engaging
in research should discuss opportunities with their unit leadership before doing so. If
appropriate or practical (as deemed by unit leadership), these opportunities may then become part of
either short or longer term assignments, and will be presented in dossier evaluation for consideration
as a contribution to the unit and the College.