Fall  2017

Faculty ManualA HANDBOOK OF GUIDELINES,POLICIES, AND PROCEDURES

AUGUST 2014

D E P A R T M E N T O F M U S I CUNC WILMINGTON

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Contents    I.   Organization  of  the  Department  of  Music           4       1.   Organizational  Chart     4       2.   Department  of  Music  Mission  and  Goals     5       3.   The  Administrative  Unit     6         a.   Chair     6           i.   Chair’s  Responsibilities   6           ii.   Chair  Evaluation   8           iii.   Chair  Recruitment  and  Appointment   8         b.   Assistant  Chair   10         c.   Program  Coordinators:  Appointment  and  Responsibilities   11         d.   Office  Support  Staff   12           i.   Office  Administrator’s  Responsibilities/Chair   12           ii.   Office  Administrator’s  Responsibilities/Faculty   13           iii.   Office  Administrator’s  Responsibilities/Students   13           iv.   Office  Administrator’s  Responsibilities/Admission  Coordinator   13           v.   Office  Administrator’s  Responsibilities/Assessment  Reporting   13           vi.   Events  Coordinator   14           vii.   Events  Coordinator  Responsibilities/Assessment  Reporting   15           viii.   Evaluation   15       4.   Faculty  Responsibilities,  Workload,  and  Evaluation   15         a.   Faculty  Responsibilities   15         b.   Committees   16         c.   Faculty  Workload  Guidelines   18         d.   Faculty  Evaluation   23           i.   Annual  Review  by  Department  Chairperson   24           ii.   Merit  Policy   24           iii.   Peer  Evaluation  Guidelines   25             -­‐Annual  Peer  Review   25             -­‐Peer  Teaching  Observation   28             -­‐Post  Tenure  Review   30           iv.   Student  Evaluations   32  II.   Appointment,  Reappointment,  Promotion  and  Tenure   33       1.   Definitions  and  Expectations  of  Academic  Ranks   33       2.   Graduate  Faculty  Criteria  in  Music   34       3.   General  Expectations  for  RPT   35         a.   Teaching  Effectiveness   35         b.   Professional  Development:  Research/Scholarship/Artistic  Activity   36         c.   Service   37       4.   Department  of  Music  Expectations  and  Criteria  for  RPT   37       5.   RPT  Process   40         a.   Re-­‐appointment  and  Promotion  with  Tenure   41         b.   Promotion  to  full  professor   41         c.   RPT  Timing   43                

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APPENDIX  A: General  Departmental  Guidelines 44 APPENDIX  B: Sample  Annual  Peer  Reporting  Form 46 APPENDIX  C: Sample  Peer  Observation  of  Teaching  Report  Form 48 APPENDIX  D: Developing  a  Syllabus 51 APPENDIX  E: Recital  Jury  Approval  Policy 56 APPENDIX  F: Departmental  and  Honors  Recital  Policies 59 APPENDIX  G: Department  of  Music  Recruitment  Plan 60 2016  –  2019  Recruitment  Plans 64 APPENDIX  H: Select  Student  Guidelines  and  Policies 68   Scholarship   Residency   Student  Absence  APPENDIX  I: Concert  Scheduling  Procedures 69  APPENDIX  J: Concert  Program  Publication  Schedule 70  APPENDIX  K: Department  of  Music  Guest  Artist  Proposal 71  APPENDIX  L: Sample  Guest  Artist  Proposal  Form 72  

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I.1.  Organizational  Chart               Chancellor:  

Jose  V.  Saltarelli  (Chancellor)  

       

                          Provost  

Academic  Affairs:  Marilyn  Sheerer  

       

                            Dean  

College  of  Arts  &  Sciences  

Aswani  Volety  

       

                            Chair  

Department  of  Music:  

Frank  Bongiorno  

       

                   Joe  Hickman  Professor    

  John  Rack  Associate  Professor  

  Helena  Spencer  Assistant  Professor  

  Natalie  Boeyink  Lecturer  

  Vacant  Administrative  Associate  

 

                   Steven  Errante  Professor    

  Barry  Salwen  Associate  Professor  

  Dominic  Talanca  Assistant  Professor  

  Elizabeth  Loparits  Lecturer  

  Ann  Seymour  Music  Events  Coordinator  &  Publicity  

 

                   Robert  Nathanson  Professor  

  Nancy  King  Associate  Professor  

             

                   Daniel  Johnson  Professor    

  Jerald  Shynett  Associate  Professor  

             

                        Mary  Jo  White  

Associate  Professor  

             

                                                                Part-­‐time  faculty  as  per  program  needs          

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I.2.  Mission,  Goals,  Objectives  The  Department  of  Music  is  dedicated  to  fostering  excellence  in  performance,  pedagogy,  and  scholarship.    Teaching  and  mentoring  are  paramount  in  the  development  of  performance  technique,  creative  and  critical  thinking,  and  artistic  expression  in  our  students.    The  music  faculty  strive  to  model  and  promote  the  highest  level  of  musicianship,  creativity,  and  scholarship  through  their  artistic  endeavors  and  research.    The  department  is  committed  to  enriching  the  quality  of  life  within  and  beyond  southeastern  North  Carolina  by  serving  as  a  cultural  and  educational  resource  in  the  region.    Goals  Guide  students  in  becoming  performers  who  possess  artistic  sensitivity,  technical  facility,  and  an  intellectual  understanding  of  a  wide-­‐ranging  repertoire  of  quality  musical  works.      Guide  students  in  becoming  music  teachers  who  possess  a  high  level  of  musicianship,  understanding  of  pedagogy,  communication  skills,  reflective  practice,  and  technological  competence.        Prepare  students  for  graduate  study  through  a  comprehensive  curriculum  that  provides  a  strong  foundation  for  advanced  work  in  a  range  of  music  specialties.    Present  a  multiplicity  of  performance  and  educational  events  through  collaborations  with  area  musicians  and  arts  organizations.      Emphasize  social  and  historical  context  in  the  study  of  music,  and  facilitate  insight  into  the  diversity  of  cultures  and  their  musical  practices  in  this  country  and  around  the  world.    Offer  students  campus-­‐wide  an  extensive  curriculum  designed  to  inspire  creative  and  critical  thinking  and  the  exchange  of  ideas.        Encourage  the  development  of  the  dispositions  and  skills  needed  for  lifelong  learning,  achievement,  and  service.  

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I.3.       The  Administrative  Unit   I.3.a.     Department  Chair  (Revised  and  Approved  January  10.  2014)  The  department  chair  has  a  dual  role.  On  the  one  hand,  the  chair  serves  as  the  department’s  leader,  organizer,  and  facilitator;  acts  as  the  department’s  representative  to  the  dean,  to  other  university  administrators,  and  to  the  public;  and  administers  the  programs  and  supervises  the  staff  of  the  department.  On  the  other  side,  the  chair  is  a  representative  of  the  administration  to  the  faculty,  serves  the  mission  of  the  college  and  the  university,  and  is  an  integral  part  of  the  organization  of  the  college  administration.    Term  of  Office    The  term  of  office  of  a  chair  is  determined  by  the  individual  departmental  policy.    In  the  music  department,  the  chair  is  typically  appointed  to  a  four-­‐year  term.    Renewal  of  term  is  also  determined  by  departmental  policy.  Music  department  policy  is  that  the  number  of  terms  shall  be  limited  to  two  (2).  The  chair  serves  either  a  10-­‐month  or  a  12-­‐month  contract  year,  as  negotiated  with  the  dean.    The  chair  serves  at  the  discretion  of  the  dean.  Therefore,  the  dean  may  terminate  a  chair's  appointment  should  significant  conflicts  arise  that  jeopardize  the  department's  effective  fulfillment  of  its  mission.  The  dean  would  then  appoint  an  acting  or  interim  chair  until  a  new  chair  can  be  appointed  through  internal  or  external  search.    Qualifications    The  chair  should  be  a  tenured  faculty  member  and  hold  at  least  the  rank  of  associate  professor.  The  chair  should  be  knowledgeable  about:    

•   technological  and  pedagogical  developments  relative  to  the  discipline  and  lead  department  in  this  area.    

•   external  environmental  factors  affecting  the  discipline  and  graduates  of  the  program  (e.g.,  licensing  requirements,  job  markets,  changing  job  skill  demands)    

•   scholarly  and  technical  developments  in  the  discipline  to  be  able  to  lead  faculty  and  assess  their  work.    

 Temporary  Absence  of  the  Chair    When  the  chair  is  absent  from  campus  or  unable  to  perform  the  duties  of  office,  those  duties  are  assumed  by  another  member  of  the  full-­‐time  faculty.  

Vacancy  of  the  Position  on  Short  Notice  If  the  chair  resigns  on  short  notice  or  if  the  position  otherwise  becomes  suddenly  vacant,  the  dean  shall  appoint  an  acting  chair  or  a  full-­‐term  successor.      I.3.a.i.     Responsibilities  of  Department  Chair  Internal  Duties    The  chair:  

•   represents  the  department’s  interests  to  the  college  and  university  administration  and  serves  as  an  advocate  for  the  collective  wishes  and  decisions  of  the  department;  

•   is  responsible  for  program  coordination,  curriculum  development  and  review  for  the  department’s  degree  programs.  In  addition,  the  chair  conducts  ongoing  assessment  of  these  

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programs  and  proposes  changes  as  needed;  •   through  ongoing  consultation  with  the  faculty,  is  responsible  for  developing  and  maintaining  

departmental  objectives,  evaluation  procedures,  and  long-­‐term  planning;  •   must  adhere  to  departmental,  college,  and  university  deadlines,  including  but  not  limited  to  

providing  reports  requested  by  the  college  or  university  administration;  •   through  ongoing  consultation  with  the  faculty,  manages  the  department’s  budget  and  all  other  

financial  interests,  with  the  objective  of  meeting  the  instructional  and  research  needs  of  the  faculty  and  students.  Financial  management  shall,  as  far  as  practicable,  be  transparent,  with  faculty  kept  duly  informed  of  developments  and  included  in  decisions;  

•   prepares  departmental  schedules  and  teaching  assignments  with  the  objective  of  balancing  the  needs  of  individual  faculty  members  with  those  of  the  department  and  the  college;  

•   makes  committee  assignments  within  the  department  and  schedules  departmental  meetings  in  a  timely  manner;  

•   is  the  chairperson  of  departmental  meetings;  meetings  shall  be  conducted  by  the  chair  in  accordance  with  parliamentary  procedures  using  Robert’s  Rules  of  Order  Newly  Revised,  latest  edition;  

•   shall  ensure  that  minutes  are  prepared  for  each  meeting  at  least  three  days  prior  to  the  following  meeting;  an  agenda  for  the  coming  meeting  shall  also  be  distributed  at  that  time.  Unless  compelling  reason  to  the  contrary  exists,  the  agenda  shall  include  any  items  submitted  by  the  faculty  at  least  a  week  prior  to  the  meeting;  

•   represents  the  department  at  the  college  chairs’  meetings;  •   leads  departmental  ceremonies  and  represents  the  department  at  various  departmental  events  

such  as  student  graduation,  honor  society  meetings  and  visits  by  guest  speakers;  •   is  accessible  to  faculty,  staff,  and  students.    Accessibility  shall  include  face-­‐to-­‐face  interaction  in  

a  safe  and  appropriate  place  such  as  the  chair’s  UNCW  office;  email  exchange;  BB  Learn;  social  media;  other  modes  of  contact  which  may  be  developed  and  be  found  acceptable  for  interaction  with  students;  

•   teaches  courses  in  the  department  curriculum.  The  teaching  load  is  either  negotiated  with  the  dean,  or  may  be  established  by  the  dean,  depending  on  that  dean’s  practice.  (The  current  practice  is  that  all  CAS  chairs  teach  one  three-­‐credit  course,  or  the  equivalent,  per  term.)  

•   is  responsible  for  hiring,  supervising,  and  evaluating  departmental  staff  and  student  workers.  Faculty  shall  be  apprised  of  such  actions  in  conjunction  with  the  chair’s  providing  of  budget  information;  

•   compiles  annual  reviews  for  each  faculty  member,  and  shall  be  available  for  individual  consultation  regarding  any  faculty  member’s  review;  

•   is  responsible  for  coordinating  the  annual  peer  review  of  faculty,  post-­‐tenure  review  of  faculty,  and  classroom  observations  of  untenured  faculty  members  and  faculty  members  requesting  promotion;  

•   is  responsible  for  the  hiring  process  for  all  faculty;  •   is  responsible  for  orienting  and  mentoring  new  faculty;    •   facilitates  faculty  professional  development  and  collaborative  research.    Funding  shall  be  made  

available  as  feasible;    •   is  responsible  for  submitting  recommendations  to  the  dean  on  hiring,  reappointment,  tenure,  

promotion,  and  post-­‐tenure  review  decisions,  and  for  making  merit  pay  recommendations  in  accordance  with  university  guidelines;  

•   is  responsible  for  the  acquisition,  supervision,  and  security  of  departmental  inventory;  •   manages  the  physical  space  assigned  to  the  department,  including  overseeing  dates  scheduled  

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for  departmental  events;  •   is  a  primary  mediator  in  disputes  involving  faculty  and/or  students  relating  to  academic  policies  

or  professional  behavior.    External  Relations  The  chair:  

•   advocates  for  funding  on  and  off  campus.  This  includes,  but  is  not  limited  to,  reasonable  accessibility  to  the  public,  donors  included;  public  relations;  and  creating  and  disseminating  departmental  publications;  

•   serves  as  the  primary  public  face  and  representative  of  the  department.  Positive  and  successful  interaction  with  the  professional  and  lay  public  is  crucial  to  maintain  and  enhance  the  presence  of  the  department;  

•   is  responsible  for  relaying  information  and  directives  from  the  administration  to  the  department.  Some  of  these  may  require  departmental  action,  which  should  be  planned,  discussed,  and  implemented  in  timely  fashion;  

•   is  expected  to  keep  faculty  members  informed  of  opportunities  for  curriculum  development  and  support  for  research  and  travel;  

•   works  with  coordinators  of  other  major  and  minor  programs  in  the  university,  especially  regarding  scheduling  departmental  courses  that  support  these  interdisciplinary  programs;  

•   works  with  the  directors  of  the  Honors  Program  and  the  Center  for  Teaching  Excellence    I.3.a.ii.    Chair  Evaluation  The  UNCW  Faculty  Handbook  states,  "The  deans  conduct  performance  reviews  of  chairpersons  periodically."  (IIE)    

In  the  College  of  Arts  &  Sciences  the  dean  conducts  performance  reviews  of  chairpersons  annually.  Each  department  completes  an  evaluation  of  its  chair  as  part  of  the  annual  faculty  review  process.  The  procedures  for  such  reviews  are  outlined  at  the  department  level  according  to  departmental  policy.  This  evaluation  becomes  part  of  the  personnel  file  of  the  chair.    

The  entire  department  should  evaluate  the  chair  using  the  Faculty  Evaluation  of  Department  Chair's  Administrative  Performance  conducted  online  each  spring  by  the  Office  of  Institutional  Research.  The  results  of  this  anonymous  survey  are  provided  to  the  dean,  the  provost,  and  the  chair.    

The  chair  provides  the  dean  with  a  brief  self-­‐evaluation,  based  on  the  duties  outlined  in  the  CAS  manual.    I.3.a.iii.  Chair  Recruitment  and  Appointment  On  the  recommendation  of  the  provost  and  dean,  the  chancellor  appoints  all  chairpersons.    UNCW’s  Faculty  Handbook  delegates  to  the  dean  the  responsibility  for  determining  the  process  leading  to  the  recommendation.  The  dean  initiates  the  recruitment  process  and  has  final  approval  of  the  recommendation.    Procedure  In  the  spring  semester  prior  to  a  current  chair’s  last  year  of  service,  the  dean  will  consult  with  the  department’s  faculty  regarding  the  option  for  a  national  search  for  the  chair’s  replacement.    That  option  is  determined  primarily  by  the  availability  of  salary  resources  and  a  new  position  to  support  the  outside  hire.    Should  those  resources  be  available,  the  dean  will  solicit  from  each  full-­‐time  faculty  member  in  the  

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department  a  written  recommendation  to  recruit  the  replacement  either  from  within  the  department  or  through  a  national  search.    In  most  cases,  the  dean  supports  the  majority  opinion  in  these  recommendations.    The  search  process  is  then  determined  by  the  nature  of  the  search:      National  Search  The  dean  initiates  the  search  by  appointing  a  search  committee  comprised  of  members  of  both  the  senior  and  junior  faculty  in  the  department  and  one  member-­‐at-­‐large  at  the  senior  rank  from  a  comparable  discipline;  the  current  department  chair  does  not  serve  on  the  search  committee.    The  search  committee  should  also  include  at  least  one  junior  member  of  the  faculty  and,  in  so  far  as  possible,  reflect  the  diversity  in  the  department  (gender  and  otherwise).    The  committee  is  charged  with  drafting  a  position  announcement  for  the  dean’s  approval,  screening  all  applications,  and  recommending  a  pool  of  finalists  for  the  dean’s  approval  for  presentation  to  the  full-­‐time  departmental  faculty.    Internal  candidates  may  apply,  but  all  applicants  in  a  national  search,  whether  external  or  internal,  must  hold  the  rank  of  full  professor  and  should  have  some  degree  of  administrative  experience.    Applications  must  include  (1)  a  statement  of  administrative  philosophy,  (2)  a  summary  of  the  applicant’s  research,  (3)  evidence  of  teaching  effectiveness,  (4)  curriculum  vitae,  (5)  official  copies  of  all  university  transcripts,  and  (6)  the  names,  addresses,  and  telephone  numbers  of  five  references.    They  may  also  include  a  statement  of  the  applicant’s  vision  for  the  department’s  future.      External  candidates  are  normally  invited  to  campus  for  a  three-­‐day  interview  that  includes  initial  and  closing  meetings  with  the  dean,  a  formal  presentation  to  the  full  department,  a  dinner  with  the  search  committee,  and  a  departmental  reception  and  other  opportunities  to  interact  informally  with  faculty  and  students,  as  well  as  other  activities  deemed  appropriate  by  the  department.    Internal  candidates  for  the  chair’s  position  must  submit  the  same  application  materials  and  participate  in  the  same  interview  activities  as  external  candidates.    The  outgoing  chair  of  the  department  will  not  attend  any  formal  departmental  interviews,  but  will  be  scheduled  for  a  private  interview  with  each  finalist.      After  the  last  interview,  the  chair  of  the  search  committee  will  convene  the  full  department  for  an  open  discussion  of  the  finalists’  perceived  strengths  and  weaknesses.    Within  the  next  seven  days,  the  search  chair  will  then  submit  a  memorandum  to  the  dean  outlining  each  candidate’s  strengths  and  weaknesses  and  indicating  any  finalist  deemed  unacceptable  to  the  department.    During  the  same  seven-­‐day  period,  all  full-­‐time  faculty  members  are  invited  to  send  their  individual  assessments  of  the  finalists  directly  to  the  dean  for  consideration.    The  dean  will  then  consult  by  telephone  with  the  dean(s)  of  the  finalist(s)  receiving  the  strongest  support  by  the  faculty.    Pending  a  positive  recommendation  from  the  finalist’s  dean  and  the  UNCW  dean’s  concurrence  with  the  prevailing  faculty  opinion,  the  UNCW  dean  will  inform  the  department  that  the  candidate’s  appointment  is  being  forwarded  for  approval  by  the  provost  and  chancellor.    Should  the  dean  discover  serious  problems  with  the  faculty’s  choice,  the  dean  will  meet  with  the  department  to  discuss  those  problems  and  then  solicit  the  faculty’s  recommendation  for  either  an  alternative  choice  or  a  reopened  search  the  following  year.    The  search  process  will  continue  until  a  candidate  accepts  the  position  or  the  dean  notifies  the  provost  that  the  search  will  reopen  the  following  year.      Internal  Search    The  dean  invites  all  tenured  associate  and  full  professors  in  the  department  to  apply  formally  for  the  chair’s  position.    All  applicants  should  submit  the  same  kind  of  application  materials  required  for  a  national  search  (see  above),  except  for  official  transcripts  (copies  of  which  should  already  be  on  file  in  the  department)  and  references,  though  the  inclusion  of  external  references  is  optional.    Internal  

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applicants  must  also  include  a  statement  of  their  vision  for  the  department’s  future  with  their  applications.      The  dean  will  appoint  a  senior  faculty  member  to  serve  as  the  coordinator  of  the  internal  search.    This  person  will  set  up  the  departmental  interview  schedule,  arrange  for  the  dean’s  interview(s),  facilitate  the  departmental  discussion  of  the  applicant(s)  following  the  last  interview,  and  submit  a  summary  of  the  faculty’s  assessment  of  the  applicant(s)  to  the  dean.    Faculty  members  will  also  be  invited  to  send  their  own  individual  assessments  directly  to  the  dean.    The  outgoing  chair  will  not  attend  the  formal  departmental  interview(s),  but  will  have  a  separate,  informal  interview  with  the  applicant(s)  and  will  submit  a  separate  written  assessment  of  the  candidate(s)  to  the  dean.    Should  a  strong  faculty  consensus  emerge  for  an  applicant’s  appointment  and  the  dean  concur  with  that  consensus,  the  dean  will  recommend  the  applicant  to  the  provost  for  approval.    Should  a  consensus  not  emerge  in  favor  of  any  applicant  or  should  the  dean  discover  during  the  interview  other  problems  that  threaten  a  preferred  applicant’s  potential  effectiveness  as  the  next  chair,  the  dean  will  meet  with  the  department  to  discuss  the  search  and  to  determine  a  mutually  acceptable  resolution.      Renewal  If  the  current  chair  wishes  to  renew  for  an  additional  term  and  the  departmental  policy  allows  such  an  option,  the  chair  should  notify  the  dean.  The  dean  will  solicit  the  advice  of  the  department  faculty  in  determining  the  renewal.  Should  sufficient  opposition  to  the  renewal  exist  within  the  department,  the  procedures  for  the  normal  search  (external  or  internal)  will  apply  and  the  current  chair  may  participate  as  a  candidate  for  the  position.    I.3.b.     Assistant  Chair  The  assistant  chair  may  be  appointed  by  the  chair,  with  the  approval  of  dean,  and  will  function  as  the  coordinator  of  student  affairs,  including  admission/audition  and  processing,  processing  of  major,  advising,  graduation  processing,  and  alumni  tracking,  as  well  as  other  responsibilities  as  determined  by  the  chair.  Because  this  position  entails  some  responsibilities  during  a  twelve-­‐month  period,  specific  tasks  during  the  summer  months  together  with  commensurate  compensation  will  be  negotiated  between  the  assistant  chair  and  the  chair,  based  upon  available  resources.    Admission/Audition  Processing  

1.   Oversee  departmental  contact  with  the  university  admissions  office  •   To  identify  students  interested  in  music  and  contacting  students  for  audition  

appointments  •   Submit  recommendations  of  support  for  student  admission  

2.   Oversee  audition/admission  process  (during  academic  year  and  summer  orientation)  •   Schedule  and  send  appointment  letters  to  students  auditioning  •   Organize  and  schedule  appointment  times  with  participating  faculty  •   Confirm  audition  appointments  •   Prepare  a  timely  schedule  with  opportunities  for  student/parents  to  meet  chair/faculty  

accordingly,  as  well  as  a  succinct  audition  process  •   Send  letters  with  results  and  recommendations  to  students  after  the  audition  process  •   Maintain  communication  with  student  until  a  decision  has  been  made  to  attend  UNCW  •   Maintain  student  file  until  student  has  enrolled  and/or  officially  matriculated  into  the  

program  as  a  major  (i.e.,  at  the  end  of  the  freshman  year)  •   Organize  and  present  freshmen  orientations  for  incoming  students  

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 Advising  

1.   Advise  incoming  freshman  from  orientation  through  the  first  year,  as  well  as  transfers  on  orientation  day  

2.   Process  and  send  declaration  of  major  forms  to  registrar  at  the  end  of  freshman  year  3.   Assign  advisors  to  students  in  consultation  with  chair  and  program  coordinators  4.   Maintain  and  update  advising  materials  (i.e.,  curricula  outlines  for  all  degrees  as  well  as  

Permission  to  Register  Forms)  5.   Train  new  advisors  when  necessary  6.   Oversee  the  maintenance  of  all  student  files  (i.e.,  freshmen,  majors,  graduates)  

 Graduation  

1.   Process  graduation  audits  2.   Schedule  and  organize  departmental  commencement  activities  3.   Contact  graduating  students  regarding  commencement  activities  and  generally  prepare  them  

for  the  graduation  process  4.   Prepare,  send,  and  collect  student  graduation  surveys  5.   Maintain  tracking  system  of  all  alumni  

 I.3.c.     Program  Coordinators:  Appointment  and  Responsibilities  Program  coordinators  in  the  areas  of  music  (B.A.  in  music,  with  Options  in  Instrumental  Performance,  Piano  Performance,  Vocal  Performance,  Jazz  Studies,  Music  Technology,  and  General  Music),  music  education  (B.M.  in  music),  may  be  appointed  by  the  chair  to  oversee  and  supervise  the  daily,  as  well  as  the  on-­‐going  administration  of  an  assigned  departmental  program.    That  is:  

•   Supervise  the  pedagogy  of  program-­‐related  courses  (e.g.,  establish  &  define  objectives/goals  of  courses  consistent  with  departmental  objectives/goals)  

•   Manage  the  faculty  responsible  for  these  courses  as  well  as  manage  the  scheduling  of  courses  within  the  program  (i.e.,  make  recommendations  regarding  hiring,  and  use  of  part-­‐time  faculty;  organize  part-­‐time  faculty  class  schedules  

•   Observe  part-­‐time  faculty  classes  at  least  once  each  semester  •   Examine  and  review  part-­‐time  faculty  syllabi  and  tests.  

 Each  program  coordinator  is  expected  to  take  on  a  leadership  role  regarding  program  development  and  review,  as  well  as  recruitment  for  their  program.  

•   Although  recruitment  is  expected  of  all  applied  faculty,  the  coordinators  are  expected  to  be  the  leaders  in  their  respective  programs.    As  always,  recruitment  must  be  coordinated  through  the  chair’s  office.    Therefore,  if  the  coordinator  has  ideas  or  plans  regarding  recruitment  (as  a  coordinator  should)  beyond  the  normal  practice  of  the  chair’s  office,  the  coordinator  should  review  these  ideas  with  the  chair  prior  to  implementing  any  new  action.  

•   Develop  a  working  rapport  with  music  educators  at  local,  state  and  regional  levels.    Maintain  a  working/professional  relationship  with  local  as  well  as  regional  music  teacher  associations  and  act  as  a  liaison  between  these  organizations  and  the  university/department.    Maintaining  a  working/professional  relationship  purports  that  the  coordinator  has  regular  contact  with  music  teacher  associations  and  that  the  relationship  between  the  coordinator  and  these  associations  is  harmonious  or  sympathetic.    To  act  as  a  “liaison”  is  to  be  the  main  contact  between  music  teacher  organizations  and  the  department.  

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•   The  chair  is  responsible  for  program  coordination,  curriculum  development  and  review  for  the  department’s  degree  programs.    Program  and  area  committees  are  appointed  by  the  chair  to  review  the  requirements,  provisions,  and  procedures  for  on-­‐going  review  and  appraisal  of  curricular  offerings.    Through  the  leadership  of  each  respective  program  coordinator,  committees  review  courses  and  curricula  for  continuation  or  deletion  for  each  of  the  degree  programs  and/or  curricular  areas.  

 In  addition,  each  coordinator  is  responsible  for  the  on-­‐going  administration  of  their  program  including  its  coordination,  curriculum  development  and  review  within  the  department.  

•   Oversee  the  administration  and  scheduling  of  music  course  offerings  within  the  program.  •   Must  assume  a  leadership  role  and  demonstrate  initiative  in  student  recruitment  within  the  

program  as  well  as  actively  recruit  applied  majors  in  all  areas  of  the  music  department’s  programs.  

•   Audition  prospective  students.  •   Guide  the  development  of  the  curriculum  (i.e.,  new  course  development,  course  and/or  

requirement  revisions).  •   Advise  students  within  the  program.  •   Administer  and/or  supervise  appropriate  proficiency  examinations  of  upper  applied  level  

performance  and  juries  within  the  program.    Other  administrative  duties  may  be  assigned  by  the  chair  according  to  the  needs  of  the  department.    Coordinators  may  receive  a  three-­‐hour  course  reduction  each  academic  year,  depending  upon  resources  and  the  department’s  ability  to  fulfill  its  instructional  needs.    I.3.d.  Office  Support  Staff  (Administrative  Associate  and  Events  Coordinator)  The  Office  Staff’s  responsibilities  are  multi-­‐faceted.  The  Office  Staff’s  priority  is  as  the  assistant  to  the  chair  (i.e.,  departmental  responsibilities).    Should  the  Office  Staff  become  unavailable  for  faculty  needs,  work  assistants  will  be  provided  whenever  possible.    I.3.d.i.  Administrative  Associate’s  Responsibilities/Chair  The  department’s  Office  Assistant  works  directly  with  the  chair  as  the  primary  administrative  support.    Responsibilities  include:    

•   Preparing  chair's  appointments  scheduling  and  travel  •   Processing  paper  work  generated  by  the  chair  •   Receive  and  screen  incoming  correspondence  (e.g.,  letters,  memos  reports,  among  others)  •   Prepare  outgoing  mail  and  several  bulk  mailings,  including  records  and  reports  •   Schedule  monthly  departmental  meetings,  prepare  agendas,  and  record  the  minutes  •   Compose  routine  office  correspondence  (letters,  memos  and  e-­‐mails).  •   Maintain  a  working  rapport  with  other  offices  and  departments,  such  as:  Arts  Departments,  

Physical  Plant,  Moving  Services,  Kenan  Auditorium,  Registrars,  Dean’s  office  •   Maintain  budget  records  of  departmental  accounts  including  the  department’s  general  funds,  

cultural  fee,  and  trust  funds  (music,  jazz,  band,  choir,  music  ed.,  WOOP)  •   Maintaining  files:  personnel,  departmental  forms  (upper  level,  piano,  music  history  proficiency  

forms),  current,  and  former  student  files  •   Maintain  and  gather  information  for  annual  reports,  National  Association  of  Schools  of  Music  

accreditation  reports  (December/January)  •   Oversee  university  instrument  check-­‐out  and  collection.  

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•   Inventory  verification  of  fixed  assets  (i.e.,  office  equipment,  computers,  and  musical  instrument).  

•   Oversee  student  locker  sign-­‐out  •   Input  departmental  class  schedule  once  a  semester  and  oversee  its  maintenance  regularly.  •   Process  donor  “thank  you”  responses.  •   Assist  with  summer  workshop  correspondence  •   Process  music  scholarship  applications  •   Process  music  scholarship  correspondence  by  April  15  

 I.3.d.ii.    Administrative  Associate’s  Responsibilities/Faculty  The  Administrative  Associate  also  provides  support,  either  directly  or  through  student  workers  assigned  to  the  department,  to  all  full-­‐time  and  part-­‐time  faculty.  

•   Assists  in  copying  classroom  materials  and  exams.  •   Processes  faculty  travel  reimbursements.  •   Personnel  files  when  necessary:  new  hires,  HR  135’s,  student  work-­‐study  and  office  work  

assistants,  other.  •   Process  student  forms:  Permission  to  Register  forms,  major/minor  changes  and  other  student  

changes  through  the  dean’s  office  and  or  the  registrar,  proficiency  forms  •   Key  requests  for  faculty  and  staff  •   Door  access  for  faculty,  staff,  and  students  prior  to  each  semester  •   Maintenance  requests  for  academic  wing  

 I.3.d.iii.  Administrative  Associate’s  Responsibilities/Students  The  Office  Assistant  supervises  and  trains  3  to  6  work  assistants  and  work  study  students  in  various  work  situations  including:  music  ensemble  setup;  computer  lab  monitoring;  answering  phones;  faculty  support  and  assistance;  filing;  sorting  mail;  word  processing  and  typing.    I.3.d.iv.  Administrative  Associate’s  Responsibilities/Admissions  coordinator  

•   Work  with  the  admissions  coordinator  to  process  student  recruitment  response  letters  admission/audition  applications.  

•   Maintain  Departmental  degree  &  admission  information  •   Work  with  the  admissions  coordinator  to  schedule,  arrange,  and  coordinate  all  audition  and/or  

admission  events.  •   Maintain  files  for  departmental  audition  forms  and  Music  Admission  information  •   Process  Orientation  letter  (June  1)  

 I.3.d.v.  Administrative  Associate’s  Responsibilities/Assessment  Reporting  

•   Using  the  music  major  graduation  list  each  semester,  request  data  from  Banner  and  student  degree  audits  which  indicates  number  of  semesters  at  UNCW  and  any  transfer  credits.    Records  of  change-­‐of-­‐major  out  of  music  are  kept  by  the  Chair’s  office.  

•   Distribute  alumni  survey  via  email  as  a  writable  PDF  starting  1-­‐1  ½  years  after  graduation.  •   In  May,  compile  the  following  data  on  all  applicants  to  the  Music  Department  from  records:  

(name,  instrument,  name  of  high  school,  GPA,  SAT/ACT,  any  music  honors,  any  participation  in  UNCW  music  recruitment  activities,  letter  of  intent  or  not).  

•   Record  everyone’s  average  performance  scale  score  for  accepted  auditioning  students  from  student  files  in  May.  

•   Track  attendance  numbers  –  from  Kenan  Box  Office  records  –  in  May.  

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•   Collect  and  verify  Performance  Assessment  forms  at  the  end  of  each  semester    I.3.d.vi.  Events  Coordinator  Responsibilities  This  position  serves  also  as  the  primary  contact  between  the  university  and  the  public  by  providing  concert  information  and  press  releases,  referrals,  as  well  as  departmental  program  information  and  concert  scheduling.  In  addition,  the  Events  Coordinator  oversees  the  scheduling  of  music  performance  facilities  to  community  groups.    Specific  responsibilities  include:    Schedule  and  Calendar  

•   Collect  and  organize  academic  calendar  requests  by  October  15.  •   Oversee  the  Cultural  Arts  building  facilities  access  (community)  scheduling  (rehearsal  rooms,  

and  recital  hall)  for  performances  and  events  (i.e.,  faculty,  university,  and  community)  •   Generate  and  maintain  on-­‐line  facilities  and  performance  calendar.  •   Maintain  departmental  concert  calendar  

 Design  and  Develop  Publicity  Materials  

•   Develop  all  academic  recruitment  materials  (print),  including:  academic  poster,  journal  ads,  flyers  and  brochures  

•   Develop  all  materials  for  the  summer  workshops:  poster,  journal  ads,  flyers  and  brochures  •   Develop  publicity  ads  for  concerts/events  to  be  placed  in  print  media  (i.e.,  newspaper)  •   Develop  departmental  concert  calendars  for  print  each  semester  •   Establishes  departmental  visual  identity  •   Develop  posters  for  special  events  (e.g.,  faculty  &  guest  presentations,  ensemble  concerts)  •   Generate  &  oversee  music  department/Cultural  Arts  performance  printed  programs  

 Primary  Contact  and  Liaison  This  position  serves  also  as  the  primary  contact  between  the  university  and  the  public  

•   Music  referrals  •   Oversees  the  scheduling  of  music  facilities  to  community  groups.  

 Processing  

•   Maintain  and  gather  information  for  annual  reports  ASCAP,  BMI  concert  reports  and  dues,  etc.  •   Processing  of  maintenance  requests  of  performance  wing.  •   Graduation  correspondence  (letter  and  electronically)  to  students  one  month  prior  to  

commencement  and  organization  of  commencement  event.  •   NCMEA  Conference  Alumni  correspondence  (letter  and  electronically)  to  students  one  month  

prior  to  conference.    Events  Publicity  and  Coordination  

•   Generate  press  releases  for  each  event  (three-­‐week  lead  time  is  required)  and  do  follow-­‐up  •   Distribute  posters  for  special  events  (e.g.,  faculty  &  guest  presentations,  ensemble  concerts)  •   Schedule,  arrange,  produce  and  coordinate  with  Marketing  special  events,  articles  and  

interviews  for  special  guests  and/or  faculty  with  the  Star  News,  WHQR  and  other  designated  media  outlets.  

•   Oversee  scheduling  and  organization  of  departmental  performance  and  commencement  receptions  

 

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Supervise  •   Supervise  and/or  train  student  work  assistants  in  various  work  situations  related  to  events  

coordination  and/or  facilities  management  and  scheduling.    Maintain  Files  and  Record  

•   Music  programs  •   Student  recruitment  materials  •   Maintain  accurate  and  updated  in-­‐house  accounting  of  budget  allocated,  and  expenses.  

 Website  

•   Maintain  and  update  all  events  information  •   Maintain  and  update  Faculty  and  Student  News  information  monthly  •   Provide  all  update  departmental  information  for  uploading  •   Maintain  an  events  and  facilities  use  calendar  •   Provide  departmental  graphic  design  images  for  site  •   Re-­‐establish  weekly  postings  to  the  listserv  

 I.3.d.vii.  Events  Coordinator  Responsibilities/Assessment  Reporting  

•   An  administrative  associate  distributes  surveys  every  semester  to  graduating  seniors  in  both  paper  and  electronic  (writable  PDF)  formats  no  later  than  one  month  prior  to  commencement.  

•   An  administrative  associate  distributes  survey  via  email  as  a  writable  PDF  starting  1-­‐1  ½  years  after  graduation.  

•   Track  number  and  genre  (jazz,  classical-­‐vocal,  classical-­‐instrumental)  of  Music  Department  concerts  and  events  annually  by  an  administrative  assistant  –  from  archived  programs  –  in  May.  

 I.3.d.viii.  Evaluation  Human  Resources  administers  the  Performance  Management  Program  once  a  year  as  an  ongoing  process  involving  agreement  on  work  expectations,  frequent  feedback,  coaching,  reinforcing,  and  review  between  the  supervisor  (the  chair)  and  the  employee  (office  staff).    The  purpose  of  this  program  is  to  establish  a  clear  understanding  of  job  expectations,  which  should  result  in  improved  performance.    The  employee  is  reviewed  by  the  supervisor  in  each  area  of  responsibility  through  the  reporting  of  actual  work  results,  and  suggested  area  of  improvement  by  the  supervisor.    Employee  comments  for  each  area  are  also  reported  for  further  clarification  and/or  explanation.      I.4     Faculty  Responsibilities,  Workload,  and  Evaluation    I.4.a     Faculty  Responsibilities  The  responsibilities  of  university  faculty  are  traditionally  considered  to  be  teaching,  scholarship  and  artistic  achievement,  and  service.    A  description  of  these  responsibilities  and  the  evaluation  of  them  is  in  the  POLICIES  OF  ACADEMIC  FREEDOM  AND  TENURE  document  (see  UNCW  Faculty  Handbook,  Appendix  A),  in  the  statement  of  CRITERIA  FOR  REAPPOINTMENT,  PROMOTION  AND  AWARD  OF  TENURE  (see  UNCW  Faculty  Handbook  (Appendix  C),  in  the  FACULTY  GOVERNANCE  DOCUMENT  (see  UNCW  Faculty  Handbook,  Appendix  E),  and  in  the  FACULTY  SENATE  BYLAWS  AND  STANDING  RULES  (see  UNCW  Faculty  Handbook,  Appendix  F).    Syllabi  Instructors  teaching  all  courses  must  provide  their  students  with  a  syllabus  containing  the  following:    

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•   instructor  contact  information    •   office  location  and  hours  •   goals  of  the  course  •   requirements  of  the  course  •   attendance  policy  (if  there  is  one)  •   nature  of  the  course  content  •   grading  procedure    •   reference  to  the  UNCW  Student  Honor  Code  •   see  also  Appendix  G  for  a  sample  syllabus  

 All  classroom  policies  established  by  the  instructor  must  be  in  the  syllabus.  Any  modification  of  the  syllabus  must  be  provided  to  the  students  in  writing.      The  department  must  maintain  a  file  of  syllabi  from  every  course  offered  by  the  department.    Class  Coverage  In  situations  where  short-­‐term  conditions  necessitate  class  coverage  by  other  faculty  members,  such  arrangements  can  be  made  in  consultation  with  the  department  chair.        The  following  procedures  will  apply  when  faculty  must  be  absent  during  class  times:    

•   As  a  courtesy  and  professional  responsibility,  faculty  should  notify  the  chair  through  written  correspondence  when  a  class  is  cancelled.    

•   Faculty  should  request  departmental  secretaries  to  post  a  class  cancellation  notice  on  the  classroom  door  for  students.    

•   In  cases  where  faculty  will  be  away  for  a  period  of  up  to  two  weeks,  a  written  statement  describing  plans  for  class  coverage  arrangements  should  be  filed  with  the  department  chair.    

•   In  cases  where  the  faculty  member  will  be  away  for  longer  than  two  weeks,  he/she  must  obtain  permission  from  the  department  chair  and  notify  the  Dean's  Office.    

•   In  cases  where  the  faculty  member  will  be  away  for  longer  than  two  weeks  for  disability  reasons,  he/she  should  consult  with  Human  Resources.  

 I.4.b     Committees  (Revised  and  Approved  August  30,  2012)  Committee  work  is  a  normal  part  of  the  departmental  service  of  each  faculty  member.    Definitions  

•   Standing  committee  –  An  ongoing  committee  established  to  work  on  standard  departmental  issues,  programs  or  procedures.  

•   Ad  hoc  committee  –  A  temporary  committee  created  for  a  short-­‐term  goal  or  purpose,  i.e.  a  search  committee,  applied  standards  committee,  etc.  

•   Committee  charge  –  The  purpose  or  goal  of  a  given  committee  along  with  timeline  or  deadline  for  completion.  

 Guiding  Principles  Service  to  the  department  through  committee  work  is  expected  of  all  full-­‐time  faculty  members.    The  Department  of  Music  has  standing  committees  as  described  below.  Ad  hoc  committees  may  be  established  by  the  chair  as  needed  or  with  the  advice  of  faculty;  those  requiring  more  frequent  convening  are  listed  below.  Unless  otherwise  specified,  committee  appointments  are  for  a  one-­‐year  

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term,  with  staggered  rotation  recommended  or  as  needed.    Committees  normally  include  three  to  five  faculty  members.  Each  departmental  interest  group  (jazz,  piano,  strings/guitar,  vocal,  winds/percussion)  may  be  represented  when  possible.  Faculty  attendance  at  scheduled  committee  meetings  in  which  they  are  members,  and  the  quality  of  work  on  these  committees,  will  be  considered  as  part  of  the  yearly  evaluation  of  faculty.  As  such,  committee  work  may  also  factor  into  consideration  for  merit  increases,  travel  funds,  and  tenure  and  promotion.      Committees  consider  any  issues  related  to  department  policies  and  operations.  However,  in  all  cases,  the  function  of  a  committee  is  to  develop  recommendations  and  proposals  to  bring  to  a  full  faculty  vote.  It  is  not  within  the  purview  of  committees  to  establish  any  policy  or  procedure  on  their  own.    Standing  Committees    A.     Curriculum  Committee  Charge:  To  review  undergraduate  programs,  policies  and  curriculum,  and  make  recommendations  to  the  faculty  regarding  undergraduate  student  issues,  advising,  revisions  of  old  courses  and  implementation  of  new  courses.  The  committee  will  also  aid  in  preparing  course  action  forms  for  departmental  University  Studies  proposals.    All  program  and  course  changes  go  through  this  committee  for  action  that  will  further  the  department's  mission,  goals  and  priorities  within  the  parameters  of  the  university’s  academic  mission.    New  catalog  copy  should  be  submitted  by  February  15  for  ample  consideration,  and  no  later  than  September  1  for  consideration  in  following  year’s  catalogue.  Changes  approved  by  the  committee  will  then  be  considered  and  voted  on  by  the  full  faculty  before  the  end  of  the  spring  semester.    B.     Policy  Committee  Charge:  To  review,  revise,  and  propose  policies  within  the  faculty  and  student  handbooks  that  affect  faculty  and  student  responsibilities  within,  and  as  representatives  of,  the  Department  of  Music,  as  well  as  to  present  recommendations  and  proposals  to  the  chair  and  the  department  for  discussion  and  approval.  These  recommendations  and  proposals  are  principally  embodied  in  the  department’s  faculty  and  student  handbooks,  which  are  revised  on  an  ongoing  basis.    C.     Recruitment  Committee  Charge:  To  design,  produce  and  distribute  recruitment  materials  (posters,  brochures,  etc.),  coordinate  recruitment  events  (such  as  Seahawk  Saturday  and  Freshman  Orientations),  identify  important  recruitment  opportunities  or  possibilities,  and  develop  a  recruiting  events  calendar.    The  committee  will  encourage  all  faculty  members  to  actively  recruit  for  their  area  (and  beyond)  and  will  assist  in  efforts  of  individual  faculty  members,  but  should  not  be  considered  as  replacement  for  individual  recruiting.    D.     Scholarship  Committee  Charge:  To  devise  a  strategy  to  best  use  the  department’s  scholarship  resources  to  not  only  help  support  the  programs,  and  increase  the  level/quality  of  the  student  talent  within  the  department,  but  also  to  help  further  the  department's  mission,  goals,  and  priorities  for  its  continued  growth  and  development.        

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Ad  Hoc  Committees    A.   Assessment  Committee  Charge:  To  collect,  review,  revise  and  create  departmental  assessment  tools  (such  as  the  performance  rubric);  lead  faculty  analysis  and  discussion  of  assessment  data  and  help  to  create  the  annual  assessment  report  due  October  1  of  each  year.  Committee  members  will  keep  up  to  date  on  current  and  on-­‐going  assessment  needs  for  NASM  accreditation  or  SACS  evaluation  and  will  insure  that  the  department  stays  abreast  of  university  assessment  requirements.  The  chair  will  play  an  active  role  in  the  work  of  the  assessment  committee  since  the  responsibility  for  submitting  the  annual  assessment  report  lies  with  the  Chair.    B.   Peer  Teaching  Observation  Committee  Charge:  To  observe  and  evaluate  part-­‐time,  as  well  as  non-­‐tenure  full-­‐time  faculty,  as  described  below.    Teaching  observation  shall  be  defined  to  include  peer  observation  of  lectures,  labs,  seminars,  applied  lessons,  ensemble  rehearsals,  or  any  other  form  of  instruction  that  involves  interaction  of  student(s)  and  teacher  in  a  learning  situation.    A  committee  composed  of  two  faculty  within  the  department  shall  observe  all  untenured  faculty  two  times  during  each  calendar  year.    Tenured  faculty  may  avail  themselves  of  direct  classroom  observation  on  a  voluntary  basis  with  a  view  to  enhancing  their  teaching  effectiveness,  or  to  add  to  the  body  of  evaluation  materials  in  preparation  for  promotion.    A  full-­‐time  faculty  member,  as  appointed  by  the  chair,  shall  observe  all  part-­‐time  faculty  once  during  each  calendar  year.    C.   Chair’s  Advisory  Council  Charge:  To  advise  the  chair  on  departmental  planning,  policy,  space,  and  equipment  purchases  and  other  matters  of  departmental  concern.      The  chair's  advisory  council  is  an  opportunity  to  provide  a  sounding  board  of  issues  and  concerns  from  the  chair's  perspective  to  the  faculty,  as  well  as  the  faculty's  perspective  to  the  chair.    The  advisory  council  is  also  a  venue  for  faculty  representatives,  and  the  chair,  to  brainstorm  ideas,  both  new  and  old,  for  the  good  and  benefit  of  the  department,  especially  regarding  the  department's  mission,  goals,  and  priorities  for  its  development.    While  decisions  will  not  be  made  by  the  council,  the  by-­‐product  of  discussions  are  meant  to  shape  and  guide  the  decision-­‐making  process  for  the  chair,  as  well  as  the  faculty.    D.   Guest  Artist  Funding  Committee  Charge:  To  review  guest  artist  events  and  performance  proposals  for  the  department,  not  including  those  presented  by  large  ensembles,  unless  seeking  additional  funding,  and  award  funding  accordingly  based  upon  the  budget  allocated  by  the  chair.      Decisions  for  funding  will  be  driven  by  the  department's  mission,  goals,  and  priorities  for  the  department’s  development  as  an  academic  unit,  as  well  as  its  mission  as  a  cultural  arts  leader  within  the  community.    I.4.c  Faculty  Workload  Guidelines  The  following  sections  of  the  Department  of  Music  Faculty  Handbook  provides  specific  information  about  the  teaching  workload  and  the  evaluation  of  faculty  performance  within  the  Department  of  Music.        

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Full-­‐time:  Tenure  Track  A  full  faculty  workload  for  tenure-­‐track  music  faculty  consists  of  teaching  and  instruction-­‐related  activities,  scholarship  and  professional  development,  research  or  artistic  achievement,  and  service.    The  full  workload  for  a  tenure-­‐track  faculty  member  consists  of  a  teaching  assignment  of  four  3-­‐credit-­‐hour  courses  per  semester,  including  equivalencies;  advising  of  majors  and  minors;  participation  in  scholarly  and  professional  development  activities;  course  development;  and  routine  service  on  departmental  and  university  committees.    The  standard  teaching  workload  in  the  College  of  Arts  and  Sciences  for  faculty  who  are  significantly  engaged  in  service  or  research  and/or  artistic  or  creative  activities  is  a  minimum  of  three  3-­‐credit-­‐hour  courses  each  semester,  including  credit-­‐hour  equivalencies  (please  see  Appendix  Q,  Research  Active  Status).    Full-­‐time:  Non-­‐tenure  Track  A  full  faculty  workload  for  non-­‐tenure-­‐track  music  faculty  consists  mainly  of  teaching  and  instruction-­‐related  activities  as  well  as  a  possible  service  component.    Although  scholarship  and  professional  development,  research  or  artistic  achievement  may  be  a  part  of  the  workload,  teaching  and  service  are  the  most  important  responsibilities  for  this  position.    Therefore,  the  full  workload  for  a  non-­‐tenure-­‐track  faculty  member  consists  usually  of  a  teaching  assignment  of  four  3-­‐credit-­‐hour  courses  per  semester,  including  equivalencies;  advising  of  majors  and  minors  and  other  routine  service  on  the  departmental  and  university  levels  (e.g.,  student  recruitment,  administrative  service,  committees,  etc.).    Teaching  Load  Reductions  (full-­‐time)  A  reduced  teaching  load  is  any  teaching  load  below  the  standard  teaching  load  as  defined  above.    Reduction  of  a  faculty  member’s  standard  teaching  load  to  a  level  below  12  credit-­‐hours,  for  any  reason  (e.g.,  course  reduction),  must  be  justified  in  writing  and  approved  by  the  department  chair  and  the  dean  of  the  College  of  Arts  and  Sciences.    A  faculty  member  may  receive  one  or  more  such  reductions  to  support  time-­‐consuming  or  otherwise  significant  involvement  in  any  of  the  three  components  of  the  workload,  as  outlined  in  the  Board  of  Governor’s  Plan  for  Rewarding  Teaching,  and  clarified  below  under  each  workload  component.  

A.    Course  reductions  Course  reduction  for  faculty  below  the  12  credit  hours  per  semester  would  require  activities  

above  and  beyond  normal  expectations  in  one  or  more  of  the  areas  below.    Also,  although  the  following  conditions  may  result  in  a  course  reduction,  they  do  not  guarantee  a  reduction  to  the  qualifying  faculty  as  the  department  must  cover  instructional  needs  before  a  reduction  is  granted.    The  ability  to  grant  a  course  reduction  in  any  given  semester  is  dependent  upon  the  availability  of  resources  to  meet  scheduling  as  well  as  instructional  needs.    An  approved  course  reduction  may  result  in  1-­‐3  credit  hours  per  semester.  

    1.   Teaching  

a.   Core  course/curriculum  development:  developing  a  new  core  course,  or  instructional  program;  revising  or  redesigning  an  entire  instructional  program  track.  

b.   Heavy  load/academic  advising:  coordinating  all  departmental  advising  activities  (e.g.,  conducts  orientation  for  new  majors,  advises  all  new  and  transfer  majors,  maintain  departmental  advising  handbook,  act  as  representative  on  Visitation  Days  and  Orientation,  training  of  new  faculty  in  advising).  

c.   Accreditation/program  review:  given  to  the  faculty  member  charged  with  compiling,  editing,  producing,  and  reviewing  the  entire  accreditation  report.  

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d.   Technology  training  leave:  a  faculty  member  who  is  assigned  to  train  other  faculty  in  technology  use  and  to  serve  as  a  technology  resource  for  faculty  throughout  the  year.  

e.   Co-­‐curricular  activities:  faculty  who  oversee  a  student  publication,  or  other  media,  non-­‐credited  performing  group  (e.g.,  Gospel  Choir)  as  well  as  other  discipline-­‐related  activity  requiring  a  significant  commitment  of  time.  

    f.        Compensation  for  prior  overload.     2.   Research/Creative  Activities       a.        Externally  funded  research:    buy-­‐outs  of  faculty  time.  

b.   Off  campus  research:  faculty  members  who  are  actively  involved  in  the  communication  of  original  or  applied  investigation  within  the  discipline.    Faculty  are  required  to    provide  tangible  evidence  of  their  research  annually  to  the  chair  to  demonstrate  activity  in  this  endeavor.    Such  evidence  may  include  copies  of  grant  proposals  submitted,  notification  of  grants  funded,  acknowledgment  letters  of  manuscripts  submitted  for  publication,  on-­‐going  monthly  publications  such  as  a  regular  column  in  a  major  professional  journal,  and  authoring  or  co-­‐authoring  a  book,  among  others.  

c.   Creative  activities:  faculty  members  who  are  actively  involved  in  the  creation  and  presentation  of  original  works  and/or  performances.    Faculty  are  required  to  provide  tangible  evidence  of  their  research  annually  to  the  chair  to  demonstrate  activity  in  this  endeavor.    Such  evidence  may  include  performing  a  significant  concert  tour,  acceptance  letters  for  submitted  publications  such  as  editions  or  new  works,  creative/artistic  works  submitted  for  peer  review  and  recognition;  recording  a  solo  compact  disc,  composing  a  large-­‐scale  piece  such  as  an  opera  or  symphony,  among  others.  

d.   Any  untenured  faculty  on  tenure-­‐track  may  receive  a  one-­‐course  reduction  each  semester  during  the  probationary  period  to  establish  the  record  of  research  or  artistic  productivity  for  the  awarding  and  or  promotion  to  the  appropriate  rank.  

e.   Criteria  for  Research-­‐Active  Status  in  the  College  of  Arts  and  Sciences  –  Department  of  Music  (Approved  March  27,  2015)  

i.   Newly  hired  assistant  and  associate  professors  on  the  tenure  track  will  be  given  research-­‐active  status  with  the  understanding  that  these  faculty  members  are  making  steady  progress  in  building  a  record  of  research  and  scholarship  consistent  with  their  departments’  expectations  for  permanent  tenure  at  the  rank  of  associate  professor.  

ii.   Full-­‐time  lecturers  have  no  expectations  of  research  and  scholarship;  therefore,  they  are  not  eligible  for  research-­‐active  status.  

iii.   For  tenured  associate  and  full  professors,  the  minimum  criteria  for  research-­‐active  status  are  as  follows:  

a.   Every  five  years,  a  faculty  member  is  expected  to  publish  two  articles  in  a  discipline-­‐appropriate  peer-­‐reviewed  journal;  or  one  peer-­‐reviewed  article  and  the  development  of  one  peer-­‐reviewed  funded  grant  whose  results  are  widely  disseminated;  or  a  monograph.  

b.   Every  five  years,  for  a  faculty  member  whose  discipline  requires  creative/artistic  achievement,  the  expectation  is:  

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•   a  minimum  of  two  performances,  exhibitions,  recordings,  or  other  forms  of  artistic  accomplishment  subject  to  regional,  national,  or  international  peer  evaluation*  as  recognized  by  the  academic  discipline  and/or  specialty;  or    

•   One  nationally  and/or  internationally  distributed  solo  recording,  with  a  supportive  performance  review  in  a  discipline  specific  journal.  

c.   The  dean  is  the  final  arbiter  regarding  any  research  contribution  for  which  there  is  a  question  of  compliance  with  these  criteria.  

iv.   By  the  start  date  of  each  new  calendar  year,  a  faculty  member  with  research-­‐active  status  is  expected  to  have  met  the  minimum  criteria  within  the  preceding  five  years.    Exceptions  to  this  provision  of  the  policy  follow:  

a)    Department  chairs,  directors,  associate  deans,  and  deans  returning  to  regular  faculty  roles  will  do  so  with  research-­‐active  status,  and  will  be  expected  to  meet  the  minimum  criteria  within  five  years.  

b)   A  faculty  member  returning  from  medical  leave  (e.g.:  FMLA,  Disability)  to  fulltime  employment  resumes  his/her  research  active  status  at  the  point  it  was  when  the  medical  leave  was  granted  (e.g.:  if  the  faculty  member  left  fulltime  employment  with  three  years  remaining  on  research-­‐active  status,  then  he/she  resumes  with  three  years).    

c)   The  dean  of  the  College,  in  consultation  with  the  department  chair,  may  extend  the  five-­‐year  provision  of  this  policy  if  extenuating  circumstances  warrant  such  an  action.  

v.   Departments  can  adopt  criteria  for  research-­‐active  status  that  exceed  the  college’s  minimum  criteria.  

3.   Service  All  faculty  are  expected  to  engage  in  some  degree  of  departmental,  college,  university,  

community,  and/or  professional  service  during  each  academic  year  (e.g.,  departmental,  college  and/or  university  committees,  task  forces,  advisory  council,  faculty  senate,  as  well  as  comparable  memberships  on  community  and  professional  committees).    No  course  reduction  may  be  provided  for  these  activities  that  discharge  regular  service  responsibilities.    However,  one  or  more  reduction  in  the  12-­‐hour  teaching  load  a  semester  may  be  allowed  when  service  responsibilities  require  a  significant  investment  of  the  faculty  member’s  time.    In  keeping  with  the  board  of  Governors’  Guidelines,  this  service  falls  under  the  following  categories:  

a.   Institutional  service:  work  beyond  the  expected  service  activities  requiring  a  significant  investment  of  time  over  a  semester  or  year  (e.g.,  Faculty  Senate  president,  writing  the  university  accreditation  report,  etc.).  

b.   Service  to  the  public/community:  service  to  the  community  that  requires  extensive  commitment  to  public  service  (e.g.,  administering  an  on-­‐going  outreach  program  on  behalf  of  the  university).  

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c.   Service  to  the  profession:  significant  service  to  the  profession  such  as  president  of  a  national  association,  editor  of  a  major  professional  journal,  the  organization  and  oversight  of  a  major  professional  conference,  or  other  on-­‐going  significant  service.  

d.   Academic  administration:  assistant  to  the  chair,  or  program  coordinator.    From  one  to  3-­‐hour  course  reductions  may  be  awarded  for  this  service  each  semester,  depending  on  its  duration  and  level  of  responsibility.  

4.   Scholarship  and  Faculty  Development  The  following  policy  statement  is  found  in  the  Guidelines  for  Faculty  Workload:  College  of  Arts  and  Sciences.  

         All  faculty  are  expected  to  maintain  their  familiarity  with  on-­‐going  developments  in  their  disciplines  and  therefore  to  continue  their  education  throughout  their  professional  lives  through  extensive  reading,  attendance  at  professional  meetings,  and  participation  in  formal  coursework,  seminars,  workshops,  and  other  programs.    Such  efforts  are  essential  to  developing  and  maintaining  teaching  excellence,  to  conducting  meaningful  research  or  to  promoting  artistic  achievement,  and  to  providing  meaningful  service  to  the  community  and  to  the  profession.    For  this  reason,  no  course  reduction  may  be  provided  for  this  scholarly  and  professional  development.  

    B.   Credit  hour  equivalents  (Revised  and  Approved  October  25,  2012)  

Credit  hour  equivalent  (CHE)  is  the  calculation  of  the  equivalent  teaching  load  for  courses  not  taught  in  a  standard  lecture  format  or  for  courses  in  which  content  and/or  pedagogy  requires  a  different  load  measurement  than  their  published  credit  hours.    In  the  department  of  music,  it  is  defined  for  applied  studio  lessons,  supervision  of  student  teaching  student  recital  supervision,  DIS,  honors  and  master's  theses,  service  on  honors  and  master's  thesis  committees,  performance-­‐oriented  classes  (e.g.,  ensembles,  method  classes,  etc.);  and  courses  that  require  greater  outside  preparation,  such  as  large  or  double  sections  of  undergraduate  classes.  

As  resources  permit,  the  music  department  may  receive  the  dean’s  approval  to  count  credit-­‐hour  equivalencies  in  the  faculty  members’  teaching  loads.    However,  the  department’s  ability  to  count  equivalencies  in  assigning  teaching  loads  is  dependent  on  the  availability  of  full-­‐time  faculty  to  staff  the  courses  that  must  be  offered  each  semester.    Should  the  department  be  unable  to  count  them  in  faculty  loads  during  the  semester  in  which  they  are  taught,  attempts  will  be  made  to  reward  faculty  efforts  through  merit  raises  and  later  reductions  based  on  accumulated  CHE’s,  when  possible.    The  following  are  the  current  departmental  guidelines  for  the  assignment  of  CHE’s.  

 1.   Master’s  Thesis  supervision:  Equals  1  CHE  2.   Service  on  a  Thesis  Committee:  1  student  credit  hour  equals  .20  credit  hour  equivalent.  3.   Direction  of  honor’s  thesis  or  senior  thesis:  1  student  credit  hour  equals  .33  credit  hour  

equivalent.  4.   Direction  of  independent  study  or  directed  readings  course:  1  student  credit  hour  equals  

.20  credit  hour  equivalent.  5.   Supervision  of  student  teaching:  Each  5  students  supervised  equal  3  credit  hour  

equivalents.  6.   Instruction  in  studio  and  individual  student  performance-­‐based  courses  

•   applied  lessons  &  piano  class:  each  contact  hour  equals  .67  credit  hour  equivalent  

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•   supervision  of  recital:  1  student  credit  hour  equals  .33  credit  hour  equivalent  7.   Labs  and  other  classes  that  meet  for  more  hours  weekly  than  reflected  in  their  student  

credit  hours  and  that  require  extensive  instructor  preparation  for  class  as  well  as  extensive  evaluation  of  student  performance  (e.g.,  aural  skills,  keyboard,  and  sight-­‐singing;  ensembles,  instrumental  classes,  conducting,  upper-­‐level  music  history,  etc.):  1  CHE  per  additional  hour  beyond  the  published  credit  hours  for  the  course  

8.   Supervision  of  student  internships:  3  contact  hours  is  equal  to  1  CHE  9.   Sections  of  courses  that  exceed  the  departmental  enrollment  cap  (currently  at  35):  1  

credit  hour  equivalent  may  be  assigned  for  each  one-­‐third  over  enrollment  up  to  3  additional  credit  hour  equivalents.  

10.  Extra  credit  for  teaching  master’s  level  course:  .3  CHE  per  each  credit  hour    

The  Chair,  or  someone  specifically  delegated  by  the  chair,  is  responsible  for  maintaining  the  department  CHE  bank,  which  will  be  distributed  to  each  faculty  member  at  the  end  of  each  academic  year.                        The  faculty  member  is  responsible  for  asking  the  Chair  for  a  course  release;  the  Chair  is  responsible  for  scheduling  CHE  buyouts  and  determining  whether  the  pedagogical  needs  of  the  department  will  permit  a  buyout.                    The  department  will  reevaluate  this  Banking  Policy  within  five  years  of  its  adoption  (October  2012).  

 Part-­‐time  Faculty  (Revised  and  Approved  January  10,  2014)  Part-­‐time  faculty  loads  are  determined  by  departmental  instructional  needs  on  a  semester-­‐by-­‐semester  basis  and  consists  mainly  of  teaching  and  other  instruction-­‐related  activities.      Part-­‐time  applied  faculty  lessons  include  a  weekly  lesson,  either  .5  or  1  hour  according  to  the  course  number  (i.e.,  195/395  meets  .5  hours/week  and  all  others  meet  1  hour/week),  as  well  as  the  following  responsibilities:  

•   Weekly  applied  lessons  including  course  syllabi  and  repertoire  levels  •   Weekly  seminars  (if  applicable)  •   Music  juries  and/or  auditions  (end  of  the  semester  juries  as  well  as  admission  auditions  

according  to  the  applied  area)  •   Additional  performance  coaching  for  applied  students  when  necessary  (i.e.,  departmental  

seminars,  Honors  Recital,  junior/senior  recitals)  •   Ensemble  coaching/sectionals  (at  least  once  each  semester)  •   Recruitment  activities  •   Solo  and/or  ensemble  performances  (faculty  and/or  university  ensembles)  •   Attendance  at  select  departmental  meetings  •   Other  responsibilities  as  determined  by  the  chair  

 I.4.d  Faculty  Evaluation  Please  see  the  section  of  the  UNCW  Faculty  Handbook,  “Faculty  Responsibilities  and  Evaluations”,  for  additional  practical  information  about  topics  related  to  teaching,  research,  and  service,  and  to  the  responsibilities  associated  with  these,  as  well  as  general  information  about  the  evaluation  of  faculty  performance.    

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The  evaluation  of  a  faculty  member’s  performance  is  recognized  as  integral  to  the  development  of  the  institution,  is  used  to  make  decisions  about  reappointment,  promotion  and  the  awarding  of  tenure,  and  serves  as  a  basis  for  recommendations  for  merit  salary  increases.    The  criteria  that  are  used  in  evaluating  faculty  performance  are  those  in  the  university  Faculty  Handbook,  as  well  as  criteria  developed  by  departments  (see  Annual  Peer  Review)  and  the  college/schools.    However,  since  the  policies  and  procedures  may  be  amended  from  time  to  time,  non-­‐tenured  faculty  members  should  consult  with  the  department  chairperson  concerning  current  guidelines  and  criteria.    Not  all  faculty  are  at  the  same  stage  in  their  careers.  The  non-­‐tenured  faculty  will  be  involved  in  an  intensive  process  of  evaluation  that  may  ultimately  lead  to  promotion  and  tenure.    Tenured  faculty  may  also  desire  a  more  extensive  written  evaluation  in  preparation  for  Post-­‐Tenure  Review  (see  the  UNCW  Faculty  Handbook).    In  the  Department  of  Music  each  faculty  member  reports  professional  activities  to  the  department  chair  in  an  annual  report  based  upon  the  university’s  format  for  RPT  recommendations.  This  document  should  serve  as  the  basis  for  the  annual  evaluation  of  all  faculty.  When  Associate  Professors  desire  a  more  complete  evaluation  preparatory  to  seeking  promotion,  the  individual  faculty  member  may  request  such  from  the  chair.    I.4.d.i.     Annual  Review  by  Department  Chairperson  The  annual  evaluation  of  all  faculty,  mandated  by  the  Faculty  Senate,  need  not  be  a  burdensome  task.    In  making  this  procedure  mandatory  for  all  faculty,  the  Senate  did  not  envision  any  major  departure  from  existing  practices.    Rather,  the  Senate  sought  to  institutionalize  a  regular  procedure  for  faculty  members  to  receive  and  to  respond  to  an  assessment  of  their  performance  during  the  past  year.    Annual  written  evaluations  are  made  of  each  faculty  member  by  the  departmental  chairperson  or  appropriate  supervisor.    This  evaluation  is  done  in  conjunction  with  a  review  of  the  faculty  member's  annual  review  dossier.    Copies  of  the  evaluation  and  the  annual  review  dossier  for  each  member  of  the  faculty  are  kept  on  file  in  the  department  chairperson  or  supervisor's  office,  and  a  copy  of  each  must  be  provided  to  the  faculty  member.    The  faculty  member  shall  have  the  opportunity  to  reply  in  writing  to  the  evaluation.    Evaluations  must  be  completed  by  July  1  of  each  year.    Recommendations  for  full-­‐time  faculty  merit  salary  increases  rely  heavily  on  the  written  evaluation  document,  but  recommendations  for  reappointment,  tenure,  and  promotion,  do  not  necessarily  rely  solely  on  the  annual  cumulative  reports.    In  the  case  of  part-­‐time  faculty,  the  evaluation  of  the  annual  review  dossier  is  essentially  a  quantitative  tool  used  in  the  departmental  annual  report,  but  also  may  be  used  in  conjunction  with  other  evaluations  in  determining  reappointment  and  position  development.    The  chairperson's  evaluation  draws  from  peer  evaluations,  student  evaluations,  and  subjective  assessments-­‐-­‐each  to  varying  degrees  across  departments.    I.4.d.ii.    Merit  Policy  (full-­‐time)  Among  the  ways  in  which  full-­‐time  faculty  members’  salaries  may  be  increased  in  a  given  year  are  promotion  raises,  merit  raises,  cost-­‐of-­‐living  raises,  adjustments  for  inequities,  and  one-­‐time  bonuses.    The  amount  and  kind  of  increases  depend  on  legislative  appropriations  and  directives  from  UNC  General  Administration  and  the  UNCW  administration.    Merit  pay  is  added  to  a  faculty  member’s  base  salary  in  recognition  of  exceptional  performance  the  preceding  year;  it  is  not  a  cost-­‐of-­‐living  increase  and  therefore  is  not  normally  awarded  to  every  faculty  member  in  a  department.    When  merit  increases  are  to  be  granted,  the  Dean  of  the  College  of  Arts  and  Sciences  allocates  a  total  amount  to  the  department  from  funds  designated  by  the  state  legislature  for  

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that  purpose.    The  department  chair  makes  merit  recommendations  to  the  Dean  of  the  College,  based  on  the  amount  available  for  merit  increases.    Merit  recommendations  are  based  upon  the  chair’s  annual  review  of  each  faculty  member.    The  annual  review  is  based  upon  the  faculty  member’s  performance  in  the  three  areas  of  teaching,  research/scholarship/artistic  achievement,  and  service  as  assessed  by  the  chair  as  well  as  a  peer  review  committee.        To  be  considered  for  a  merit  increase,  a  faculty  member’s  performance  in  each  area  must  be  at  or  exceed  a  “meet  expectation”  level.    Faculty  with  greater  achievement  relative  to  expectations  will  be  recommended  for  a  higher  percentage  increase  than  the  other  faculty.    No  merit  increase  shall  be  recommended  when  a  faculty  member’s  performance  is  below  a  “meet  expectation”  level  in  any  category.    I.4.d.iii.  Peer  Evaluation  Guidelines  Annual  Peer  Review  (full-­‐time)  Annual  review  dossiers  shall  be  prepared  based  upon  the  previous  annual  year,  and  three  copies  should  be  submitted  to  the  chair  by  March  31.    The  dossier  outline  should  follow  the  university's  RPT  format  and  include  a  self-­‐evaluation  of  the  faculty  member’s  classroom  performance,  research/scholarship/artistic  achievement,  and  service  for  the  year.    All  categories  of  the  RPT  form  that  apply  should  be  completed  and  N/A  should  be  indicated  for  categories  that  do  not  apply  this  year.    The  following  items  should  also  be  included  in  a  separate  folder:  

•   IDEA  and  peer  evaluations,  if  available,  for  the  entire  year.  •   Course  syllabi  and  all  other  pertinent  course  materials.  •   Various  documentation  (programs,  letters  of  invitation,  copies  of  articles,  manuscripts,  

recordings,  etc.).    Three  faculty  within  the  department  will  be  chosen  by  the  department  chair  according  to  a  system  of  rotation.    The  selection  process  shall  insure  anonymity  of  the  committee  members,  and  shall  insure  rotation  of  faculty  to  avoid  consecutive  terms.  

•   First  year  faculty  shall  be  ineligible  to  serve.  •   The  faculty  chosen  shall  be  comprised  of  at  least  one  tenured  faculty.  

 Each  of  the  three  faculty  shall  receive  a  dossier  copy  for  faculty  members  within  the  department,  except  their  own,  and  will  proceed  to  review  the  entire  dossier  independently.    Supportive  materials  for  each  faculty  member  will  be  available  through  sign-­‐out  by  the  department  secretary.    Faculty  reviewers  shall  review  the  complete  dossier  of  each  full-­‐time  tenure  track  faculty,  using  the  Annual  Review  Peer  Report  Form  provided  (see  Appendix  B)  and  the  department’s  Annual  Faculty  Review  Criteria  (see  below)  as  a  guide.    

 Annual  Faculty  Review  Criteria  Guidelines  

 I.    Contributions  to  Teaching  The  primary  concern  of  the  university  is  teaching  its  students.    Faculty  must  be  well-­‐trained,  knowledgeable,  skillful,  and  enthusiastic  presenters  of  knowledge.    In  addition  to  teaching  courses,  

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other  aspects  of  teaching  include  revising  old  courses  and  developing  new  ones;  developing  teaching  methods;  and  assisting,  advising,  and  counseling  students  in  academic  matters.    Faculty  members  should  seek  appropriate  advanced  study  which  will  (1)  enhance  their  teaching  effectiveness,  (2)  apprise  them  of  developments  in  their  academic  fields,  (3)  add  new  areas  of  expertise  to  the  existing  programs  of  the  university.    II.  Scholarship/Research/Artistic  Activities  Scholarship  is  expected  of  every  faculty  member.    Besides  a  mastery  of  the  fundamentals  of  a  discipline  it  involves  a  thorough  familiarity  with  its  various  areas,  problems,  and  continuing  investigations;  it  necessitates  staying  abreast  of  the  relevant  literature  and  includes  the  ability  to  organize,  synthesize,  and  evaluate  effectively  the  work  of  others.    In  evaluating  a  faculty  member's  artistic  achievement  or  research,  attention  will  be  directed  to  its  vitality,  integrity,  originality,  and  overall  quality,  as  judged  by  professional  colleagues  on  and  off  campus.    III.    Service  Service  within  the  university  is  expected  of  all  faculty  members.    The  university  shall  also  recognize  faculty  service  to  professional  and  scholarly  organizations.    It  is  also  appropriate  for  faculty  members  to  serve  in  an  educational  advisory  or  informational  capacity  at  the  local,  regional,  state,  and  international  levels.    Criteria  Descriptors  A  faculty  member  would  “Meet”  Expectations  in  each  of  the  three  areas  above  (Teaching,  Research/Creative  Activity,  Service)  when  there  is  documented  activity  in  typically  four  of  the  bulleted  criteria  statements  from  each  area.      A  faculty  member  would  “Exceed”  Expectations  in  each  of  the  three  areas  above  (Teaching,  Research/Creative  Activity,  Service)  when  there  is:    

1.   documented  activity  in  either  all  bulleted  categories,  and/or,  2.   documented  activity  beyond  the  stated  baseline  criteria  in  a  minimum  of  four  bulleted  criteria  

statements  from  each  area  (i.e.,  multiple  items  documented  under  a  bulleted  item,  or  at  the  national/international  level).    

 Annual  Peer  Review  Baseline  Criteria  (Meets  Expectations)  

 Teaching    

•   Course  materials  were  of  acceptable  quality  (i.e.,  organized  with  clearly  stated  objectives,  learning  outcomes,  and  course  requirements,  including  grading  criteria).  

•   Intellectual  tasks  set  for  the  students  were  generally  well-­‐selected  and  evaluated.  •   There  is  evidence  of  modest  development/revision  of  courses,  possibly  including  new  courses  or  

courses  new  to  the  individual.  •   There  is  evidence  of  efforts  to  improve  teaching  through  attendance  at  workshops,  conferences,  

or  seminars.  •   There  is  evidence  of  efforts  to  address  feedback  received  from  student  evaluations  and/or  peer  

observations.        

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Scholarship/Research/Artistic  Activities    •   Research/scholarly  writing  in  either  peer-­‐reviewed  or  non,  peer-­‐reviewed  publications  at  the  

regional  level.  •   Public  performances  either  as  interpreter  (vocal/instrumental  performer  or  conductor)  or  a  

creator  (composer  or  arranger)  at  the  regional  level  or  juried/peer-­‐reviewed.  •   Electronically-­‐distributed  performances  (CD  or  online  streaming)  either  as  interpreter  

(vocal/instrumental  performer  or  conductor)  or  a  creator  (composer  or  arranger)  at  the  regional  level  or  juried/peer-­‐reviewed.  

•   Publication  (print  or  electronically  distributed)  as  creator  (composer  or  arranger)  at  the  regional  level  or  juried/peer-­‐reviewed.  

•   Peer-­‐reviewed  or  non-­‐reviewed  pedagogical  workshops  or  conferences.  •   External  grants  and/or  fellowships  received.  •   External  grant  and/or  fellowship  applications  tendered.    

Service      •   Served  as  a  member  of  University,  and/or  College-­‐wide  committees  or  groups.  •   Served  as  a  member  of  Department  committee(s);  regularly  participated  in  faculty  meetings;  

regularly  volunteered  for  departmental  responsibilities.  •   Was  involved  in  student  recruitment,  incoming  student  auditions,  and  placement  tests.  •   Met  advising  duties  as  assigned.  •   Accomplished  some  service  to  professional  or  scholarly  organizations.  •   Accomplished  some  service  to  the  community  (e.g.  made  professional  appearances  before,  and  

in  cooperation  with,  community  groups).      

 Upon  review  of  dossiers,  signed  Peer  Review  Summaries  shall  be  returned  to  the  chair  with  copies  of  the  dossier  by  April  15  as  advice  to  the  chair,  who  will  then  write  the  annual  evaluation  based  upon  the  department’s  Annual  Faculty  Review  Criteria.    The  Peer  Review  Summaries  for  the  chair  shall  be  given  to  the  department  secretary  and  sent  directly  to  the  dean  of  the  College  of  Arts  and  Sciences  for  inclusion  in  the  dossier  file  in  that  office.    The  department  chair  will  use  the  Peer  Review  Summaries  to  assist  in  the  chair's  annual  review  summary  of  all  full-­‐time  faculty.    The  chair  shall  provide  a  copy  of  the  evaluation  to  the  faculty  member  by  April  30.    The  faculty  member  and  chair  shall  sign  the  evaluation  in  acknowledgment  of  its  receipt  by  the  faculty  member.    The  faculty  member  has  the  option  of  attaching  a  written  response.    The  chair  shall  forward  a  copy  of  the  evaluation,  and  the  faculty  member’s  response,  if  any,  to  the  dean  by  May  31.    Within  ten  working  days,  a  meeting  with  the  chair  to  discuss  the  review  and,  in  consultation,  create  a  professional  development  plan  will  be  required  of  all  non-­‐tenured  faculty  and  optional  for  tenured  faculty,  as  per  the  chair’s  recommendation.    All  non-­‐tenured  faculty  must  submit  a  professional  development  plan  to  the  chair  by  May  31.    

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In  addition,  since  the  department's  senior  faculty  play  a  central  role  in  the  mentoring  of  non-­‐tenured  faculty,  the  chair  will  annually  provide  the  senior  faculty  with  a  summary  of  the  assessments  the  chairperson  has  given  to  the  non-­‐tenured  faculty,  as  well  as  the  professional  development  plan  outlining  the  intended  progress  toward  tenure  and  promotion.    Peer  Teaching  Observation  (full-­‐time)  Teaching  observation  shall  be  defined  to  include  peer  observation  of  lectures,  labs,  seminars,  applied  lessons,  ensemble  rehearsals,  or  any  other  form  of  instruction  that  involves  interaction  of  student(s)  and  teacher  in  a  learning  situation.    All  untenured  faculty  shall  be  observed  two  times  during  each  calendar  year  by  a  committee  composed  of  two  department  faculty  (see  observer  selection  process  below).    Tenured  faculty  may  avail  themselves  of  direct  classroom  observation  on  a  voluntary  basis  with  a  view  to  enhancing  their  teaching  effectiveness,  or  to  add  to  the  body  of  evaluation  materials  in  preparation  for  promotion.    All  part-­‐time  faculty  shall  be  observed  once  during  each  calendar  year  by  a  full-­‐time  faculty  member  (usually  the  supervising  coordinator)  as  appointed  by  the  chair.      

Peer  Observation  of  Teaching  Guidelines    

Peer  class  observation  of  faculty  should  include  the  observation  of  teaching  by  two  faculty  members  twice  a  year  (once  each  semester).    Both  observers  should  attend  the  same  class  session(s)  so  they  can  compare  their  impressions  of  the  same  teaching  behaviors.    Selection  of  observers  are  as  follows:    

•   One  trained  faculty  observer  (any  rank)  to  be  selected  by  the  teacher  •   One  trained  senior  faculty  observer  (any  rank)  to  be  selected  by  the  department  chair  •   A  third  member  from  outside  the  department  may  be  added  to  the  observing  team  upon  the  

teacher’s  request  and  with  the  chair’s  approval    Observation  procedures  

1.   Schedule  and  course  selection  a.   Teacher  chooses  class  to  be  observed  with  approval  of  department  chair.  b.   Teacher  provides  observers  with  copies  of  the  course  syllabus  and  any  other  pertinent  

materials.  c.   Observers  coordinate  date  and  time  for  observation  with  teacher  

2.   Pre-­‐observation  conference  a.   Observers  meet  with  teacher  to  discuss  the  teacher's  instructional  goals,  methods,  

style,  and  aspects  of  the  course  that  provide  context  for  the  observation.  b.   Observers  should  discuss  the  criteria  of  the  Peer  Observation  Teaching  Report  with  

one  another  as  well  as  the  teacher  before  visiting  the  class  to  insure  they  have  a  consensus  on  the  meaning  of  the  categories  and  statements  on  the  form.  

3.   Observation  a.   Observers  should  be  unobtrusive  as  possible  (i.e.,  arrive  well  before  the  class  starts,  

keep  silent  during  the  class,  sit  in  the  back  of  the  class  or  in  place  that  will  not  draw  attention,  stay  for  the  entire  class).  

b.   As  soon  as  possible  after  completing  an  observation,  preferably  within  24  hours,  each  observer  should  review  the  observation  notes  and  complete  the  POTR.  

4.   Post-­‐observation  conference  (within  5  working  days  of  each  observation)  a.   Observers  meet  with  the  teacher  to  discuss  their  reports  (i.e.,  discuss  strengths  and  

needs  for  improvement)  

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b.   After  the  conference,  the  teacher  develops  a  plan  of  strategies  to  improve  teaching  by  addressing  the  recommendations  of  the  observers.  

5.   Each  observer  files  a  completed  report  and  the  teacher  submits  a  plan  of  strategies  to  improve  teaching  to  the  chair  within  1  week  of  the  post-­‐observation  conference.  

6.   All  reports  are  to  be  submitted  to  the  chair  no  later  than  2  weeks  prior  to  the  last  day  of  classes  of  the  semester’s  observation.  

   As  a  formative  tool,  the  purpose  of  peer  review  observation  will  be  for  faculty  development  by  

providing  qualitative  data  that  can  be  used  to  enhance  or  modify  teaching  and  its  effectiveness.    Information  and  materials  collected  by  the  peer  class/studio  observation  are  one  among  several  sources  of  information  used  by  the  senior  faculty  and  the  chair  to  assess  the  quality  of  the  faculty  member’s  teaching.    The  peer  review  observation  will  also  be  used  as  a  summative  tool  within  the  teaching  area  of  the  annual  departmental  faculty  review  for  all  untenured  faculty  or  tenured  faculty  preparing  materials  for  promotion  (its  use  as  a  summative  instrument  will  normally  require  at  least  three  semesters  of  observation,  over  which  period  progress  and  development  can  be  assessed).    In  such  cases,  peer  review  observation,  IDEA  data,  and  the  annual  peer  review  of  teaching  accomplishments  and  materials  will  be  given  similar  emphasis  in  the  total  evaluation  of  teaching.    See  Appendix  B  for  the  Peer  Observation  Teaching  Report  Form.    Peer  Teaching  Observation  (part-­‐time)     Teaching  observation  shall  be  defined  to  include  peer  observation  of  lectures,  labs,  seminars,  applied  lessons,  ensemble  rehearsals,  or  any  other  form  of  instruction  that  involves  interaction  of  student(s)  and  teacher  in  a  learning  situation.    All  part-­‐time  faculty  shall  be  observed  once  during  each  calendar  year  by  a  full-­‐time  faculty  member  (usually  the  supervising  coordinator)  as  appointed  by  the  chair.     As  a  formative  tool,  the  purpose  of  peer  review  observation  will  be  for  faculty  development  by  providing  qualitative  data  that  can  be  used  to  enhance  or  modify  teaching  and  its  effectiveness.    Information  and  materials  collected  by  the  peer  class/studio  observation  are  one  among  several  sources  of  information  used  by  the  chair  to  assess  the  quality  of  the  faculty  member’s  teaching.    Observation  procedures     1.   Schedule  and  course  selection  

a.   Observer  coordinates  date  and  time  for  observation  with  teacher  b.   Teacher  provides  observer  with  copies  of  the  course  syllabus  and  any  other  pertinent  

materials.     2.   Pre-­‐observation  conference  

a.   Observer  meets  with  teacher  to  discuss  the  teacher's  instructional  goals,  methods,  style,  and  aspects  of  the  course  that  provide  context  for  the  observation.  

b.   Observer  should  discuss  the  criteria  of  the  Peer  Observation  Teaching  Report  with  the  teacher  before  visiting  the  class  to  insure  they  have  a  consensus  on  the  meaning  of  the  categories  and  statements  on  the  form.  

  3.   Observation  a.   The  observer  should  be  unobtrusive  as  possible  (i.e.,  arrive  well  before  the  class  starts,  

keep  silent  during  the  class,  sit  in  the  back  of  the  class  or  in  place  that  will  not  draw  attention,  stay  for  the  entire  class).  

b.   As  soon  as  possible  after  completing  an  observation,  preferably  within  24  hours,  the  observer  should  review  the  observation  notes  and  complete  the  POTR.  

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  4.   Post-­‐observation  conference  (within  5  working  days  of  each  observation)  a.   The  observer  meets  with  the  teacher  to  discuss  the  report  (i.e.,  discuss  strengths  and  

needs  for  improvement)  b.   After  the  conference,  the  teacher  develops  a  plan  of  strategies  to  improve  teaching  by  

addressing  the  recommendations  of  the  observer.  5.   The  observer  files  a  completed  report  and  the  teacher  submits  a  plan  of  strategies,  if  

applicable,  to  improve  teaching  to  the  chair  within  1  week  of  the  post-­‐observation  conference.  

6.   All  reports  are  to  be  submitted  to  the  chair  no  later  than  2  weeks  prior  to  the  last  day  of  classes  of  the  semester’s  observation.  

 Post-­‐tenure  Review  Approved  10.16.15  Post-­‐tenure  review  (PTR)  is  a  comprehensive,  formal,  periodic  evaluation  of  cumulative  faculty  performance  to  ensure  faculty  development  and  to  promote  faculty  vitality.  The  purpose  of  PTR  is  to  support  and  encourage  excellence  among  tenured  faculty  by  recognizing  and  rewarding  faculty  performance  that  meets  or  exceeds  expectations;  provide  for  a  clear  plan  and  timetable  for  improvement  of  faculty  whose  performance  is  judged  to  be  below  expectations;  and  for  those  whose  performance  remains  below  expectations,  provide  for  the  imposition  of  appropriate  sanctions,  which  may,  in  the  most  serious  cases,  include  a  recommendation  for  discharge.    

Post-­‐tenure  review  dossiers  shall  be  prepared  based  upon  the  preceding  five  years  and  are  to  be  submitted  to  the  chair  as  a  PDF  file  by  October  15  of  the  review  year.    The  dossier  outline  should  follow  the  university's  RPT  format.    All  categories  that  apply  should  be  completed  and  N/A  should  be  indicated  for  categories  that  do  not  apply  during  the  preceding  five  years.    The  following  items  should  also  be  included  in  the  PDF  dossier:    

•   All  evaluations  of  teaching  (i.e.,  IDEA  and  Peer  Observation  Teaching  Reports,  if  available)  •   Course  syllabi  and  all  other  pertinent  course  materials  •   Supportive  documentation  (programs,  letters  of  invitation,  copies  of  articles,  manuscripts,  

recordings,  etc.)  •   All  annual  evaluations  for  the  years  under  review  

 Three  tenured  faculty  within  the  department  will  be  chosen  by  the  department  chair  according  to  a  system  of  rotation.    The  selection  process  shall  insure  anonymity  of  the  committee  members,  and  shall  insure  rotation  of  faculty  to  avoid  consecutive  terms  if  possible.    Each  of  the  three  faculty  shall  receive  a  PDF  dossier  copy  of  the  faculty  member  to  be  reviewed  and  evaluate  the  faculty  member’s  record  in  teaching,  research/artistic  achievement,  and  service  using  the  Peer  Review  Summary  sheet  provided  (see  Appendix  B  in  the  DoM  Faculty  Manual)  and  the  department's  Criteria  for  Reappointment,  Promotion,  and  Tenure  as  a  guide.    Additional  supportive  materials  will  be  included  in  the  PDF  document.    Upon  review  of  dossiers,  peer  reviewers  shall  present  their  evaluations  in  writing  using  the  Peer  Review  Assessment  Form  (see  Appendix  B)  as  advice  to  the  chair,  who  will  then  write  the  evaluation  relative  to  the  mission  of  the  university,  college/school,  or  program.    The  chair’s  evaluation  shall  state  whether  the  faculty  member’s  overall  performance  exceeds  expectations,  meets  expectations,  or  does  not  meet  expectations.    The  chair/director  will  inform  the  PTR  peer  review  committee  of  the  outcome  of  the  recommendation.    

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The  department  chair  shall  provide  a  copy  of  the  evaluation  to  the  faculty  member  and  shall  meet  the  faculty  member  to  discuss  the  review.    The  faculty  member  has  the  option  of  attaching  a  written  response.    The  faculty  member  and  chair  shall  sign  the  evaluation  in  acknowledgment  of  its  receipt  by  the  faculty  member.    No  later  than  ten  days  after  the  evaluation  meeting,  the  department  chair/school  director  shall  forward  the  faculty  member’s  PTR  report,  a  list  of  the  peer  evaluators,  a  copy  of  the  written  evaluation,  and  the  faculty  member's  written  response,  if  any,  to  the  appropriate  dean  for  evaluative  review.    

For  additional  information  on  timetable,  procedures,  criteria,  outcomes,  and  due  process,  please  consult  the  UNCW  policy  on  Post-­‐Tenure  Review  in  the  faculty  handbook.  The  faculty  member’s  record  will  be  evaluated  by  the  Dean,  and  the  review  will  follow  procedures,  in  the  event  of  any  finding  of  “Does  not  meet  expectations,”  as  outlined  in  the  Faculty  Handbook,  section  5.    Annual  evaluations  for  the  period  under  review  will  substantially  inform  the  PTR  process;  however,  annual  reviews  should  not  be  substituted  for  the  “comprehensive,  periodic,  cumulative  review”  required  by  UNC  Policy  400.3.3.    Criteria  for  faculty  performance  that  exceeds  expectations  are  sustained  excellence  in  teaching,  research/artistic  achievement,  and  service;  and  professional  performance  that  is  substantially  above  expectations  and  that  significantly  exceeds  the  performance  of  most  faculty.    Criteria  for  faculty  performance  that  meets  expectations  are  professional  competence;  conscientious  discharge  of  duties,  considering  distribution  of  workload  as  assigned  by  the  department  chair;  and  efforts  to  improve  performance.      Criteria  for  faculty  performance  that  does  not  meet  expectations  is  performance  that  does  not  meet  the  criteria  for  being  judged  satisfactory,  as  stated  above.    In  the  case  of  performance  judged  to  exceed  expectations,  the  results  shall  be  documented  for  university  rewards  and  awards.    The  chair  shall  also  forward  documentation  of  such  performance  to  the  dean,  the  Provost,  and  the  Chancellor  for  appropriate  recognition.    In  the  case  of  performance  judged  not  to  meet  expectations,  the  chair  or  dean  shall  forward  to  the  faculty  member  a  copy  of  the  evaluation  by  the  deadline  set  by  the  Provost.    Within  ten  working  days  of  receipt  of  the  evaluation  the  chair  and  faculty  member  shall  meet  and,  in  consultation,  begin  to  create  a  Remedial  Development  Plan.    The  plan  shall  include  the  following:      

•   Specific  strategies  and  steps  designed  to  lead  to  improvement,    •   Delineation  of  specific  outcomes  which  constitute  improvement,    •   Resources  to  be  committed,  if  any,    •   A  specified  timeline,  not  to  exceed  three  years,    •   A  statement  of  the  process  by  which  performance  under  the  plan  will  be  evaluated  and  

feedback  provided  to  the  faculty  member,  and    •   A  clear  statement  of  consequences  should  the  improvement  not  occur.    

 

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The  faculty  member  and  the  chair  shall  sign  the  remedial  development  plan,  and  the  chair  shall  forward  a  copy  to  the  dean,  who  must  approve  any  resources  to  be  committed.    If  a  mutually  acceptable  plan  is  not  reached  within  one  month  after  the  initial  meeting,  the  currently  existing  mediation  process  of  the  Faculty  Professional  Relations  Committee  shall  be  utilized.    If  a  mediated  settlement  cannot  be  achieved  under  the  auspices  of  the  FPRC,  the  dean  shall  act  as  arbitrator  in  the  development  of  a  plan.    Five-­‐Year  Plan  All  tenured  faculty  members  must  prepare  at  the  beginning  of  their  PTR  cycle  from  the  fall  in  which  this  policy  is  implemented  or  they  are  tenured,  in  consultation  with  the  chair,  a  brief,  written  five-­‐year  plan  or  set  of  goals  that  are  realistically  attainable.    This  plan,  which  is  modifiable  annually  in  consultation  with  the  chair,  is  due  to  the  chair  when  the  faculty  member  submits  the  previous  five-­‐year  PTR  dossier,  and  no  later  than  October  15.    Goals  may  include  all  or  some  of  the  following,  with  additional  specificity  and  detail  as  needed:    Teaching  

•   To  maintain  IDEA  results  consistent  with  departmental  averages  •   To  achieve  results  in  peer  evaluation  acceptable  in  relation  to  departmental  expectations  •   To  teach  a  full  course  load  as  determined  in  consultation  with  the  department  chair  •   To  advise  majors  conscientiously,  and  in  close  connection  to  curricular  developments,  to  help  

advisees  graduate  in  a  timely  manner  as  well  as  accomplish  their  educational  goals  •   To  revise  and  maintain  current  course  materials  and  syllabi  •   To  take  advantage  and  engage  in  professional  development  opportunities  to  improve  teaching  •   To  engage  in  high-­‐impact  teaching  practices  and  take  advantage  of  opportunities  to  mentor  

graduate  and  undergraduate  students    Scholarship/Research/Artistic  Activities  

•   To  remain,  and/or  achieve,  research  active  in  relation  to  CAS  standards  •   To  remain  current  in  your  field  •   To  take  advantage  of  opportunities  to  engage  in  professional  development  in  professional  

development  related  to  research  •   To  seek  support  for  research  activities  

 Service  

•   To  provide  service  to  your  profession  •   To  provide  service  to  UNCW  •   To  provide  service  to  your  department  and  college  •   To  provide  professionally  appropriate  service  in  your  field  to  the  community  •   To  strengthen  the  university  community  

 I.4.d.iv.  Student  Evaluations  (full  and  part-­‐time)  Every  faculty  member  is  evaluated  by  students  every  semester  in  all  courses  (including  summer  school)  using  the  institution-­‐wide  IDEA  tool.    This  tool  and  the  instructions  for  administering  it  were  developed  by  the  Faculty  Senate.    Both  are  in  the  UNCW  Faculty  Handbook,  Appendix  J.    The  use  of  IDEA  is  mandatory,  although  additional  student  evaluation  questions  may  be  appended  to  the  IDEA.    The  department  chairperson  and  faculty  can  review  IDEA  data  online  each  semester.        

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II.       Appointment,  Reappointment,  Promotion  and  Tenure  UNCW  is  committed  to  maintaining  faculty  and  staff  whose  aggregate  individual  qualifications  enable  the  music  department  to  accomplish  its  missions,  goals,  and  objectives.    Faculty  members  (including  part-­‐time  faculty)  shall  be  qualified  by  earned  degrees  and/or  professional  experience  and/or  demonstrated  teaching  competence.    All  must  be  able  to  guide  students  and  to  communicate  personal  knowledge  and  experience  effectively.    This  standard  applies  to  studies,  course  work,  and  ensembles  taken  at  the  institution.    II.1.     Definitions  and  Expectations  of  Academic  Ranks  and  Appointments  Although  the  Department  of  Music  recognizes  a  minimum  of  the  master’s  degree  in  music  for  faculty  teaching  performance  courses,  such  as  applied  music  and  ensembles,  a  baccalaureate  is  acceptable  in  lieu  of  formal  academic  preparation  for  faculty  who  are  highly  qualified  artist-­‐teachers  with  outstanding  professional  experience  and  demonstrated  contributions  to  the  teaching  discipline.    In  addition,  while  a  minimum  of  a  master’s  degree  in  music,  or  the  appropriate  equivalent  in  professional  experience  and/or  teaching,  is  appropriate  for  faculty  teaching  academic  (lecture)  lower  level  music  courses  (100-­‐200  level),  a  doctorate  in  the  discipline,  or  at  least  18  semester  hours  and/or  significant  experience  in  the  teaching  specialty  with  a  master’s  degree,  is  considered  the  terminal  degree  for  faculty  teaching  in  theoretical,  historical,  and  pedagogical  subjects.    Part-­‐time  A  part-­‐time  instructor,  who  holds  at  least  a  bachelor’s  degree  and/or  professional  experiential  equivalency,  and  is  appointed  on  a  semester-­‐to-­‐semester  basis  according  to  departmental  needs  and  the  instructor’s  area  of  specialty.    Lecturer  (Revised  and  Approved  January  10,  2014)  This  is  defined  as  any  full-­‐time  teaching  member  who  holds  at  least  a  master’s  degree  or  professional  experience  equivalent,  and  is  appointed  on  a  year-­‐to-­‐year  temporary  basis.    The  position  is  not  tenure  eligible.    A  full  workload  for  this  faculty  position  consists  mainly  of  teaching  and  other  instruction-­‐related  activities.  Scholarship  and  professional  development,  research  or  artistic  achievement,  are  considered  enhancing  contributions,  but  teaching  and  service  are  the  most  important  responsibilities  for  this  position.  The  workload  for  a  lecturer  consists  usually  of  a  teaching  assignment  of  four  3-­‐credit-­‐hour  courses  per  semester,  including  equivalencies;  advising  of  majors  and  minors  and  other  routine  service  on  the  departmental  and  university  levels,  such  as  student  recruitment,  administrative  service,  and  committees.    Instructor  This  rank  is  the  entry  level  position  for  all  tenure-­‐track  teaching  faculty  who  hold  at  least  the  master’s  degree,  but  may  have  no  demonstrable  full-­‐time  college  or  university  teaching  experience  or  its  professional  equivalence.    Appointment  to  assistant  professor  is  possible  when  the  instructor  demonstrates  on-­‐going  evidence  of  growth  in  teaching,  professional  development,  scholarly  or  artistic  activity  (as  appropriate  to  one’s  area  of  specialty),  and  service.    Assistant  Professor  Requirements  for  appointment  as  an  Assistant  Professor  include  evidence  of  teaching  potential  and  promise  of  growth  in  the  areas  of  professional  development,  scholarly  or  artistic  activity  (as  appropriate  to  one’s  area  of  specialty),  and  service.    In  addition,  an  assistant  professor  must  have  the  terminal  

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degree  appropriate  to  their  field.    In  special  cases,  professional  accomplishment  outside  of  the  classroom  may  be  deemed  the  equivalence  of  a  terminal  degree.    In  addition,  as  it  is  in  the  university's  interest  that  each  academic  department  provide  continuous  mentoring  of  its  non-­‐tenured  assistant  professors  from  the  time  of  hiring  until  a  tenure  decision  is  made,  the  department  chair  will  assign  one  or  more  senior  faculty  mentors  to  each  member  of  the  non-­‐tenured  faculty  once  a  year  to  advise  them  and  guide  their  professional  development  in  teaching  and  research.    Associate  Professor  An  associate  professorship  is  a  senior  faculty  appointment  with  all  the  responsibilities  implied  herein,  and  the  move  from  assistant  to  associate  should  be  considered  greater  than  movement  in  rank  between  any  other  two  ranks.    In  the  Department  of  Music,  an  individual  eligible  for  associate  professor  rank  should  have  demonstrated  over  a  period  of  years  teaching  excellence  and  effectiveness;  professional  development;  significant  service  to  the  university,  profession,  and  community;  and  on-­‐going  creative  work  and/or  publication  of  such  a  nature  that  it  has  received  recognition  by  professionals  beyond  the  local  area.    Professor  For  appointment  to  the  rank  of  professor,  the  candidate  shall  exhibit  distinguished  accomplishment  in  the  four  areas  of  teaching,  research/artistic  achievement,  scholarship  and  professional  development,  and  service.  Publication  or  artistic  achievement  will  demonstrate  recognition  by  professional  colleagues;  distinguished  teaching  and  excellence  of  service  will  demonstrate  recognition  by  the  university  community  and  the  larger  constituency  that  it  serves.    It  is  recognized  that  individual  strengths  vary.    For  music  department  criteria  at  all  levels  (see  RPT  Expectations  and  Criteria  below),  fulfillment  of  most,  but  not  all,  of  the  items  listed  in  a  category,  may  be  appropriate  for  faculty  to  be  reappointed  and/or  promoted,  especially  if  achievements  on  some  items  are  strong.    II.2.     Graduate  Faculty  Criteria  in  Music  University-­‐wide  criteria  for  membership  on  the  Graduate  Faculty  include  a)  a  terminal  degree  in  an  appropriate  field  along  with  effective  teaching,  b)  a  continuing  record  of  productive  scholarship,  and  c)  for  assistant  professors,  a  record  or  strong  indication  of  growing  involvement  with  scholarship.    Graduate  Faculty  in  music  must  have  a  terminal  degree  in  the  teaching  discipline  in  which  they  have  been  appointed.  In  music,  a  Master’s  degree  or  a  Doctorate  appropriate  to  the  sub-­‐discipline  is  expected.  Also,  in  keeping  with  the  Bylaws  and  Faculty  Handbook,  persons  of  exceptional  talent,  creativity,  and  artistic  accomplishment  who  may  not  possess  any  degree,  will  be  considered  for  membership  in  the  Graduate  Faculty  on  an  individual  basis.      Considerations  beyond  degree  status  must  include  evidence  of  productive  scholarship  or  creative  activity  in  one  or  more  of  the  following  forms:    

1.   For  faculty  whose  disciplines  require  original  research  and  publication:  •   publication  of  a  book,  music,  or  at  least  two  articles  in  refereed  or  invited  journals  of  

regional,  national  or  international  status  within  the  past  five  years;  or  •   two  different  research  presentations  at  state,  regional,  national  or  international  

professional  meetings  within  the  last  five  years;  or  

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•   other  evidence  such  as  manuscript  review  for  refereed  journals,  holding  office  in  professional  organizations,  publication  of  research  abstracts,  grant  writing  and  awards,  etc.  

2.   For  faculty  whose  disciplines  require  creative  activity  or  performance:    •   at  least  three  juried  or  invited  performances  at  the  regional,  national  or  international  

level  within  the  past  five  years  (at  least  one  research  article  in  a  refereed  journal  of  regional,  national  or  international  status;  or  one  recording;  or  one  scholarly  presentation  at  a  meeting  of  equal  importance  within  the  past  five  years  may  be  substituted  for  a  performance);  and    

•   other  evidence  such  as  membership  and/or  holding  office  in  professional  organizations,  peer  review  of  other  artists  or  performers,  grant  writing  and  awards,  etc.  The  Senior  faculty  of  the  Department  of  Music  will  make  recommendations  for  graduate  teaching  status  based  on  the  preceding  criteria.    

 II.3.  General  Expectations  for  RPT  The  policies  of  the  University  of  North  Carolina  indicate  that  professional  competence,  academic  and  professional  growth,  potential  for  future  contribution,  teaching  effectiveness,  and  institutional  needs  and  resources  are  the  general  areas  on  which  evaluations  for  tenure  are  made.    Because  of  their  long-­‐term  consequences  for  the  university  and  its  faculty,  tenure  decisions  are  more  important  than  promotion  decisions.    To  be  granted  tenure  at  any  academic  level,  a  faculty  member  must  have  evidenced  proficiency  and  a  pattern  of  growth  in  areas  of  teaching;  scholarship  and  research/artistic  achievement,  and  service.    Of  these,  teaching  effectiveness  is  the  primary  criterion  for  the  granting  of  tenure.    When  a  faculty  member  who  has  served  two  years  or  longer  at  the  rank  of  assistant  professor  is  recommended  for  permanent  tenure,  he/she  will  also  be  recommended  for  promotion.    Accordingly,  when  there  is  a  recommendation  for  conferral  of  tenure  but  at  the  rank  of  assistant  professor,  the  recommendation  will  explain  the  special  or  unusual  circumstances  for  not  also  recommending  promotion.    II.3.a.  Teaching  Effectiveness  Teaching  effectiveness  is,  essentially,  a  non-­‐quantifiable  enterprise.    However,  certain  data  can  assist  in  the  decision-­‐making  process.  Evidence  of  teaching  effectiveness  may  consist  of,  but  shall  not  be  limited  to  the  following:  

1.   Documentation  of  innovative  teaching  and  other  teaching-­‐related  activities.  2.   Documented  efforts  to  grow  as  a  teacher  (workshops  attended,  courses  revised,  courses  

developed,  improving  courses  and/or  educational  programs,  etc.)  •   Course  syllabi  and  outlines,  including  statement  of  course  objectives  and  procedures  for  

all  courses  taught  for  the  period  covered  in  the  evaluation  (all  faculty  must  prepare  syllabi  for  every  course  taught  every  semester);  these  syllabi  must  contain  the  instructor’s  office  number  and  telephone  number,  office  hours,  a  description  of  the  course  that  reflects  its  goals  and  objectives,  the  books  and/or  other  materials  required  for  the  course,  a  list  of  course  requirements,  the  basis  for  final  grades,  attendance  policies,  and  any  other  policies  that  may  affect  the  final  grade.  

•   Peer  reviews  of  classroom  teaching  and  of  teaching  materials  (syllabi,  handouts,  exams,  graded  essays,  etc.)  

•   Documentation  of  grading  practices  demonstrated  by  final  grade  reports  from  all  courses  and  sections  taught  in  the  period  covered  by  the  evaluation  

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3.   Annual  peer  evaluation  of  contributions  to  teaching  by  the  evaluation  committee  4.   Peer  class  observation:  An  annual  review  of  faculty  based  on  the  observation  of  teaching  by  two  

or  three  faculty  members  twice  a  year  (once  each  semester)  5.   Student  evaluations  (both  SPOTs  and  narrative  assessments  in  response  to  questions  developed  

by  the  faculty  member  for  the  specific  course)  6.   Statements  from  former  students  as  solicited  by  the  department  chairman  upon  the  suggestion  

of  the  instructor  7.   Measurable  outcomes  of  the  quality  of  teaching  (e.g.,  accomplishments  by  students,  such  as  

successful  performances  by  students  on  juries  and  in  recitals,  as  well  as  in  other  courses  that  follow;  special  recognitions,  honors,  awards  given  to  students;  growth  in  the  studio  program  over  time;  feedback  from  graduates,  etc.).  

8.   Attention  given  to  students  beyond  the  regular  classroom  and  studio  hours  also  can  be  noted  (assisting  with  applications,  performance  and/or  recital  coaching;  writing  letters  of  recommendation,  etc.),  as  they  speak  to  accessibility  of  instructor  and  concern  for  students.  

9.   Receiving  grants  and  fellowships  relative  to  teaching.  10.  Assisting,  advising,  and  counseling  students  in  academic  matters  

 II.3.b.  Professional  Development:  Scholarship/Research/Artistic  Activities  “Scholarship  is  expected  of  every  faculty  member.  Besides  a  mastery  of  the  fundamentals  of  a  discipline  it  involves  a  thorough  familiarity  with  its  various  areas,  problems,  and  continuing  investigations;  it  necessitates  staying  abreast  of  the  relevant  literature  and  includes  the  ability  and  insight  to  organize,  synthesize,  and  evaluate  effectively  the  work  of  others."  This  statement  from  the  Reappointment,  Promotion,  and  Tenure  section  of  the  UNCW  Faculty  Handbook,  expresses  the  importance  of  a  sustained  commitment  by  all  faculty  to  the  enrichment  of  professional  competence.  In  addition  to  their  own  efforts,  faculty  members  are  encouraged  to  participate  in  workshops,  seminars,  and  other  formal  training  programs  to  develop  new  skills  and  to  improve  existing  ones.    

•   Acceptable  evidence  of  research  and/or  artistic  activities  at  the  associate  professor  level  may  include  the  following  examples:  publication  of  articles  in  juried  periodicals  of  at  least  regional  circulation,  invited  and/or  juried  presentation  of  papers  at  regional  conventions  in  the  disciplines,  prizes  won  and  juried  presentations  outside  the  local  area,  invited  performance  or  participation  at  universities  or  with  professional  ensembles  outside  the  local  area,  reviews  and  critiques  of  local  performances  by  noted  experts  appearing  in  publication  outside  the  local  area,  and/or  leadership  positions  in  regional  organizations  in  the  disciplines.  

•   Acceptable  evidence  of  research  and/or  artistic  activities  at  the  rank  of  professor  may  include  the  following  examples:  on-­‐going  publications  in  juried  periodicals  with  regional,  national,  or  international  circulation  over  a  period  of  time,  presentations  at  the  national  or  international  level  at  conferences  in  the  discipline,  invitations  to  perform  or  participate  with  ensembles  or  organizations  of  national  or  international  stature,  prizes  won  at  juried  presentations  or  competitions  whose  competitors  comprise  a  national  or  international  spectrum,  commissions  which  draw  national  attention,  reviews  and  critiques  of  the  individual’s  creative  work  which  appear  in  nationally  circulated  periodicals  or  journals  in  the  discipline,  books  published  by  university  presses  or  by  nationally  prestigious  publishing  houses,  and  leadership  positions  in  national  organizations  in  the  discipline.  

 

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II.3.c.     Service  •   The  Department  of  Music  encourages  its  faculty  to  participate  in  the  governance  of  the  

university,  the  college,  and  the  department  through  service  on  committees,  and  to  advance  any,  and  all  of  these  by  supporting  and  participating  in  their  activities.  

•   Faculty  are  also  expected  to  support  the  activities  of  their  professional  organizations  through  such  actions  as  editorial  work  for  professional  journals  and  the  holding  of  offices  in  these  organizations.  

•   Faculty  may  also  advance  the  reputation  of  the  department  through  activities  that  bring  recognition  to  its  students,  such  as  competitions  and  performances.  

•   Faculty  are  encouraged  to  perform,  teach,  and  generally  support  activities  and  organizations  in  the  arts  of  the  local  community  and  the  region.  

 II.4.     Department  of  Music  Expectations  and  Criteria  for  RPT    Assistant  Professor    Teaching  

•   Teaches  a  required  load  each  semester.  •   Materials  used  are  of  good  quality  with  evidence  of  planning  and  organization  to  accomplish  

stated  goals  and  objectives  as  assessed  in  peer  review  of  materials.  •   Intellectual  tasks  set  for  the  students  were  well  selected  and  evaluated  (i.e.,  good  exams  and  

assignments).  •   May  include  courses  developed/revised.  •   May  demonstrate  pedagogical  initiatives  in  teaching.  •   Student  ratings  on  SPOTS  are  good  and  is  generally  perceived  as  a  good  teacher,  as  suggested  by  

the  SPOTS.  •   May  demonstrate  efforts  to  improve  teaching  (i.e.,  pedagogical  plans;  seminars,  workshops  

attended  to  improve  teaching,  etc.).  •   May  also  include  student  achievement  and  honors  outside  the  classroom  through  performance,  

presentation,  and/or  publication  on  the  national/international  level.  •   Fulfills  advising  assignments  given  by  the  Chair.  

 Scholarship/Research/Artistic  Activities  

•   Demonstrates  involvement  in  scholarly  projects  such  as  single-­‐authored  publication(s),  recordings,  invited  presentations  (i.e.,  performance  and/or  research)  at  regional  and/or  state  forums,  and  receipt  of  external  grants  through  short-­‐  and  long-­‐range  goals.  

•   Attention  given  to  professional  development  (i.e.,  creative/scholarly)  through  involvement  (i.e.,  attendance,  participation)  in  professional  meetings,  workshops,  and/or  conferences.  

•   Membership  in  professional  societies.    Service  

•   Contributions  to  the  department  were  good:  participated  in  faculty  meetings;  fulfills  departmental  responsibilities,  such  as  serving  on  or  chairing  departmental  committees;  makes  professional  appearances  before,  and  in  cooperation  with,  community  groups;  involved  in  student  recruitment.  

•   Served  on  a  university  committee  or  task  force;  participated  in  official  college  functions  •   Performed  some  service  for  a  community  professional  organization.  

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•   Impact  on  colleagues  was  positive:  worked  harmoniously  with  colleagues  in  solving  problems;  worked  successfully  with  colleagues  in  preparing  and  presenting  public  appearances  (for  performing  faculty).  

•   Involved  in  community  activities.  •   Performers:    Gives  performances  at  public  departmental  concerts,  beyond  those  that  are  part  of  

the  standard  teaching  load.  •   Coordinators:    Contributions  to  the  department  were  good  (see  coordinator  position  

description).    Associate  Professor    Teaching  

•   Teaches  a  required  load  each  semester.  •   Materials  used  are  of  very-­‐good  quality  with  evidence  of  sound  planning  and  good  organization  

to  accomplish  stated  goals  and  objectives  as  assessed  in  peer  review  of  materials.  •   Intellectual  tasks  set  for  the  students  are  well  selected  and  evaluated  (i.e.,  good  exams  and  

assignments).  •   Contributions  to  curriculum  development  were  of  good  quality.    Developed/revised/  courses  

new  to  the  individual  or  the  university.  •   Demonstrates  special  initiatives  in  teaching  by  incorporating  at  new  approaches  to  teaching.  •   Student  ratings  on  SPOTS  are  good  to  very-­‐good  and  is  generally  perceived  as  a  very  good  

teacher,  as  suggested  by  the  SPOTS.  •   Efforts  to  improve  teaching  are  good  with  evidence  of  one  or  more  of  the  following:  self-­‐

learning  (i.e.,  pedagogical  plans;  seminars,  workshops  attended  to  improve  teaching,  etc.);  shows  concern  for  improving  teaching;  occasionally  seeks  feedback  on  teaching  and  has  implemented  new  teaching  strategies.  

•   May  also  include  student  achievement  and  honors  outside  the  classroom  through  performance,  presentation,  and/or  publication  on  the  national/regional  level.  

•   Fulfills  advising  assignments  given  by  the  Chair.    Scholarship/Research/Artistic  Activities  

•   Demonstrates  involvement  in  scholarly  projects  such  as  single-­‐authored  publication(s),  recordings,  juried  and/or  invited  presentations  (i.e.,  performance  and/or  research)  at  national  and/or  international,  regional  and/or  state  forums,  and  receipt  of  external  grants.  

•   Attention  given  to  professional  development  (i.e.,  creative/scholarly)  through  involvement  (i.e.,  attendance,  participation)  in  professional  meetings,  workshops,  and/or  conferences.  

•   On-­‐going  memberships  in  professional  societies.  •   Indicates  on-­‐going  creative/research  activity.  

 Service  

•   Contributions  to  the  department  are  very  good:    plays  a  role  in  the  conduct  of  departmental  business;  participated  in  faculty  meetings;  fulfills  departmental  responsibilities,  such  as  serving  on  or  chairing  departmental  committees;  serves  as  an  advisor  to  a  student  group;  makes  professional  appearances  before,  and  in  cooperation  with,  community  groups;  actively  involved  in  student  recruitment.  

•   Served  on  university  committee  and/or  task  force.  

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•   Held  office  and/or  demonstrate  increasing  recognition  in  a  national,  regional,  state,  or  community  professional  organization.  

•   Served  as  consultant  or  reviewer  for  state  and/or  federal  agencies  or  professional  associations  and/or  journals.  

•   Contributions  to  the  College  are  very  good:    served  on  a  College  committee;  participated  in  official  college  functions;  enhanced  the  image  of  the  College  of  professional  appearances  before,  and  in  cooperation  with,  community  groups.  

•   Impact  on  colleagues  is  positive:  participated  in  the  professional  development  of  other  faculty  by  discussing  research  and  teaching;  works  harmoniously  with  colleagues  in  solving  problems;  worked  successfully  with  colleagues  in  preparing  and  presenting  public  appearances  (for  performing  faculty).  

•   Involved  in  community  activities.  •   Performers:    Gives  performances  at  public  departmental  concerts,  beyond  those  that  are  part  of  

the  standard  teaching  load.  •   Coordinators:    Contributions  to  the  department  were  very  good  (see  coordinator  position  

description).    Professor    Teaching  

•   Teaches  a  required  load  each  semester,  including  DIS,  honors  thesis  direction,  and/or  coaches  student  recitals.  

•   Materials  used  are  of  highest  quality  with  evidence  of  exceptional  skill  in  planning  and  organizing  courses  to  accomplish  stated  goals  and  objectives  as  assessed  in  peer  review  of  materials.  

•   Intellectual  tasks  set  for  the  students  are  exceptionally  well  selected  and  evaluated  (i.e.,  carefully  constructed  exams  and  assignments).  

•   Contributions  to  curriculum  development  are  of  highest  quality  and  a  regular  source  of  good  ideas.    Developed/revised/  courses  new  to  the  individual  or  the  university,  and  helped  further  the  programs,  goals  and  mission  of  the  department.  

•   Demonstrates  special  initiatives  in  teaching  by  regularly  incorporating  new  approaches  to  teaching.  

•   Student  ratings  on  SPOTS  are  good  to  excellent  and  is  generally  perceived  as  an  excellent  teacher,  as  suggested  by  the  SPOTS.  

•   Efforts  to  improve  teaching  are  outstanding  with  evidence  of  self-­‐learning  (i.e.,  pedagogical  plans;  seminars,  workshops  attended  to  improve  teaching,  etc.);  shows  active  concern  for  improving  teaching;  seeks  feedback  on  teaching  and  implemented  new  teaching  strategies.  

•   May  also  include  student  achievement  and  honors  outside  the  classroom  through  performance,  presentation,  and/or  publication  on  the  national/international  level.  

•   Fulfills  advising  assignments  given  by  the  Chair.    Scholarship/Research/Artistic  Activities  

•   Research,  scholarship,  and  artistic  achievement  are  usually  high  and  significantly  exceed  departmental  expectations.  

•   Demonstrates  on-­‐going  involvement  in  scholarly  projects  such  as  single-­‐authored  publication(s),  solo  recordings,  juried  and/or  invited  presentations  (i.e.,  performance  and/or  research)  at  national  and/or  international,  regional  and/or  state  forums,  and  receipt  of  external  grants.  

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•   Significant  attention  given  to  professional  development  (i.e.,  creative/scholarly)  through  involvement  (i.e.,  attendance,  participation)  in  professional  meetings,  workshops,  and/or  conferences.  

•   On-­‐going  memberships  in  professional  societies.  •   Has  received  prestigious  professional  honor.  •   Indicates  on-­‐going  creative/research  activity.  •   Indicates  professional  consultancies,  paid  and  non-­‐paid,  resulting  in  professional  development.  

Service  •   Contributions  to  the  department  were  outstanding:    played  a  key  role  in  the  conduct  of  

departmental  business;  regularly  participated  in  faculty  meetings;  fulfills  departmental  responsibilities,  such  as  serving  on  or  chairing  departmental  committees;  served  as  an  advisor  to  a  student  group;  makes  professional  appearances  before,  and  in  cooperation  with,  community  groups;  actively  involved  in  student  recruitment.  

•   Has  accepted  leadership  appointments  to  college  and/or  university  committees  and  task  forces.  •   Elected  and/or  held  office(s)  in  a  national,  regional,  state,  or  community  professional  

organization(s).  •   Served  as  consultant  or  reviewer  for  state  and/or  federal  agencies  or  professional  associations  

and/or  journals.  •   Contributions  to  the  College  are  outstanding:    has  made  a  major  contribution  on  a  College  

committee;  active  in  official  college  functions;  enhanced  the  image  of  the  College  of  professional  appearances  before,  and  in  cooperation  with,  community  groups.  

•   Impact  on  colleagues  was  exceptionally  positive:    actively  participated  in  the  professional  development  of  other  faculty  by  discussing  research  and  teaching;  worked  harmoniously  with  colleagues  in  solving  problems;  worked  successfully  with  colleagues  in  preparing  and  presenting  public  appearances  (for  performing  faculty).  

•   Exceptionally  involved  in  community  activities.  •   Performers:    Gives  performances  at  public  departmental  concerts,  beyond  those  that  are  part  of  

the  standard  teaching  load.  •   Coordinators:  Contributions  to  the  department  were  excellent  (see  coordinator  position  

description).    II.5.     RPT  Process  Recommendations  for  promotion  or  tenure  (including  reappointment  with  tenure)  are  reviewed  early  in  the  fall  semester.  Recommendations  involving  reappointment  only  are  reviewed  early  in  the  spring  semester.      The  faculty  member's  RTP  dossier  consists  of  the  application,  supporting  documentation,  and  the  recommendations  of  the  deliberative  entities.  Dossiers  are  evaluated  and  recommendations  made  in  the  following  sequence:  the  faculty  member's  chair;  the  appropriate  dean;  the  university-­‐wide  faculty  Committee  on  Reappointment,  Tenure,  and  Promotion  (CRTP);  the  provost  and  vice  chancellor  for  Academic  Affairs;  the  chancellor;  and  the  Board  of  Trustees.  Prior  to  evaluation  by  the  CRTP,  the  dean  transmits  all  materials  to  Academic  Affairs,  which  is  responsible  for  ascertaining  that  the  applications  are  complete,  that  the  required  format  has  been  used,  and  that  dossiers  are  present  for  all  faculty  mandated  for  review.  Academic  Affairs  then  transmits  copies  of  the  dossiers  to  the  CRTP.      All  recommendations,  whether  positive  or  negative,  are  forwarded  to  the  next  deliberative  entity.  However,  if  the  majority  vote  of  the  senior  faculty  and  the  recommendations  of  both  the  chairperson  

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and  the  dean  are  all  negative,  the  process  stops  and  the  faculty  member's  RTP  application  is  denied.  The  faculty  member  may  withdraw  the  application  at  any  stage  of  the  process.  The  chair  and  dean  must  elaborate  the  reasons  for  their  recommendations,  but  subsequent  deliberative  entities  may  forward  their  recommendations  with  or  without  elaboration,  except  that  any  negative  recommendation  that  follows  a  positive  recommendation  at  the  previous  level  must  be  elaborated.  The  chair,  dean,  and  provost  must  each  transmit  written  notification  of  their  recommendations  to  the  faculty  member  within  ten  business  days  of  the  recommendation.  All  such  communications  become  part  of  the  candidate's  RTP  dossier  and  are  available  to  subsequent  deliberative  entities  in  the  process.    II.5.a.     Reappointment  and  Promotion  with  tenure  For  reappointment  and  for  reappointment  at  associate  professor  with  tenure,  the  RPT  candidate  prepares  a  dossier,  as  per  the  format  and  guidelines  found  in  the  University  Faculty  Handbook,  by  September  1  for  reappointment  with  tenure,  and  January  15  for  reappointment.    The  senior  faculty  (the  senior  faculty  is  defined  as  all  tenured  faculty  at  the  rank  of  associate  or  full  professor)  will  review  the  dossier  and  meet  to  discuss  the  candidate’s  application  for  RPT.    While  external  reviews  (i.e.,  external  to  UNCW)  are  not  required  for  reappointment  and/or  reappointment  at  associate  professor,  external  reviewers  (which  shall  be  no  fewer  than  two  and  nor  more  than  three),  may  be  requested  by  the  department’s  senior  faculty,  and/or  the  candidate,  to  be  used  in  addition  to  the  senior  faculty’s  recommendation.    In  such  cases,  the  process  outlined  in  II.5.b  (RPT  for  Promotion  to  Full  Professor)  will  be  used  for  the  solicitation  and  use  of  the  external  review.  The  department  chairperson  then  initiates  recommendations  for  promotion  or  tenure  after  consultation  with  the  assembled  senior  faculty  of  the  department  involved.    Along  with  writing  a  detailed  evaluation  of  the  candidate,  the  chair  will  report  the  numerical  results  of  the  vote  and  state  the  chair's  recommendation  for  or  against  the  RPT  action.    At  least  five  business  days  prior  to  forwarding  the  candidate's  dossier  to  the  dean,  the  chairperson  will  notify  the  senior  faculty,  by  either  written  or  electronic  means,  whether  the  recommendation  is  for  or  against  the  action.  If  a  majority  of  the  department's  senior  faculty  disagree  with  the  recommendation  of  the  chairp,  they  have  the  option  to  submit  a  separate  elaborated  recommendation.  Only  one  such  recommendation  from  the  senior  faculty  may  be  submitted,  and  it  must  be  signed  by  a  majority  of  the  department's  senior  faculty.  The  chair's  recommendation  and  a  separate  senior-­‐faculty  recommendation,  if  any,  are  forwarded  as  part  of  the  faculty  member's  RPT  dossier.    II.5.b.     RPT  for  Promotion  to  Full  Professor  For  promotion  to  full  professor,  the  candidate  prepares  a  dossier,  as  per  the  format  and  guidelines  in  the  University  Faculty  Handbook,  by  September  1.    In  addition  to  the  candidate's  dossier,  three  letters  of  review  will  be  required  from  three  full  professors  within  the  senior  faculty.    Letters  of  review  will  provide  an  assessment  of  the  candidate’s  accomplishments  as  a  pedagogue,  scholar,  and  artist.        In  some  cases  where  departments  are  too  small  or  lack  a  critical  mass  of  senior  faculty,  the  department  "senior  faculty"  RPT  committee  can  be  made  up  of  representatives  from  other  departments  by  prior  arrangement  and  agreement  with  the  Dean.        While  external  reviews  (i.e.,  external  to  UNCW)  are  not  required  for  promotion  to  professor,  external  reviewers  (which  shall  be  no  fewer  than  two  and  no  more  than  three)  may  be  requested  by  the  department’s  senior  faculty,  and/or  the  candidate,  and  are  to  be  used  in  addition  to  the  senior  faculty’s  recommendation.    Regardless,  one  letter  must  come  from  someone  within  the  music  department.    The  

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choice  of  department  reviewer  will  be  based  upon  the  current  pool  of  departmental  faculty  at  the  rank  of  full-­‐professor  and/or  recommendations  by  the  candidate.    

External  Reviewer  Selection     1.   External  reviewers  must  be  highly  qualified  artists/scholars  with  a  professional  stature  

equal  to  or  exceeding  that  which  the  candidate  is  seeking.  2.   Candidates  will  provide  the  chair  with  the  names  of  a  minimum  of  five  (5)  potential  

reviewers  (i.e.,  internal  and/or  external)  by  April  1  prior  to  the  academic  year  seeking  review  for  promotion.  

3.   Candidates  will  also  provide  a  one-­‐paragraph  professional  biography  of  each  potential  external  reviewer  and  a  description  of  the  professional  relationship  to  the  candidate.  

4.   Candidates  will  prepare  review  materials  containing  a  dossier,  as  per  the  format  found  in  the  UNCW  Faculty  Handbook,  Appendix  C,  and  supportive  materials  pertinent  to  the  candidate’s  application  for  promotion  (e.g.,  recordings,  published  printed  works,  etc.).    The  chair  will  send  the  materials  to  each  external  reviewer  along  with  a  cover  letter  and  the  department’s  criteria  for  RPT.  

5.   External  reviewers  will  be  selected  by  the  senior  faculty  from  the  candidate's  recommended  list,  and  may  also  be  selected  from  other  sources  as  determined  by  the  chair  in  consultation  with  the  candidate  (usually  no  later  than  May  30  prior  to  the  review  year).  

 Upon  receiving  the  selected  list  of  reviewers,  the  chair  will  contact  the  external  reviewers  to  determine  their  willingness  to  serve  in  this  capacity.    Once  the  decision  is  finalized,  the  candidate  will  be  informed  of  the  final  list  of  external  reviewers.  All  letters  of  review  will  be  due  to  the  chair  on  or  before  September  15.    The  department  chairperson  then  initiates  recommendations  for  promotion  to  full  professor  after  consulting  the  three  reviews  received.    Positive  recommendations  are  transmitted  by  the  chairperson  to  the  appropriate  dean,  by  the  deans  to  the  provost  and  vice  chancellor  for  Academic  Affairs,  and  by  the  provost  to  the  university-­‐wide  faculty  Committee  on  Reappointment,  Tenure,  and  Promotion  (CRTP).  The  CRTP  forwards  its  unelaborated  recommendations  (without  supporting  documentation)  to  deans  (with  a  copy  to  the  provost  and  vice  chancellor  for  Academic  Affairs);  deans  forward  their  recommendations,  reasons  for  the  recommendations,  and  supporting  documentation  to  the  provost  and  vice  chancellor  for  Academic  Affairs.    The  chairperson’s  dean  initiates  recommendations  for  promotion  or  tenure  of  a  department  chairperson  after  consultation  with  the  assembled  senior  faculty  of  the  department  involved.  Positive  recommendations  are  transmitted  by  the  dean  to  the  provost  and  vice  chancellor  for  Academic  Affairs  and  by  the  provost  to  the  CRTP.  The  CRTP  forwards  its  unelaborated  recommendation  to  the  provost  and  vice  chancellor  for  Academic  Affairs.    The  provost  forwards  recommendations  to  the  chancellor.  Following  this,  recommendations  for  promotion  or  tenure  are  forwarded  to  the  Board  of  Trustees  and  then  to  the  president  of  The  University  of  North  Carolina  for  final  action  by  the  Board  of  Governors;  recommendations  for  reappointment  are  forwarded  to  the  Board  of  Trustees  for  final  action.  A  description  of  this  process  and  a  calendar  for  it  are  distributed  to  all  faculty  at  the  beginning  of  the  fall  semester.    

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II.5.c     RPT  Timing  A.   A  faculty  member  hired  as  an  assistant  or  associate  professor  must  complete  at  least  two  

years  of  probationary  service  before  being  considered  for  tenure.  No  other  minimum  time  requirement  for  service  at  any  level  has  been  established.  Applications  for  tenure  before  a  decision  is  mandatory  must  demonstrate  that  special  circumstances  or  exceptional  productivity  have  provided  sufficient  evidence  that  the  faculty  member  has  met  the  qualifications  for  that  action.  

B.   An  untenured  assistant  or  associate  professor  may  not  apply  for  promotion  without  also  applying  for  tenure.    

C.   A  faculty  member  may  not  be  tenured  at  the  rank  of  assistant  professor.    D.   Typically,  candidates  for  tenure  and  promotion  are  reviewed  in  the  fall,  and  candidates  for  

reappointment  are  reviewed  in  the  spring.  However,  a  faculty  member  hired  with  a  start  date  in  January  may  be  reviewed  for  reappointment  in  the  fall  or  for  tenure  and  promotion  in  the  spring  if  that  semester  is  the  mandatory  final  semester  for  review.  Discretionary  reviews,  whether  for  tenure  (with  or  without  promotion)  after  the  required  two-­‐year  probationary  period  but  prior  to  the  mandatory  time  for  review  or  for  promotion  of  a  tenured  faculty  member,  may  be  conducted  either  fall  or  spring  semester.  

E.   An  assistant  professor  with  an  initial  4-­‐year  contract  must  be  reviewed  for  reappointment  no  later  than  early  in  the  6th  semester  of  employment.  

F.   An  assistant  professor  with  a  second  3-­‐year  contract  must  be  reviewed  for  tenure  and  promotion  no  later  than  early  in  the  3rd  semester  of  that  contract  (11th  semester  of  employment).  

G.   For  an  assistant  professor  who  previously  held  the  rank  of  instructor  at  UNCW,  the  mandatory  review  period  is  the  same  as  for  other  assistant  professors,  except  that  it  is  measured  from  the  first  semester  of  employment  as  instructor.  

H.   An  associate  professor  with  an  initial  5-­‐year  contract  must  be  reviewed  for  tenure  no  later  than  early  in  the  7th  semester  of  employment.  

       

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APPENDIX  A    

General  Departmental  Guidelines    1.   Departmental  meetings  are  held  on  the  fourth  Friday  of  each  month  from  1-­‐1:50  PM.    Additional  

meetings  may  be  scheduled  by  the  chair  whenever  the  situation  warrants  more  than  one  meeting  per  month.    

2.   Music  admission  auditions  are  usually  held  on  select  Saturdays  throughout  the  academic  year.    Audition  dates  for  the  academic  year  are  announced  at  the  beginning  of  the  academic  year,  and  are  documented  on  the  Music  Audition  Admission  form.    

3.   E-­‐mail  accounts:  Since  the  primary  type  of  departmental  correspondence  is  done  via  e-­‐mail,  each  faculty  member  will  be  assigned  a  university  e-­‐mail  address.    It  is  the  faculty  member’s  responsibility  to  access  e-­‐mail  periodically  to  receive  current  departmental  information.    

4.   Technology:  Although  the  department  recognizes  both  PC  and  Mac  platforms,  the  standardized  departmental  software  includes  Microsoft  Word,  InDesign,  Adobe  Acrobat,  and  Finale.    Microsoft  Word  should  be  installed  on  all  department  faculty  computers  and  all  departmental  “word”  documents  submitted  to  the  chair  should  use  this  format.    

5.   Student  performances:  Departmental  seminars  are  held  the  last  Friday  of  each  month  from  3:30-­‐4:45  PM,  while  Honors  Recital  auditions  are  usually  held  the  next  to  last  Friday  of  each  semester  from  3:30-­‐5:00  PM.    

6.   Student  information:  Detailed  curricular  and/or  program  information  (e.g.,  degree/program  requirements,  etc.)  may  be  found  in  the  departmental  Student  Handbook.    

7.   Cultural  Arts  building  room  scheduling:  All  room  scheduling  and  reservations  for  special  events  in  the  performance  wing  should  be  submitted  for  approval  to  the  Events  Coordinator,  and  reservations  for  special  events  in  the  academic  wing  should  be  submitted  to  the  Office  Assistant  for  approval  at  least  two  weeks  before  the  room  is  needed.    A  Facility  Use  Agreement  Contract  must  be  competed  and  submitted  for  final  approval  for  all  events  not  directly  sponsored  by  the  music  department.    

8.   Departmental  publicity  and  press  releases:  All  departmental  publicity  and  press  releases  should  be  submitted  to  the  Events  Coordinator  at  least  four  weeks  before  the  event  for  approval  prior  to  release.      

9.   Faculty  absences:  Any  faculty  member  who  contemplates  being  absent  from  regular  campus  duties  is  expected  to  make  arrangements  in  advance  with  the  department  chairperson  and,  if  possible,  provide  an  assignment  for  the  classes  affected.    In  the  event  of  an  absence  caused  by  an  emergency  or  sickness,  the  faculty  member  should  inform  the  department  chairperson  or  dean  (UNCW  Faculty  Handbook,  IVA9).    

10.  Departmental  support  of  faculty  travel:  As  resources  permit  each  year,  departmental  support  of  faculty  travel  is  determined  and/or  prioritized  based  upon  the  following  criteria:  

•   juried  and/or  invited  presentations  (i.e.,  performance  and/or  research)  at  national  and/or  international  forums  (e.g.,  conferences,  meetings)  

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•   juried  and/or  invited  presentations  (i.e.,  performance  and/or  research)  at  regional  and/or  local  forums  

•   attendance  and/or  participation  in  professional  meetings,  workshops,  and/or  conferences.  •   recruitment  

 11.  Use  of  university  equipment:  A  $50  per  instrument  fee  will  be  collected  by  the  department  for  any  

instrument  used  by  a  faculty  member,  unless  its  use  serves  an  academic  purpose.    The  fee  will  be  refunded  after  the  instrument  has  been  returned.  

 12.   Summer  school  teaching  assignments  (Approved  10.16.15):    

Chair  will  determine  which  courses  should  be  offered  based  on:  •   Enrollment  rate  for  courses  during  previous  sessions  •   Curricular  needs  

 Faculty  will  be  invited  to  teach  courses  for  which  they  are  qualified.  If  there  are  more  requests  than  slots  available,  preference  to  be  given  for  faculty  who  did  not  teach  the  previous  summer  (or,  if  necessary,  the  previous  two  summers)  

 13.  Recording  services:  All  UNCW  concerts  sponsored  by  the  Department  of  Music  will  be  recorded  by  

Recording  Services.    Faculty  will  receive  one  CD  copy  of  all  faculty-­‐related  performances  (e.g.,  recitals,  and  ensembles)  upon  request.    Faculty  should  provide  additional  CD’s  to  Recording  Services  if  multiple  copies  are  requested.    Please  allow  at  least  two  weeks  for  duplication.  

 14.   Equipment  moves:  All  equipment  moves  are  to  be  coordinated  by  the  presenter  requesting  the  

move.  Work  requests  for  moving  services  should  be  submitted  as  soon  as  an  equipment  move  is  expected,  and  no  less  than  10  days  prior  to  the  move.    Copies  of  the  request  should  be  sent  to  the  Events  Coordinator,  as  well  as  the  percussion  faculty  (i.e.,  if  percussion  equipment  is  involved  in  the  move)  to  communicate  the  planned  move,  and  avoid  potential  conflicts  of  equipment  use.    Please  follow  procedures  as  follows:  

a.   Presenter  contacts  moving  services  and  submits  request  for  move  of  equipment  from  the  instrumental  rehearsal  room  to  KA.    Copies  of  the  request  should  be  sent  to  the  KA  Production  Manager,  as  well  as  department  percussion  faculty,  if  percussion  is  involved,  as  well  as  the  chair  and  Events  Coordinator.  

b.   The  presenter  should  prepare  equipment,  or  someone  appointed  by  the  presenter  (as  approved  by  the  percussion  faculty,  in  the  case  of  percussion),  and  place  the  equipment  to  be  moved  in  the  corner  of  the  room  for  moving  services  to  pick-­‐up.    Leave  the  door  unlocked  so  moving  services  can  retrieve  equipment  from  within  this  room.    Please  do  not  move  equipment  to  the  loading  dock  or  place  in  the  hallway.    

c.   Request  moving  services  to  return  equipment  to  the  room  of  origination,  and  not  to  the  loading  dock.    Presenters  will  need  to  make  sure  the  room  is  unlocked  the  morning  the  equipment  is  to  be  returned.  

   

46  

APPENDIX  B  (Sample  Form)  

UNCW%DoM%Annual%Review%Peer%Reporting%Form%2017%!Name%of%faculty%member%being%assessed:% !

!

E!=!Exceeds!expectations!

M!=!Meets!expectations!

N!=!Does!not!meet!expectations!

N/A!=!Not!applicable!(no!reported!activity!in!category)!

!

Reviewer%comments%are%required%for%each%of%the%four%summary%qualitative%ratings.%%Criteria%Descriptors%A!faculty!member!would!“Meet”!Expectations!in!each!of!the!three!areas!above!(Teaching,!Research/Creative!Activity,!Service)!when!

there!is!documented!activity!in!typically!four!of!the!bulleted!criteria!statements!from!each!area.!

!!

A!faculty!member!would!“Exceed”!Expectations!in!each!of!the!three!areas!above!(Teaching,!Research/Creative!Activity,!Service)!

when!there!is:!!

1.! documented!activity!in!either!all!bulleted!categories,!and/or,!

2.! documented!activity!beyond!the!stated!baseline!criteria!in!a!minimum!of!four!bulleted!criteria!statements!from!each!area!

(i.e.,!multiple!items!documented!under!a!bulleted!item,!or!at!the!national/international!level).!

!!

!

Overall%Rating:% %%

% %Reviewer’s%name%(print):% %% %Signature:% % Date:% %% %

Teaching%!Categories% Rating%Course!materials!were!of!acceptable!quality! !

Intellectual!tasks!set!for!the!students!were!generally!wellOselected!and!evaluated! !

Evidence!of!modest!development/revision!of!courses,!possibly!including!new!courses!or!courses!new!to!the!individual.! !

Evidence!of!efforts!to!improve!teaching!through!attendance!at!workshops,!conferences,!or!seminars.! !

Evidence!of!efforts!to!address!feedback!received!from!student!evaluations!and/or!peer!observations.! !

!Reviewer!Comments:!!!!!!!!!!!!!Summary%qualitative%rating%for%Contribution%to%Teaching:% !!% %

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%Research/Creative%Activity%!Categories! Rating%Research/scholarly!writing!in!either!peerOreviewed!or!non,!peerOreviewed!publications!at!the!regional!level.! !

Public!performances!either!as!interpreter!(vocal/instrumental!performer!or!conductor)!or!a!creator!(composer!or!arranger)!at!the!regional!level!or!juried/peerOreviewed.%

!

ElectronicallyOdistributed!performances!(CD!or!online!streaming)!either!as!interpreter!(vocal/instrumental!performer!or!conductor)!or!a!creator!(composer!or!arranger)!at!the!regional!level!or!juried/peerOreviewed.%

!

Publication!(print!or!electronically!distributed)!as!creator!(composer!or!arranger)!at!the!regional!level!or!juried/peerOreviewed.%

!

PeerOreviewed!or!nonOreviewed!pedagogical!workshops!or!conferences.% !

External!grants!and/or!fellowships!received.! !

External!grant!and/or!fellowship!applications!tendered.! !

!Reviewer!Comments:!!!!!!!!!!!Summary%qualitative%rating%for%Research,%Scholarship,%and%Artistic%Activities:% !

!!V.%Service%!Categories! Rating%Served!as!a!member!of!University,!and/or!CollegeOwide!committees!or!groups.! !

Served!as!a!member!of!DoM!committee(s);!regularly!participated!in!faculty!meetings;!regularly!volunteered!for!departmental!responsibilities.!

!

Was!involved!in!student!recruitment,!incoming!student!auditions,!and!placement!tests.! !

Met!advising!duties!as!assigned.! !

Accomplished!some!service!to!professional!or!scholarly!organizations.! !

Accomplished!some!service!to!the!community!(e.g.!made!professional!appearances!before,!and!in!cooperation!with,!community!groups).!

!

!Reviewer!Comments:!!!!!!!!Summary%qualitative%rating%for%Service:% !

!

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APPENDIX  C  (Sample  Form)  

  1

Department of Music Peer Observation Teaching Report

Instructor's Name Rank and Status Course Course Number & Section Date and Time of Observation Room # of Students Class Topic and Brief Summary:

Guidelines for Providing Feedback Written and verbal feedback should follow the principles of constructive criticism.

Constructive criticism is descriptive and specific; it focuses on the behavior rather than on the person and it is directed toward behavior that a person can change. Constructive criticism is affirming in the sense that achievements and efforts toward change should be acknowledged (positive reinforcement), and suggestions for constructive change should be made in a positive way. Other suggestions when writing peer observation feedback:

• Place your comments in context. This will help both the instructor and others clearly understand your meaning. Use examples to support general statements.

• Make your comments collegial and professional. • Phrase your comments in a positive manner whether they are compliments or

suggestions for change. • Begin the discussion and the written summary with a statement of “what went

well” or the “teaching strengths.” • Be sensitive to different teaching styles. Make recommendations appropriate for

the teaching style. • Direct your suggestions or recommendations toward behavior the teacher can do

something about. Suggestions that require resources or support which are not available, that require complete revisions of courses, or major departures from the individual’s teaching style are likely to be neither helpful nor doable.

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2

Please complete each category below. Provide supporting comments for each category using the statements below each category as guidelines. A. Presentation of Materials

• Presents material in a clear, concise and stimulating manner • Speaks audibly and clearly • Incorporates appropriate use of learning aids • Communicates a sense of enthusiasm and excitement toward course content • Carefully explains assignments • Adjusts learning activities to assist in learning • Presents topics in logical sequence and flow • Budgets class time effectively

B. Subject Mastery

• Demonstrates command of subject matter • Answers student questions clearly and directly • Uses relevant examples for course content

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3

C. Student/Teacher Rapport • Monitors student understanding through student comments and questions • Provides clear and constructive feedback • Treats all students in a fair and equitable manner • Uses appropriate recognition of student contributions • Encourages students to answer difficult questions by providing cues and

encouragement • Respects diverse points of view

D. Summary and Recommendations Post-Observation Conference I have read and have been given a copy of the attached report, and so signify by my signature below. I understand that I may attach additional comments to this document. Teacher's signature Date Observer's signature Date

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APPENDIX  D    

Developing  a  Syllabus    

FROM    

THE  ADJUNCT  PROFESSOR’S  GUIDE  TO  SUCCESS  SURVIVING  AND  THRIVING  IN  THE  COLLEGE  CLASSROOM  

 RICHARD  LYONS,  MARCELLA  KYSILKA,  GEORGE  PAWLAS  

©  1999  Allyn  &  Bank    As  you  draft  your  course  syllabus,  keep  in  mind  that  it  should  provide  the  increasingly  overextended  students  who  will  populate  your  class  with  a  complete  and  detailed  course  overview  and  agenda.  Remember  as  well  that  you  are  not  preparing  simply  to  deliver  a  single  course,  but  also  playing  a  role  in  the  future  learning  of  students.  As  such,  one  of  your  goals  should  be  to  challenge  students  to  assume  greater  responsibility  for  their  own  learning.  A  well-­‐developed  syllabus  contributes  to  achieving  that  goal.  It  should  be  a  thoroughly  conceived,  effective,  and  appropriate  communication  tool  for  the  specific  type  of  student  your  course  is  designed  to  serve.    Although  some  instructors  provide  overly  lengthy  syllabi  for  their  courses,  the  one-­‐  or  two-­‐page  syllabus  that  leaves  common  questions  unanswered  is  a  far  more  serious  concern.  To  ensure  that  your  syllabus  is  a  good  fit  for  your  teaching  assignment,  continue  to  seek  additional  syllabi  for  courses  similar  to  yours,  especially  for  courses  taught  by  instructors  with  glowing  reputations.  If  your  assigned  course  is  a  new  one,  continue  to  seek  syllabi  from  institutions  that  have  previously  developed  a  similar  course.  Developing  a  syllabus  with  insufficient  regard  for  what  other  professors  have  done  lends  itself  to  creating  a  plan  that  is  out  of  touch  with  the  department  strategy,  contributing  to  redundancy  within  courses  and  other  potential  problems.    Since  your  major  goal  is  to  facilitate  your  students'  mastery  of  the  course  content,  your  syllabus  should  eliminate  barriers  to  learning  by  anticipating  nearly  any  reasonable  question  that  a  student  might  have  about  the  course.  Be  aware  however,  that  in  recent  years  the  syllabus  has  become  more  than  the  course  plan.  In  our  ever  more  consumer-­‐oriented  and  litigious  society,  the  syllabus  has  evolved  into  a  binding  contract  between  the  instructor  and  the  student,  with  all  the  implications  we  typically  associate  with  that  term.  In  your  draft  syllabus,  provide  answers  to  the  questions  you  might  ask  a  student,  such  as  "What's  in  the  course  for  me?"  If  you  intend  to  impose  penalties  for  attendance  you  consider  unsatisfactory  for  assignments  that  are  submitted  after  their  stated  deadline,  or  for  similar  situations,  your  policy  should  be  consistent  with  college  and  department  guidelines  and  must  be  spelled  out  clearly  in  the  syllabus.  Since  it  is  not  uncommon  for  today's  students  to  question  authority,  the  astute  professor  will  always  safeguard  him-­‐  or  herself  against  common  challenges  by  investing  sufficient  time  and  thought  in  the  development  of  each  course  syllabus.    Given  the  factors  described  above,  a  model  syllabus  is  included  in  Appendix  5.2  for  your  consideration.  It  is  not  designed  to  supplant  any  guidelines  your  discipline  leader  might  have  provided,  nor  to  address  all  aspects  of  every  teaching  assignment.  Instead,  it  seeks  to  help  you  develop  a  "grounded"  syllabus,  prompt  you  to  consider  critical  points  that  may  not  have  been  '  obvious,  satisfy  the  perspective  of  

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"consumer-­‐oriented  students,"  and  save  time  and  energy  you  might  invest  in  other  aspects  of  planning  your  course.  The  rationale  behind  each  section  included  in  the  model  syllabus  is  discussed  next.    Class.  This  section  enables  students  to  confirm  basic  information  about  the  course,  such  as  course  number,  meeting  place  and  time,  etc.  Students  who  are  actually  registered  for  another  class  can  easily  excuse  themselves  to  pursue  their  correct  course  without  having  to  waste  their  time  or  disrupt  the  classroom  environment  after  the  focus  has  become  more  intense.    Description.  Providing  students  with  a  brief  summary  of  the  overall  goal  of  the  course-­‐how  it  fits  into  the  program  curriculum  and  what  role  or  status  they  will  occupy  upon  its  completion-­‐will  enable  them  to  reconcile  their  sometimes  incorrect  expectations  of  the  course  with  your  paradigm.  Make  sure  the  description  is  consistent  with  the  one  in  the  official  college  catalog.    Textbook.  Sometimes  colleges  or  universities  allow  professors  to  adopt  textbooks  for  their  particular  sections  of  the  course,  while  other  institutions  embrace  a  universal  adoption  for  all  sections  of  the  same  course.  In  addition,  textbooks  are  sometimes  adopted  for  only  one  term  or  a  single  academic  year.  The  philosophy  varies  from  department  to  department  and  school  to  school.  Therefore,  it  is  very  possible  that  students  might  have  bought,  borrowed,  or  traded  for  an  inappropriate  book.  (In  recent  years,  many  professors  have  developed  "course  packs,"  a  collection  of  instructor-­‐developed  materials  and  articles  from  journals  that  are  more  current  than  the  material  included  in  the  typical  textbook.)  This  section  of  your  syllabus  clears  up  any  text-­‐related  questions  and  theoretically  provides  a  "check"  for  the  bookstore  should  an  exchange  or  refund  be  appropriate.    The  textbook  section  might  be  extended  to  include  supplementary  readings;  if  those  are  extensive,  an  additional  section  might  be  added.  If  you  are  arranging  for  reserved  readings  to  be  available  in  the  library;  critical  information  about  library  policies  and  procedures  should  be  included  in  your  syllabus.  When  additional  readings  are  assigned,  provide  students  with  a  brief  rationale,  such  as  currency  of  information.    Related  Courses.  This  section  provides  the  names  and  numbers  of  specific  courses  students  should  have  completed  prior  to  yours;  these  might  be  called  "prerequisites"  if  they  are  specifically  mandated  in  the  college  catalog.  Seeking  to  communicate  the  rigor  of  their  course,  some  instructors  identify  "unofficial"  prerequisite  courses  and,  in  the  process,  dramatically  limit  enrollment  in  their  course.  Increasingly  cost-­‐conscious  instructional  leaders  are  not  likely  to  approve  tactics  that  reduce  enrollment  below  reasonable  projections.  Contemporary  educators  view  this  section  of  the  syllabus  as  a  tool  for  helping  students  make  their  own  more  well-­‐informed  decisions  on  whether  their  enrollment  is  likely  to  lead  to  success.    Instructor.  This  section  is  designed  to  establish  the  professor's  credibility  academically  and  professionally.  Your  credentials  and  background  should  be  stated  rather  briefly,  then  embellished  in  more  detail  during  the  first  class  meeting.    Office.  While  adjunct  professors  typically  are  not  provided  individual  offices,  it  is  accepted  practice  to  make  oneself  available  to  students  on  a  regular  basis  in  a  secure  place  near  the  classroom.  A  quiet,  semiprivate  area  in  the  student  union  or  a  vacant  classroom,  where  students  can  feel  comfortable  sharing  problems  related  to  their  progress  in  the  course,  is  a  frequent  choice.  In  this  section  of  the  syllabus  or  in  another  logical  place,  provide  a  telephone  number  where  students  can  reach  you  between  class  meetings.  Establish  times  when  you  are  available  that  ensure  accessibility  for  students  and  

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convenience  for  you.  Many  instructors  also  include  e-­‐mail  addresses  in  their  syllabi,  promoting  an  ongoing  reflective  dialogue  with  students  throughout  the  term.    Teaching  Methods.  Students  want  and  deserve  a  clear  idea  of  the  instructional  methods  you  intend  to  employ,  especially  if  those  methods  are  likely  to  be  perceived  as  somewhat  unusual.  Listing  your  methods  also  serves  as  good  protection  should  a  student  later  criticize  your  methods  to  a  discipline  leader.    Concepts  and  Skills.  This  section  may  well  be  entitled  "learning  objectives,”  “class  goals,"  or  a  similar  term.  Its  primary  purpose  is  to  give  students  a  clear  idea  of  the  specific  concepts  they  will  acquire  in  the  course.  A  secondary  purpose  is  to  reinforce  the  perception  in  students'  minds  that  you  are  organized  and  focused.  Your  list  should  probably  include  at  least  one  objective  for  each  of  the  textbook  chapters  you  will  cover  in  class.  These  objectives  are  typically  listed  in  the  course  outline  provided  by  your  discipline  leader  or  in  the  textbook  or  its  ancillary  materials.    Attendance  Policy.  Since  students  will  likely  question  this  section  for  clarification,  your  classroom  attendance  policy  should  be  developed  only  after  thorough  research.  You  first  need  to  know  the  college  and  department  policies,  if  any  exist,  as  well  as  the  common  practices  of  the  majority  of  fun-­‐time  and  veteran  adjunct  faculty  members.  You  also  should  consider  the  lifestyles  of  your  students,  which  might  be  quite  hectic,  as  well  as  your  own  values.  The  important  thing  is  to  formulate  language  that  is  as  specific  as  possible  without  eliminating  all  flexibility.  It  is  difficult  for  your  discipline  leader  to  defend  a  punitive  action  against  excessive  absences  if  that  policy  is  not  spelled  out  succinctly  in  the  course  syllabus.    Grading  Criteria.  Perhaps  the  most  critical  component  of  your  syllabus  win  be  its  grading  criteria.  Therefore,  its  formulation  should  consider  a  number  of  factors.  As  stated  earlier,  students  will  compare  your  course  to  other's  in  their  degree  programs.  Especially  in  your  first  teaching  assignment,  your  grading  criteria  should  be  consistent  with  that  of  other  professors  in  the  department.  To  give  only  two  examinations  when  other  professors  are  giving  four,  or  essay  examinations  when  others  are  giving  primarily  "multiple  choice"  or  other  "objective"  questions,  may  well  be  perceived  as  highly  risky  to  students  fearful  of  failure.  To  require  significantly  more,  lengthier,  or  more  complex  assignments  would  give  many  students  a  reason  to  drop  your  section  and  add  an  "easier"  professor's  section,  or  to  not  enroll  in  your  course  the  following  semester.  After  you  have  established  your  reputation,  you  might  give  another  look  at  such  factors  and  "raise  the  bar"  if  appropriate.  This  section  should  also  spell  out  your  policies  on  course  withdrawal  as  well  as  the  awarding  of  incomplete  grades;  this  will  provide  support  at  the  end  of  the  course  when  you  might  take  an  action  that  a  student  regards  as  unfairly  punitive.    Grading  Scale.  When  formulating  this  section,  first  determine  any  institutional  or  department  policy  that  might  exist.  Some  schools  or  departments  mandate  90  to  100%  is  an  "A,"  etc.,  while  others  view  the  development  of  the  scale  as  a  prerogative  of  academic  freedom.  Some  schools  also  have  policies-­‐both  formal  and  informal-­‐-­‐on  the  distribution  of  final  grades,  such  as  no  more  than  X%  of  students  should  achieve  a  grade  of  A,  etc.  Again,  determine  the  common  practice  of  full-­‐time  and  veteran  adjunct  faculty  members  before  formulating  your  scale.    Methods  of  Achieving  Success.  This  section  simply  outlines  the  time  commitments  and  strategies  for  a  student's  obtaining  satisfactory  results  in  the  class.  It  also  identifies  any  potential  resources  that  have  been  established  to  aid  student  success  in  your  course.    

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Tentative  Schedule.  The  final  section  of  your  syllabus  should  be  a  schedule  of  assignments,  activities,  and  examinations.  Stating  it  is  "tentative"  provides  you  flexibility  should  an  especially  unusual  circumstance  occur  that  might  cause  you,  for  example,  to  consider  delaying  an  examination.  Be  reluctant,  though,  about  changing  your  schedule  once  the  course  is  underway.  Doing  so  creates  a  potential  domino  effect  by  tacitly  suggesting  to  students  that  there  may  be  further  deviations  that  prevent  your  completing  the  entire  course.    Discretionary  Sections.  Remembering  that  the  syllabus  is  a  binding  contract  with  students  and  should  anticipate  the  reasonable  questions  students  might  have  about  the  course,  you  might  want  to  consider  additional  sections  in  your  syllabus.  Many  professors  include  a  section  called  "Academic  Dishonesty"  that  cites  their  own  and  the  institution's  policies  on  plagiarism  and  cheating  on  examinations.  Others  cite  the  location  and  operating  hours  of  course-­‐critical  learning  resources  available  to  students-­‐college  library,  computer  labs,  tutoring  labs,  etc.  While  these  sections  will  lengthen  your  syllabus,  they  may  well  provide  the  essential  protection  for  you  and  help  for  the  student  that  will  avert  unpleasant  outcomes  in  your  course.    An  old  management  axiom  says,  "Plan  your  work,  then  work  the  plan,"  and  apprentice  carpenters  are  taught  "Measure  twice,  cut  once."  A  well-­‐researched  and  formulated  syllabus  will  make  your  job  immensely  easier  and  satisfying.  It  clearly  outlines  your  expectations  in  all  the  critical  areas  of  the  course  and  protects  you  if  ever  challenged.  As  stated  before,  it  is  truly  a  contract  that  includes  your  offer  to  provide  service,  a  tacit  acceptance  by  students  receiving  it,  and  consideration  for  students'  and  the  instructor's  positions.  Furthermore,  it  is  enforceable.    In  a  society  that  emphasizes  visual  stimulation,  also  be  mindful  of  the  impact  of  the  appearance  of  your  syllabus  on  students.  Modern  word  processors  enable  you  to  provide  a  document  with  excellent  eye  appeal,  so  use  one  or  access  the  services  of  the  college  in  using  one.  Typographic  errors,  poor  photocopies,  and  the  like  communicate  a  lack  of  professionalism-­‐not  an  image  you  want  to  create  during  the  first-­‐class  meeting  and  be  forced  to  live  with  for  the  remainder  of  the  term.    Your  syllabus  is  so  critical  to  your  success  that  you  should  have  your  first  one  thoroughly  reviewed,  by  your  discipline  leader,  mentor,  and  perhaps  a  student,  prior  to  having  it  printed  for  distribution  to  your  class.  If  you  follow  the  plan  outlined  here,  you  can  be  assured  your  discipline  leader  or  mentor  will  be  greatly  impressed  with  your  thoroughness  and  professionalism,  which  should  help  build  your  confidence  as  you  embark  on  your  new  adventure.  

   

SAMPLE  SYLLABUS    

The  University  of  North  Carolina  at  Wilmington  Syllabus  

Course  Name  and  Number,  Section  Number    Dr.  Faculty  Member  Office  Number,  Building    Office  Telephone  #  (may  include  other  phone  numbers,  e-­‐mail  or  fax  addresses)  Office  Hours:  (at  fixed  times)  and  by  appointment  (optional).    Course  Description/Course  Objectives:  (recommended)  

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 Texts:  (that  are  Required,  Optional  and/or  Recommended)  A  number  of  resources  may  serve  as  "texts"  -­‐books  and  articles  of  course,  but  also  web  sites,  audio  and  audio-­‐visual  recordings,  manuscripts,  microfilm,  or  another  recorded  format.  Texts  may  be  reserved  in  Randall  Library,  ordered  from  a  bookstore  for  students  to  purchase,  given  out  as  handouts  or  otherwise  made  available.  You  should  state  how  students  may  obtain  them.    Course  Requirements:  A  general  description  of  student  performance  requirements,  including  any  or  all  of  the  following  as  appropriate:    

•   attendance  requirements    •   reading  assignments  •   writing  assignments  (research  papers,  reports,  lab  reports,  journals,  etc.)  examinations,  quizzes  

(and  format  if  possible,  e.g.,  whether  essay,  short  answer,  oral  or  other;  dates  times;  topics  covered)    

•   final  examination    Grading  Policy:  How  each  requirement  is  weighted  in  terms  of  significance  to  the  final  grade;  whether  or  not  you  plan  to  use  +/-­‐  grading  scales,  other  information  about  your  grading  scale.  A  statement  referring  to  the  UNCW  Academic  Honesty  Policy  is  required.  At  a  minimum,  you  should  state  that  the  policy  will  be  followed  in  your  course  and  that  it  is  documented  in  the  Undergraduate  Catalogue  and  in  the  Student  Handbook.    Calendar  of  Course  Events:  (recommended)  You  may  wish  to  note  assignment  due  dates;  examination  dates;  dates  on  which  specific  topics  will  be  discussed;  guest  speakers;  co-­‐curricular  events  that  are  relevant  to  the  course,  holidays  on  which  no  classes  are  held,  Reading  Day  and  the  final  examination  date  and  time,  as  published  in  the  Course  Schedule  for  that  semester.  Dates  which  you  may  wish  to  take  note  of  for  yourself  (though  perhaps  not  include  in  your  syllabus)  are  the  last  day  to  drop  and  class  and  the  last  day  to  withdraw.    Note:  (1)  It  is  not  required  that  you  give  final  examinations  per  se,  but  it  is  required  that  you  meet  with  your  students  during  the  time  published  in  the  Course  Schedule  -­‐  that  time  is  part  of  the  mandated  number  of  hours  that  your  course  must  meet  to  meet  its  formal  credit-­‐hour  requirements.  You  may  arrange  to  have  individual  students  take  final  examinations  at  other  times  convenient  to  you,  but  you  may  not  re-­‐schedule  the  entire  examination.  

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APPENDIX  E    

Recital  Jury  Approval  Policy  (from  the  DoM  Student  Handbook)  

 A.   Submitting  a  recital  proposal  

The  student  must  submit  a  proposed  program  using  the  Recital  Program  Proposal/Jury  Recital  Approval  Form,  with  all  pertinent  information  (titles,  composers,  dates,  performance  times,  etc.)  to  the  respective  major  area  committee  for  approval  and  signatures  either  during  the  pre-­‐registration  period,  or  otherwise  no  later  than  the  last  day  of  Add/Drop  of  the  term  in  which  the  recital  is  to  take  place.        Regarding  the  scheduling  of  a  recital,  students  should  book  and  confirm  a  reservation  for  the  recital,  as  well  as  the  recital  jury,  with  the  manager  of  the  desired  performance  venue  (e.g.,  Recital  Hall,  area  church,  etc.)  before  submitting  the  recital  proposal  for  major  area  committee  approval.    Most  students  will  perform  their  recitals  in  Beckwith  Hall.    Dates  for  this  are  reserved  with  Events  Coordinator.    It  is  recommended  a  student  submit  2-­‐3  prioritized  proposed  dates/times  to  ensure  at  least  one  will  be  available.    Once  submitted  and  reviewed  for  availability,  the  student  will  receive  e-­‐mail  confirmation  of  date/time  reserved.  

 All  approvals,  including  Permission  to  Register  Form,  must  be  completed  and  submitted  by  the  end  of  the  Add/Drop  period.    It  is  recommended  that  the  planning  of  recital  repertoire  begin  well  before  the  start  of  the  term.    Be  sure  to  plan  sufficiently  for  repertoire  to  be  memorized,  where  required  (see  your  applied  instructor  for  expectations  on  this).    Ideally,  the  recital  permission  process  will  be  completed  during  pre-­‐registration  in  the  term  before  the  recital  is  to  occur.    The  major  area  committee  is  composed  of  three  faculty  members:  the  student’s  applied  instructor  and  two  other  faculty  from  the  student’s  applied  field,  as  recommended  by  the  student’s  applied  instructor  with  the  department  chair’s  approval.    Recital  committees  will  be  responsible  for  examining  the  proposals  for  appropriate  length,  level,  and  choice  of  repertoire  (see  below),  and  will  either  grant  approval  for  the  program  to  be  heard  by  the  area  committee  or  recommend  appropriate  revisions.    Recital  proposals  needing  revision  will  have  to  be  re-­‐submitted  and  approved  before  the  student  can  register  for  the  recital.    Upon  approval  by  the  major  area  committee  the  student  must  submit  the  approved  Recital  Program  Proposal/Jury  Recital  Approval  Form,  along  with  a  completed  Permission  to  Register  Form  for  final  approval  by  the  department  chair,  to  receive  confirmation  notice  to  enroll  for  the  recital  on  SeaNet.    Once  final  approval  is  given,  a  confirmation  of  the  recital  date  (see  below  for  scheduling  information)  will  be  sent  to  the  performance  venue’s  manager.    

B.   Repertoire  and  length  The  Junior  recital  (MUS  393)  must  include  pieces  from  Level  III  or  IV  of  the  appropriate  applied  instrument  repertoire  list.    One  significant  work  from  level  II  may  be  included  as  well.    The  BA  Senior  recital  (MUS  493)  jury  should  include  pieces  from  Level  III  and  IV  of  the  appropriate  applied  instrument  repertoire  list  with  at  least  half  of  the  repertoire  from  Level  IV.    

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Programs  are  expected  to  include  a  diversity  of  style  periods,  moods  and  tempo,  to  demonstrate  a  range  of  performance  capability.    All  recitals  must  include  a  small/chamber  ensemble  work.    

  Recital  length:  The  junior  recital  must  be  at  least  20  minutes  in  length;  the  senior  recital  must  be  at  least  40  minutes  long.    This  includes  the  ensemble  work.  

 C.   Scheduling  

Two  dates  are  needed,  first  the  public  recital  date,  then  the  recital  jury.    The  student  who  is  preparing  for  either  a  junior  or  senior  recital  must  first  perform  the  program  for  the  three  faculty  members  who  have  approved  the  recital  proposal  as  described  above.    This  is  the  pre-­‐requisite  for  being  approved  to  present  the  recital  to  the  public.    The  recital  jury  must  take  place  between  4  to  6  weeks  prior  to  the  public  recital.    The  scheduling  of  the  jury  must  be  worked  out  with  the  faculty  members  who  will  be  hearing  it.    Make  sure  your  ensemble  partner(s)  are  also  available  to  perform  on  the  hearing  date.  

 While  the  faculty  jury  is  not  required  to  attend  your  recital,  most  will  want  to.  Please  check  with  them  about  their  availability  for  the  recital  date  as  well.    Ensemble  partners  must  of  course  be  available.  

 If  a  recital  is  to  take  place  off  campus,  the  jury  can  be  held  there  as  well,  contingent  on  faculty  availability  to  do  so.    Otherwise  it  will  be  held  in  Beckwith.    Be  sure  to  adhere  to  whatever  procedures  are  specified  for  reserving  the  off-­‐campus  venue.  

 Whether  the  jury  and/or  recital  takes  place  in  Beckwith  or  elsewhere,  the  student  should  make  any  cancellations  or  changes  with  the  venue’s  manager  at  least  two  weeks  before  the  recital.    Failure  to  inform  the  manager  of  cancellations  or  changes  in  a  timely  fashion  may  result  in  monetary  penalty  and/or  revocation  of  privilege  to  use  the  venue,  in  accordance  with  that  venue’s  reservation  policies.    

D.   The  Recital  Jury  This  will  be  identical  to  the  projected  recital.    All  music  required  to  be  memorized,  shall  be  presented  as  such.    The  program  shall  be  submitted  to  the  jury  on  the  Recital  Program  Proposal/Jury  Recital  Approval  Form,  as  described  in  Section  A.  above.    All  information  on  this  form  should  be  complete  and  accurate  so  that  if  the  hearing  is  successful,  the  program  can  be  printed  from  this  form  for  the  public  concert.    A  copy  of  this  form  will  be  on  file  in  the  music  office  and  should  be  retrieved  by  the  applied  professor  for  the  recital  hearing  to  document  the  recital  jury  recommendation.    At  least  one  printed  copy  or  legal  download  of  music  being  performed  must  be  available  for  faculty  use  at  the  jury.    Availability  of  two  copies  is  helpful  but  optional.    Dress  should  be  at  the  minimum  nice-­‐casual.    If  you  wish  to  perform  in  clothing  similar  to  what  will  be  used  for  the  public  recital,  it  is  welcome.    

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E.   Jury  results  Upon  completion  of  the  jury,  the  applied  instructor  will  submit  the  results  to  the  department  chair.    If  the  hearing  is  successful,  then  the  recital  date  already  arranged  is  approved  and  confirmed.    Once  the  recital  jury  has  been  approved,  the  Recital  Program  Proposal/Jury  Recital  Approval  Form  will  be  signed  by  committee  members;  submitted  to  the  music  office  by  the  applied  instructor;  signed  and  approved  by  the  chair;  and  subsequently,  submitted  to  the  events  coordinator  for  confirmation  of  the  recital  date  in  Beckwith  Recital  Hall.      

 In  exceptional  cases,  rather  than  a  failure,  a  recital  jury  may  make  the  recommendation  a  re-­‐hearing  be  granted.    Such  a  recommendation  will  include  the  conditions  and  criteria  necessary  for  a  successful  rehearing.    Re-­‐hearings  must  be  scheduled  with  the  venue  manager  as  soon  as  the  student  is  informed  of  the  jury’s  decision  to  rehear,  and  no  later  than  one  week  prior  to  the  re-­‐hearing.    

F.   Repertoire  performed  on  a  recital  that  fulfills  degree  requirements  may  not  be  repeated  on  any  other  recital  fulfilling  degree  requirements.    Recital  repertoire  may  not  be  used  on  that  semester’s  honors  recital,  but  can  be  programmed  on  the  departmental  performances.    

G.   Recital  Registration  Checklist:  1.   Discuss  recital  repertoire  options  with  your  applied  instructor  the  semester  prior  to  

registering  for  the  recital,  or  no  later  than  the  start  of  the  semester  before  pre-­‐registration  for  the  recital.  

2.   Reserve  a  date  in  the  hall  (i.e.,  Beckwith  Recital  Hall)  for  your  proposed  recital  date  and  proposed  recital  jury  date  the  semester  prior  to  the  proposed  recital  date.  

3.   Submit  a  completed  Recital  Program  Proposal  Form  to  your  applied  instructor  and  applied  area  faculty  committee  for  signature  and  approval.  

4.   Complete  a  Permission  to  Register  Form  for  the  recital  course  (i.e.,  either  MUS  393  or  493)  with  your  advisor,  and  submit  both  the  Recital  Program  Proposal/Jury  Recital  Approval  Form  Permission  to  Register  Form  to  the  music  office  for  the  chair’s  approval  during  pre-­‐registration.  

5.   Enroll  in  the  requested  recital  course  online  during  pre-­‐registration.      

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   APPENDIX  F  

 Departmental  and  Honors  Recital  Policies  

 Departmental  Recital  Policy  

 Departmental  recitals  are  held  once  a  month  and  are  intended  to  present  performances  of  concert  quality.    Students  may  perform  one  piece,  or  several  movements  of  a  larger  work,  that  should  not  exceed  6  minutes.    However,  any  single  movement  of  a  work  requiring  6  –  8  minutes  for  performance  will  be  accepted.  Faculty  members  are  encouraged  to  use  strong  discretion  in  choosing  pieces  over  6  minutes,  so  only  performances  of  the  highest  quality  are  submitted.  

 Please  submit  program  information  by  the  date  and  time  requested  by  the  departmental  recital  supervisor.  Include  student  names  with  the  name  of  the  composition  and/or  movement(s)  to  be  performed,  composer,  composer  dates,  accompanist’s  name  (if  applicable),  and  the  approximate  time  of  the  proposed  performance.    Complete  performance  information  must  be  submitted  to  recommend  a  student  for  a  recital  performance.  

 Honors  Recital  Policy  

 The  honors  recital  is  held  once  per  semester.    Participation  is  by  audition.    Only  very  high  quality  performances  should  be  submitted  for  honors  consideration.    

1.   Honors  Recital  judges  will  be  composed  of  music  department  faculty  selected  from  each  of  the  following  areas:  winds/percussion,  guitar/strings,  piano,  voice.  

2.   Each  performance  will  be  graded  on  a  scale  of  1-­‐5,  as  defined  by  the  descriptors  on  the  Honors  Recital  Adjudication  Form,  with  5  being  the  highest.    An  average  score  of  3.5  is  needed  to  be  eligible  to  perform  on  the  recital.  

3.   Repertoire  may  not  include  previously  performed  degree  recital  repertoire.  4.   Students  performing  solo  works  must  be  enrolled  in  applied  lessons.  Students  performing  

chamber  works  must  be  enrolled  in  applied  lessons,  or  the  coached  chamber  ensemble  auditioning  for  the  recital.  

5.   Student  may  perform  one  piece,  or  several  movements  of  a  larger  work,  that  should  not  exceed  6  minutes.    However,  any  single  movement  of  a  work  requiring  6  –  8  minutes  for  performance  will  be  accepted.  Faculty  members  are  encouraged  to  use  strong  discretion  in  choosing  pieces  over  6  minutes,  so  only  performances  of  the  highest  quality  are  submitted.  

6.   Pieces  may  be  accompanied  or  unaccompanied.    A  staff  accompanist  will  be  provided,  if  requested.    Student  accompanists  will  be  considered  part  of  the  audition  team  and  the  performance  will  be  judged  based  on  the  abilities  of  both  performers.  

7.   The  honors  recital  manager  will  solicit  submissions  at  least  one  week  prior  to  the  auditions.    8.   The  Honors  Recital  must  be  at  least  forty  minutes  of  music,  but  not  more  than  fifty  minutes  of  

music  in  length.  9.   All  decisions  are  final  and  names  of  student  winners  will  be  posted  as  soon  as  feasible  following  

the  auditions.  10.  Each  student  will  provide  two  copies  of  music  for  the  Honors  Recital  judges.  

 Approved  January  8,  2013

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APPENDIX  G    

Department  of  Music  Recruitment  Plan  Revised  January  9,  2015,  Spring  2017  

 A.   Recruitment  and  Marketing  Concepts    

1.   Our  recruitment  must  be  open,  honest,  and  service  oriented.    We  must  provide  prospective  students,  parents,  and  music  teachers,  with  direct  and  accurate  information.  

 2.   Our  recruitment  must  involve  all  faculty,  as  well  as  administrators,  students,  and  alumni,  to  

multiply  the  total  marketing  force.    3.   Our  plans  should  reflect  the  importance  of  working  closely  with  parents  and  music  teachers,  in  

addition  to  direct  contact  with  prospective  students.    4.   The  importance  of  attracting  prospective  students  to  the  UNCW  campus  prior  to  student  

decision-­‐making  is  reflected  in  our  plans.    Enrollment  data  since  1996  suggest  that  the  current  on-­‐campus  audition  process  has  been  very  effective  in  the  recruitment  of  matriculated  students.  

 B.   Marketing  Strategies    

1.   Each  fall  the  department  distributes  Department  of  Music  audition  posters  to  high  school  music  programs  throughout  North  Carolina.    Each  poster  contains  information  about  the  department  (i.e.,  degrees,  ensembles,  program  highlights,  and  audition  dates).  

 2.   The  department  publishes  an  attractive,  informative  brochure  with  detailed  information  of  its  

background,  degrees,  ensemble  opportunities,  a  list  of  scholarships  and  awards,  as  well  as  specific  audition  admission  information.    This  brochure  is  generally  distributed  to  prospective  students,  music  teachers,  and  parents,  upon  request.  

 3.   The  department  places  ads  in  both  the  NCMEA  and  the  NCMNA  with  information  as  delineated  

above.    

4.   Each  year  the  department  purchases  booth  space  and  is  represented  at  the  NCMEA  Convention  in  Winston-­‐Salem.    All  departmental  materials  are  distributed  to  prospective  students,  music  teachers,  and  parents.    Also,  departmental  recordings  and  other  published  materials  are  displayed  for  review.  

 5.   The  department  of  music  also  maintains  a  homepage  that  includes  information  as  found  in  the  

brochure,  as  well  as  faculty  biographical  information,  select  course  syllabi,  and  an  audition/admission  application  that  may  be  downloaded  by  interested  students.    Also,  a  departmental  e-­‐mail  address  prospective  students  requesting  additional  information  has  been  established.  

 6.   Monthly  Department  Email  (mail  chimp):    Mailchimp  is  an  email  service  used  to  send  

newsletters  and  emails  in  rich,  webpage-­‐like  HTML.  The  department  uses  this  service  to  disseminate  information  about  the  Department  of  Music  to  distinct  mailing  lists  with  content  

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specific  information  to  the  recipients,  as  well  as  a  monthly  newsletter  containing  current  news  about  the  department,  faculty  accomplishments,  information  about  auditions  and  upcoming  workshops  as  well  as  festivals,  and  upcoming  events  using  images,  links  to  the  Department  of  Music  webpage,  and  our  various  social  services  (i.e.  Facebook,  Twitter,  YouTube,  etc.).  

 The  newsletters  are  primarily  sent  to  our  "Recruitment"  lists  (i.e.,  students  that  have  expressed  interest  in  the  Department  of  Music  or  have  attended  one  of  our  workshops  and  festivals).    Each  mailing  list  can  be  tailored  to  a  student’s  interest  in  one  particular  area,  such  as  a  specific  recruitment  event,  or  can  be  used  as  a  general  newsletter  geared  to  engage  prospective  students,  as  well  as  inform  and  encourage  prospective  students  to  audition  for  the  Department  of  Music.  

 Mailchimp  tracks  statistics  for  each  newsletter,  including  the  number  of  people  that  have  opened  the  email  (along  with  specific  names),  the  percentage  of  those  who  have  clicked  on  links  and  which  links  were  clicked  on  the  most,  as  well  as  over  time  growth,  and  average  growth.    At  this  time,  we  have  an  average  of  50-­‐70%  of  subscribers  that  open  each  email,  which  according  to  Mailchimp,  is  much  higher  than  industry  average.  

 7.   College  Day  is  intended  to  not  only  maintain  an  on-­‐going  rapport  with  students,  but  also  to  

engage  them  in  departmental  activities  after  they  have  successfully  auditioned,  and  before  they  formally  commit,  by  inviting  students  back  to  campus.    College  Days  would  be  scheduled  on  the  last  Friday  of  the  month  for  prospective  students  to  attend  various  music  classes  from  theory,  and  music  history,  to  ensembles,  and  more  importantly,  Departmental  Seminar,  among  other  classes.    Applied  faculty  are  also  encouraged  to  meet  with  visiting  students  for  a  few  minutes  to  answer  and  questions,  and/or  provide  additional  information.    In  addition,  UNCW  student  ambassadors  from  the  department  will  act  as  hosts  to  guide  students  from  class  to  class,  take  them  to  lunch,  and  ultimately,  help  provide  the  prospective  student  an  opportunity  to  experience  a  typical  day  for  the  college  music  student.    

8.   Other  Marketing  Strategies    

•   Department  Facebook  Page  (and  notifications  for  events)  •   Department  Twitter  Account  (with  updates)  •   Department  YouTube  page  (ensemble  videos)    

C.   Recruitment  Activities    Student  recruitment  is  expected  of  all  faculty.    The  most  effective  student  recruitment  can  be  accomplished  by  the  ensemble  directors  and  applied  faculty.    According  to  a  study  by  Mary  C.  Carlson  (Nazareth  College  of  Rochester)  ensemble  directors  and  applied  faculty  are  considered  the  most  influential  people  to  students  during  the  college  selection  process,  and  the  most  active  in  student  recruitment.    It  is,  in  fact,  the  contact  between  this  faculty  group  and  the  prospective  student  that  first  identifies  the  student  and  eventually  attracts  the  student  to  the  university/department.    The  following  are  only  a  few  representative  suggestions  of  recruitment  activities:  

 1.   Off-­‐campus  recruitment  activities  may  include  performing  or  presenting  master  classes  for  high  

school  music  ensembles,  academies,  or  other  public  and  private  music  organizations.  

  62  

 2.   Hosting  events  on  campus  (e.g.,  festivals,  conferences,  and  workshops)  that  include  prospective  

students  and/or  music  educators.    

3.   Hosting  summer  workshops  for  high  school  students.    

4.   Judging  local  or  statewide  music  competitions.    

5.   Teach  select  high  school  students  in  your  applied  area.    

6.     Strategies  to  identify  student  recruits:  •   Create  opportunities  (e.g.,  hosting  festivals,  workshops,  clinics)  •   Participate  in  UNCW  opportunities  (e.g.,  Honor  Band  Festival,  Regional  Jazz  Clinic,  

Summer  Jazz  Workshop,  other  festivals,  workshops  and  ensemble  clinics  hosted)  •   Attend  state  and  local  clinics  (e.g.,  direct/perform  region  and  district  clinics)  

 D.   Recruitment  Strategies    

1.   A  major  university  in  an  attractive  setting      

2.   Affordable,  quality  undergraduate  education    

3.   Internationally  recognized  faculty    

4.   Award-­‐winning  student  ensembles      

5.   Extensive  performance  opportunities    

6.   Excellent  intellectual  and  music  training    

7.   Supportive  learning  environment    

8.   National  Association  of  Schools  of  Music  accredited  member      E.   Recruitment  and  Audition  Process    

1.   A  prospective  student  is  identified  through  faculty  recruitment  activities  and/or  one  of  the  marketing/publicity  strategies.  

 2.   A  department  of  music  brochure  is  sent  to  the  prospective  student  with  a  cover  letter  from  the  

chair.    

3.   The  student  completes  the  online  application  and  returns  it  to  the  department.    

4.   The  Music  Admissions  Coordinator  acknowledges  receipt  of  the  application  with  a  return  letter  to  the  student.  

 

  63  

5.   The  Music  Admissions  Coordinator  schedules  an  audition  appointment  for  the  prospective  student  two  weeks  prior  to  the  requested  audition  date.  

 6.   Student  confirms  the  audition  appointment  no  later  than  two  days  before  the  appointment.  

 7.   The  audition  day  is  scheduled  which  includes  an  orientation  with  the  chair,  the  audition,  and  an  

exit  interview  with  the  chair  and/or  program  coordinator.    The  audition  day  is  scheduled  to  allow  for  a  relaxed  environment  during  the  audition  process,  and  provide  ample  time  to  meet  UNCW  students,  faculty,  and  the  chair  in  informal  settings  as  well.  

 8.   The  Music  Admissions  Coordinator  sends  the  student  formal  notification  of  the  audition  results  

from  the  chair.    A  personalized  letter  to  the  prospective  student  from  the  student’s  applied  faculty  may  also  be  appropriate  at  this  time.  

 Recruitment  Balance  and  Growth  As  UNCW’s  enrollment,  and  programs  offered  increase,  the  Department  of  Music  should  also  seek  ways  to  increase  enrollment,  not  only  to  sustain  its  programs  and  thrive  as  a  department,  but  also,  and  more  significantly,  to  achieve  a  balanced  growth  throughout  the  department’s  programs  to  support  the  needs  of  our  music  ensembles.    The  large  ensembles  provide  an  important  laboratory  that  benefits  all  our  music  majors,  and  it  is  appropriate  that  the  ensemble  directors  take  the  lead  in  recruitment  efforts.  However,  it  is  imperative  to  have  the  support  and  participation  of  all  applied  faculty  in  our  efforts  to  recruit  students  at  needed  levels.        Most  importantly,  we  look  for  an  active  integration  of  applied  music  with  ensemble  music  and  for  the  assistance  by  applied  faculty  (full-­‐time  and  part-­‐time)  in  preparing  the  applied  student  for  the  technical  challenges  in  ensemble  music.  We  look  for  specific  activities  to  be  part  of  the  work  of  all  applied  faculty  and  for  these  activities  to  be  reported  and  reviewed  as  part  of  the  annual  report  of  activities.    For  the  music  department  to  yield  an  enrollment  growth  consistent  to,  and  reflective  of  the  university,  as  well  as  other  programs  at  UNCW,  we  offer  a  recommendation  of  annual  recruitment  goals  for  each  applied  area,  and  the  department.  Failure  to  meet  these  recruitment  goals  may  result  in  the  reduction  of  the  scope  of  what  we  can  offer,  and  ultimately,  have  impact  on  personnel  decisions  and  teaching  assignments  as  we  move  forward.        To  address  the  annual  recruitment  goals,  the  department  has  established  a  three-­‐year  recruitment  plan  with  strategies  and  outcomes  (see  below)  in  the  following  areas  of  brass,  guitar,  jazz,  string,  vocal  &  choral,  and  woodwind.    

  64  

   

   

  65  

 

   

Recruitment*Plans*2016319**Jazz*Strategies/Plan* Implementation/Action/Schedule* Assessment* Majors/2016* Majors/2019* Cost*1.#Create#a#web#presence#in#the#jazz#area,#utilizing#social#media#as#a#primary#marketing#tool##a.#Faculty#webinars,#live#concert#footage,#and#calendar#of#jazz#events###2.#Continue#to#recruit#and#nurture#relationships#through#our#on@#campus#events##a.#UNCW#Summer#Jazz#Workshop#b.#UNCW#Rhythm#Day#c.#UNCW#JazzFest##3.#Maintain#a#presence#in#the#region#with#performances,#recruitment#trips,#and#master#classes#with#Jazz#faculty###Additional#strategies#4.#Form#a#student#chapter#of#JEN#and#maintain#a#presence#at#national#conferences#5.#Propose#a#Jazz#Applied#section#into#the#music#curriculum##6.#Allow#education#majors#to#take#jazz#ensemble#(mus@184)#credits#toward#graduation#

1.#Faculty#webinars,#live#concert#footage,#and#calendar#of#jazz#events##2.#UNCW#Summer#Jazz#Workshop,#UNCW#Rhythm#Day,#UNCW#JazzFest#3.#Act#as#a#liaison#for#the#organization#with#regional#public#schools##

1.#Poll#current#students#through#a#survey#each#year#on#our#strengths#and#weaknesses#of#our#program##2.#Departmental#entrance#survey#to#track#recruitment#activities###

Trumpet:#0#Trombone:#0#Saxophone:#1#Piano:#1#Bass:#0#Guitar:#2#Drums:#1#

Trumpet:#4#Trombone:#4#Saxophone:#5#Piano:#4#Bass:#4#Guitar:#4#Drums:#4#

Equipment#for#video#Travel#for#recruitment#trips.#

###########################

#

#For*each*strategy*listed,*please*detailed*implementation*and*execution*actions,*including*planned*visits,*faculty*involved*(as*a*participant*and/or*activity*leader),*and*timetable/schedule*for*each*strategy*to*be*completed,*as*well*as*specific*details*(i.e.,*tool*and*manager)*regarding*the*data*gathering*tool*recommended*to*assess/quantify*results.* *

Approved _________________ 12.6.16

Recruitment*Plans*2016319**Piano*Strategies/Plan* Implementation/Action/Schedule* Assessment* Majors/2016* Majors/2019* Cost*1.! Host'the'annual'Piano'Day''

'

2.! Diligently'contact'teachers'of'strong'students'

who'perform'at'the'NCMTA'annual'convention'

'

3.! Continue'pushing'for'a'piano'scholarship'to'be'

established'and'funded'(department'initiative)'

'

Additional'strategies:'

'

4.! Bring'the'NCMTA'annual'convention'to'UNCW'

(this'will'first'be'possible'in'2019'or'2020)'

'

5.! Give'presentations'for'chapters'of'the'NCMTA'(I'

made'proposals'this'year,'but'some'were'too'

late,'despite'being'made'before'midPAugust;'

others'weren’t'adopted).''I’ll'try'again'next'year'

'

6.! Post'piano'faculty'professional'information'on'

the'department'website'

'

'

7.! A'new'idea,'put'forth'in'conversation'among'me,'

Elizabeth,'and'Barbara:'host'a'piano'symposium,'

something'like'what'Opera'Wilmington'did'this'

past'summer,'with'a'guest'performer/scholar'of'

some'reputation.''We'should'consider'whether'

to'add'this'to'Piano'Day,'or'have'it'substitute'for'

one'year'on'a'trial'basis.''In'any'case,'unlike'

Piano'Day,'some'significant'department'funding'

would'be'required.'

'

8.! Continue'to'be'a'presence'in'the'area'and'state'

in'order'to'meet'piano'teachers'and'their'

students.'

'

9.! Judge'area'piano'competitions.'

'

10.! Play'performances'in'the'area.'We'tried'to'

identify'new'venues'in'Leland'and'Southport'

where'this'might'be'possible,'but'none'has'a'

suitable'piano'

Continuing'existing'activity.''I'judge'whenever'I’m'

invited,'make'copious'comments'(always'

intending'beneficial'input)'and'carefully'write'my'

name'and'department'affiliation'on'each'

comment'sheet.'

'

Continue'existing'activity.''I'keep'searching'out'

performance'opportunities'in'Wilmington'and'the'

region.''Most'recently'I'performed'in'Myrtle'

Beach.'

'

Continue'this'annual'event;'the'next'one'is'

scheduled'for'4'February'2017.'

'

After'my'recent'attendance'at'the'NCMTA'

conference'in'WinstonPSalem,'I'am'doing'this'

now.'

'

I'spoke'with'Kerry'Carlin'at'the'recent'conference'

in'WinstonPSalem,'and'we'confirmed'that'one'of'

these'two'years'can'be'expected'for'us'to'host.''

Kerry'also'confirmed'that'our'request'is'in'the'

record'and'will'be'duly'considered.'

'

I'will'propose'again'in'the'summer'of'2017.'

'

This'is'still'to'be'done.''I'will'get'that'information'

to'Steve'Errante'and'ask'Elizabeth'and'Barbara'to'

do'the'same.'

'

This'is'done'in'conjunction'with'University'

Advancement.''There'is'in'fact'a'new'scholarship'

now'which'we'hope'will'serve'to'draw'a'highly'

qualified'student.'

'

Considering'the'fall'of'2017,'so'as'to'be'in'the'

semester'when'Piano'Day'is'not'taking'place.'

'

Ongoing.'

Departmental'survey'

'

Hard'to'know;'the'results'are'

probably'indirect,'rather'than'

traceably'because'of'the'single'

factor'of'my'having'judged'a'

student.'

'

As'in'#1.'

'

This'event'draws'a'good'number'

of'students'and'teachers'each'

year'as'well'as'very'positive'

reactions'which'people'express.''

So'far'I'cannot'trace'an'

individual'student'who'has'

become'a'major'from'this,'but'I'

consider'it'a'promising'initiative.'

'

No'results'to'report'yet.'

'

No'results'to'report'until'after'

the'events'occurs'in'several'

years;'that'is'how'far'ahead'the'

conference'locations'are'

planned.'

'

No'results'to'report'until'after'

the'events'take'place.'

'

No'results'to'report'until'after'

the'information'is'posted.'

'

The'current'year’s'application'

cycle.'

'

No'results'to'report'until'after'

the'event'has'taken'place.'

'

As'above,'there'aren’t'direct'

results'to'report'as'of'now,'but'

these'are'kinds'of'necessary'

actions'which'we'continue.'

4' 7'(net'increase'of'

one'per'year)'

I'receive'an'honorarium'

from'organization'inviting'

me;'the'department'pays'

nothing.'

'

Almost'always'as'in'#1.'

'

It'is'receipt'driven,'with'all'

costs'being'paid'out'of'

enrollment'charges.''This'

is'possible'because'I'and'

my'colleagues'conduct'

this'event'entirely'without'

pay.'

'

There'is'no'cost'for'emails,'

and'for'phone'calls'I'make'

from'my'cell'phone.'

'

I'am'not'aware'of'

department'costs'

associated'with'this.'

Most'likely'no'department'

cost,'as'normally'I'accept'

whatever'honorarium'is'

offered'by'the'inviting'

organization.'

'

None,'since'Steve'to'my'

knowledge'is'not'paid'for'

this'work.'

'

Scholarship'funds.'

'

The'cost'of'inviting'a'guest'

artist;'typically'$500'P'

$1,000.'

'

None.'

'For*each*strategy*listed,*please*detailed*implementation*and*execution*actions,*including*planned*visits,*faculty*involved*(as*a*participant*and/or*activity*leader),*and*timetable/schedule*for*each*strategy*to*be*completed,*as*well*as*specific*details*(i.e.,*tool*and*manager)*regarding*the*data*gathering*tool*recommended*to*assess/quantify*results.*

Approved _______________________ 11.29.16

  66  

 

   

Recruitment*Plans*2016319*Strings*Strategies/Plan* Implementation/Action/Schedule* Assessment* Majors/2016* Majors/2019* Cost*Priority*1!–!UNCW!String!Day!(February!11,!2017)!Priority*2!–!Formation!of!faculty!string!quartet!

Additional*Strategies:*Policy!&!Curriculum!• Scholarship!funds!dedicated!to!string!students!• Turn!string!ensemble!participants!into!music

majors!or!minors!by!touting!the!benefits!ofdeeper!musical!study!and!access!to!privatestudy!with!top!professionals!

• Target!doubleKmajors!and!musicentrepreneurship!or!technology!students

InKperson!outreach!UNCW!Summer!String!Workshop!(Summer!2018)!• Rising!9K12!graders• UNCW!faculty,!string!majors,!music!ed!majors• Include!guitar?• CrossKreference!new!majors!with!workshop

participants;!target!those!schools!who!are!sending!us!students!

• Funding!required!String!faculty!represented!at!NCMEA!(Danijela!&Spencer!in!2016)!• Travel!reimbursement!requiredOnline!outreach!• UNCW!Music!Youtube!channel

o Upload!String!Ensemble!andAccidentals!footage!

• Departmental!performances!and!recitals• Facebook!page• Faculty!members!record!the!allKstate!audition!

excerpts!and!put!on!Youtube/Facebook!with!practice!tips!(Mike!D’Angelo!gets!credit!on!thisidea!)!

UNCW!String!Day!• Implementation!and!execution!actions!• Secure!funds!for!adjunct!faculty!time!and

travel!(Wenger)!• Date!reserved!with!Ann• Venue!reserved!with!Ann• Fliers

Available!for!NCMEA!• Email!blast!to!orchestra!directors!in

November,!2016!• Faculty!involved:!Gualdi,!C.!Spencer,

Wenger,!Boeyink!• Date:!February!11,!2017

UNCW!faculty!string!quartet!• Implementation!and!execution!actions!• Secure!funding!for!adjunct!faculty!time!

and!travel!(Wenger)!• Select!repertoire!(November,!2016)• Organize!rehearsals!per!adjunct!

availability!(January!and!February,!2017)• Perform!at!String!Day• Campus!concert:!needs!to!be!planned!for

2017K2018!• Visits:!need!to!be!planned!for!2017K2018• Jacksonville• Durham• Faculty!involved:!Gualdi,!C.!Spencer,

Wenger,!Boeyink!

• CrossKreference!participants!at!annual!String!Day!events!withnew!majors/minors;!continue!totarget!those!schools!who!send!usstudents!

• CrossKreference!new!string!ensemble!participants!and!majors!against!list!high!schoolsvisited!by!faculty!and!student!groups!

• Look!for!increased!enrollment!inString!Day!after!faculty!andUNCW!student!visits!to!schools!

String*Day*assessment*tool*• Track!schools!contacted!vs.!

schools!sending!participants• Spreadsheet!of!String!Day!

participants!will!be!comparedwith!students!who!audition!atUNCW!during!the!followingseason!

• Manager!has!not!been!identified

11!string!majors/minors!1!cello!!8!violin/vla!3!bass!

16!violin!students!4K6!viola!students!4K6!cello!students!6!bass!students!

For*each*strategy*listed,*please*detailed*implementation*and*execution*actions,*including*planned*visits,*faculty*involved*(as*a*participant*and/or*activity*leader),*and*timetable/schedule*for*each*strategy*to*be*completed,*as*well*as*specific*details*(i.e.,*tool*and*manager)*regarding*the*data*gathering*tool*recommended*to*assess/quantify*results.*

Up to $300for travel

Approved _________________________ 11.3.16

Recruitment*Plans*2016319*

Vocal*3*Choral*Strategies/Plan* Implementation/Action/Schedule* Assessment* Majors/2016* Majors/2019* Cost*Bringing*prospects*to*campus:*Invite&choirs&to&choral&clinics&from&our&current&

alumni&teaching&within&the&region&(Whitney&Lanier,&

NHHS,&Jennifer&Justus,&Laney&HS,&Ryan&Southerland,&

Duplin&County&HS,&Marisa&Dransoff,&Richlands&HS)*

Invite&state&collegiate&colleagues&to&campus,&

focusing&on&areas,&Charlotte,&Greensboro,&

Asheville/Boone&(many&voice&majors&from&those&

cities)*Offer&again&to&host&a&NATS&event&on&campus&*

Invite&local&HS&student&to&campus&for&a&master&class&

in&preparation&for&their&competitions,&All&State&

Chorus&and/*“UNCW&Voice&Major&for&a&Day”,&recruiting&event&

around&an&audition&date&which&layers&in&a&few&“mini&

classes”:&choir,&group&voice&lesson,&mentoring&by&

current&voice&students,&short&performance&of&choirs&

and&voice&majors*

Reaching*out*to*prospects:*Live=stream&choral&and&solo&vocal&events&through&

our&website;&increase&online&presence&through&

uploading&videos&to&a&YouTube&channel&and/or&

social&media&sites*

Develop&a&performance,&clinic&or&master&class&tour&

to&regional&high&schools&of&our&current&top&voice&

majors*

Attend&Conventions/Adjudicate&Festivals&(need&

funding)&NATS,&NCMENC,&College&Music&Society*Alliances:&cultivate&deeper&relationships&with&select&

community&colleges&within&the&state&(get&list&from&

FB);&find&private&teachers&within&the&state&that&have&

sent&us&students&in&the&past&and&offer&to&teach&a&

master&class*

Social&media&assessed&through&

number&of&visits,&site&engagements,&

video&views&

Review&data&from&admissions:&how&

many&students&identified&as&

interested&in&music&subsequently&

enroll&in&choir,&and&then&matriculate&

into&a&major&or&minor&

Develop&an&easy&online&survey&to&

send&out&to&voice&students&that&

audition,&which&may&include:&

• How&did&you&hear&about&the

UNCW&voice&program

• Did&you&visit&our&website

and/or&view&videos&prior&to

visiting

• What&impressed&you&most

about&your&visit&to&campus

(facilities,&faculty,&ease&of

auditioning)

• Would&you&be&interesting&in

attending&brief&choral/vocal

performance&after&your

audition

Connect&with&recent&alumni&through&

a&survey&and/or&social&media&to&

identify&strengths&and&

improvements&to&be&made&in&the&

vocal/choral&areas&&

22&majors,&and&6&

minors&

not&grow&in&

numbers,&but&in&

quality&

For*each*strategy*listed,*please*list detailed*implementation*and*execution*actions,*including*planned*visits,*faculty*involved*(as*a*participant*and/or*activity*leader),*and*timetable/schedule*for*each*strategy*to*be*completed,*as*well*as*specific*details*(i.e.,*tool*and*manager)*regarding*the*data*gathering*tool*recommended*to*assess/quantify*results.*

Funding for in-state recruitment travel & additional recruitment materials approved ________________________ 11.3.16

  67  

     

Recruitment*Plans*2016319*Woodwinds!Strategies/Plan* Implementation/Action/Schedule* Assessment* Majors/2016* Majors/2019* Cost*1. The!wind!quintet!will!target!quality!band!programs!1–2!hours

from!Wilmington!(i.e.!Fayetteville,!Jacksonville,!Raleigh)!to!present!concerts!and!clinics/sitting!in!the!section!and!playing!with!the!ensembles.!Given!the!new!faculty!personnel!(oboe),!the!quintet!will!focus!on!solidifying!the!ensemble!and!learning!new!repertoire!in!Fall!2016.!Beginning!in!Spring!2017,!the!quintet!will!visit!two!schools!per!semester.!Cost:!partNtime!salary!(Senft,!Waddell,!Williams),!gas!reimbursement!for!concerts/clinics.!

2. To!give!extra!emphasis!to!double!reed!recruitment,!revive!theUNCW!Early!Music!Consort!–!described!on!the!UNCW!website!as!a!facultyNcommunity!ensemble!that!performs!Renaissance!and!Baroque!music!both!on!and!off!campus!–!with!oboe,!bassoon,!harpsichord!(Curtis),!violin/viola!(Spencer),!and!flute!This!ensemble!is!scheduled!to!give!an!onNcampus!recital!on!February!2,!2017.!Beginning!in!Spring!2017,!the!early!music!consort!will!visit!four!schools!with!strong!band!programs!and!with!whom!Bettsy!Curtis!has!established!contacts.!We!believe!strongly!that!this!unusual!ensemble!will!make!a!powerful!impact!on!students!(many!of!whom!will!never!have!heard!a!live!harpsichord);!additionally,!the!inclusion!of!a!string!instrument!(and!the!String!Ensemble!director)!in!the!ensemble!can!help!us!better!attract!and!speak!to!the!needs!of!the!more!talented!double!reed!players!who!expect!opportunities!to!play!with!strings.!Cost:!budget!proposal!included!below.!

3. Honor!Band!quintet!recital!and!clinics

Other:!1. Continue!hosting!annual!Flute!Festival!early!in!spring!semester.2. Explore!possibility!of!creating!a!Double!Reed!Day.!Necessary

costs!(guest!artist!fees,!marketing,!etc.)!to!be!competitive!with!comparable!events!at!UNC!Greensboro,!ECU!et!al.!may!outweigh!measurable!benefits.!However,!alternative!models!will!be!considered.!

3. Regularly!include!select!students!on!a!facultyNstudent!winddectet!in!the!spring!semester;!bring!these!students!along!on!recruitment!trips!to!showcase!the!individualized!attention!and!professional!mentoring!experiences!students!receive!in!the!UNCW!DoM.!

4. Seek!opportunities!to!perform!with!the!wind!quintet!on!localconcert!series!(e.g.,!new!Rush!Hour!concerts!being!launched!by!the!Office!of!the!Arts)!to!achieve!more!visibility!in!the!Wilmington!community.!While!most!New!Hanover!students!may!choose!to!attend!college!farther!from!home,!these!local!performances!will!help!raise!the!artistic!level!of!the!quintet!and!expand!the!group’s!repertoire,!with!the!goal!of!making!performances!on!recruitment!trips!more!impressive!to!students.!!

Destinations—round!trip!mileage!Leesville!Road!High!School—Raleigh—278!miles!Southwest!High!School—Jacksonville—120!miles!Wallace!Rose!Hill!High!School—Teachey—100!miles!West!Carteret!High!School—Morehead!City—196!miles!

Work!with!brass!and!percussion!area!to!develop!an!Entrance!Survey!to!be!given!to!our!current!and!future!music!majors!(and!minors)!to!determine!what!factors!led!them!to!attend!UNCW!to!study!music.!

Work!with!audition!and!admissions!coordinators!to!measure!how!many!woodwind!students!in!each!applied!instrument!are!making!inquiries!about!UNCW,!as!well!as!how!many!are!showing!up!for!auditions!each!year.!

Additional!Assessment!Each!studio!instructor!or!area!submits!an!annual!report!indicating:!!1.!recruitment!activities!(some!will!have!additional!individual!activities!beyond!three!strategies!above)!and!number!of!students!in!that!particular!studioinstrument!reached!through!each!activity!2.!number!of!students!whorequested!information!about!applying!to!UNCW,!with!indication!of!how!they!learned!about!UNCW!3.!number!of!students!whoapplied!4.!number!of!students!whoshowed!up!to!auditions!5.!number!of!students!accepted!6.!number!of!students!whoenrolled,!with!indication!of!why!they!chose!to!attend!UNCW;!where!possible,!provide!any!known!reasons!why!those!who!were!accepted!but!did!NOT!enroll!chose!to!go!elsewhere!

Flute:!5!Oboe:!0!Clarinet:!1!Bassoon:!0!Saxophone:!8!Total:!15!

Flute:!7!Oboe:!3!Clarinet:!4!Bassoon:!2!Saxophone:!8!Total:!24!

Cargo!Van!Rental!for!Harpsichord!and!other!instruments!$48.41!per!day!x!4!=$193.64!

Meals—Breakfast!for!LRHS!&!WCHS!$8.30!x!5!people!=$41.50!x!2!trips!=$83.00!

Gasoline—!Total!mileage!of!694!@20!miles!per!gallon=35!gallons!35!gallons!@!$2.10!per!gallon=$73.50!

Totals:*

Cargo!Van!Rental:!$193.64!Meals:!$83.00!Gasoline:!$73.50!Total:*

$350.14*

Approved _________________ 11.14.16

  68  

APPENDIX  H    

Select  Student  Guidelines  and  Policies      

Scholarship  Guidelines    All  new  students  auditioning  should  be  considered  for  a  scholarship,  eliminating  the  need  for  an  application  for  incoming  students.    Students  on  a  multiple-­‐year  scholarship  should  be  automatically  reviewed  each  year  to  determine  if  they  have  met  the  criteria  as  stated  in  their  agreement  letter.    No  application  is  necessary.    Returning  students  who  would  like  to  be  considered  for  one  of  the  endowed  scholarships  must  submit  a  scholarship  application  by  March  24,  or  the  next  business  day.    Music  scholarships  are  reserved  for  music  majors,  while  ensemble  service  awards  can  be  used  for  non-­‐majors  involved  in  the  department.  

 Approved  February  8,  2013  

   

Residency  policy    

Students  are  considered  in  residence  each  semester  they  are  enrolled  until  they  have  completed  their  capstone  course  (BA:  senior  seminar,  or  BA-­‐Performance:  Senior  Recital),  or  until  they  have  completed  all  coursework  required  prior  to  beginning  their  student  teaching  internship  (BM-­‐Music  Education:  Student  Teaching  Internship).  In  unusual  circumstances,  faculty  members  may  request  an  exception  from  this  policy  on  behalf  of  students  by  consulting  with  the  department  chair.    

Approved  August  30,  2013      

Student  Absence  (based  on  the  UNCW  Faculty  Handbook)  

 Music  department-­‐related  travel  may  occasionally  require  a  student  to  miss  one  or  more  music  class  meetings.  In  those  cases,  the  sponsoring  faculty  member  is  expected  to  notify  all  music  faculty  of  the  student’s  absence  not  less  than  two  weeks  in  advance  of  the  absence,  allowing  the  student  time  to  request  alternate  arrangements  from  faculty  involved  to  complete  missed  work  and,  if  necessary,  to  do  any  compensatory  projects  which  faculty  may  assign.    In  addition,  when  planning  for  department-­‐related  student  travel,  sponsoring  faculty  should  try  to  schedule  travel  to  coincide  with  semester  breaks  to  avoid  missing  regularly  scheduled  classes  whenever  possible.  

 Approved  March  1,  2013  

  69  

   APPENDIX  I  

 Concert  Scheduling  Procedures  

 A.   Annual  Scheduling  Requests  

1.   The  annual  departmental  scheduling  of  concerts  for  the  following  academic  year  occurs  each  fall.    Faculty  presenters  should  send  their  scheduling  requests  to  the  Events  Coordinator  no  later  than  October  1.  

2.   The  dates  are  compiled  and  reconciled  within  the  department  by  the  Events  Coordinator,  and  any  Kenan  Auditorium  dates  are  submitted  to  the  Kenan  Auditorium  manager,  and  Events  Coordinator  for  scheduling  by  October  1.    Further  reconciliation  of  submitted  dates  may  be  necessary  at  this  time  to  accommodate  requests  by  other  academic  units.    Once  all  dates  have  been  reconciled,  the  Kenan  Auditorium  calendar  will  reflect  the  reconciled  calendar  of  dates  requested.  

 B.   Scheduling  Requests  after  the  October  1  Deadline  

1.   All  late  request  for  dates  should  be  made  directly  to  the  chair  for  consideration.    Only  guest  events  will  be  considered  and  not  annual  departmental  and/or  faculty  events.  

2.   In  the  case  of  dates  in  Kenan  Auditorium,  the  presenter  should  first  review  the  Kenan  Auditorium  online  calendar  for  available  date(s)  and  submit  a  request  to  hold  the  preferred  date(s)  with  the  auditorium  manager.  

3.   Once  a  hold  has  been  placed  on  the  requested  date(s),  the  presenter  should  notify  the  Events  Coordinator  and  request  a  confirmation  be  submitted  for  the  date(s)  held.      

4.   The  Events  Coordinator  shall  confer  with  the  department  chair  and  review  the  request  for  scheduling  conflicts  with  the  internal  concert  calendar  and  either  confirm  the  date(s)  with  the  auditorium  manager,  or  notify  the  presenter  of  any  conflicts.  

 C.   Presenter  Responsibilities  

Arrangements  for  concert/rehearsal  services  (i.e.,  staff  scheduling,  equipment  needed,  set-­‐up,  piano  tunings)  will  be  made  by  the  Production  Manager  as  per  the  presenter’s  needs,  but  rehearsal/performance  re-­‐scheduling,  or  cancellation,  will  be  the  responsibility  of  the  presenter  (i.e.,  ensemble  director,  artist  recital  series  coordinator,  soloist,  applied  music  faculty  for  student  recital,  honors  recital  director).    

 

  70  

APPENDIX  J    

Concert  Program  Publication  Schedule      

1.   Complete  program  information  (i.e.,  names  of  performers,  titles  of  pieces  and/or  movements,  composers’  names  and  dates,  up  to  date  bios,  photos,  and  program  notes,  etc.)  should  be  submitted  to  the  Events  Coordinator  no  later  than  two  weeks  prior  to  the  event.  

2.   Program  information  should  be  submitted  as  an  e-­‐mail  attachment  and  as  a  Microsoft  Word  document.  

3.   Programs  will  be  approved  by  presenter  prior  to  printing.  4.   Failure  to  follow  the  procedures  and  guidelines  above  could  prevent  programs  from  being  

printed  for  the  event.      

  71  

APPENDIX  K    

Department  of  Music  Guest  Artist  Guidelines    

Guest  Artist  Funding  requests  are  to  be  submitted  using  the  approved  Guest  Artist  Funding  Request  form,  found  online,  for  the  following  academic  year  by  no  later  than  December  15  of  the  preceding  AY.    The  committee  will  make  decisions  by  February  15  for  the  following  AY.    

1.    The  committee  will  fund  as  many  proposals  as  possible  that  provide  educational  benefit  to  an  applied  studio,  program,  or  academic  class.  

2.   Priority  will  be  given  to  proposals  that  benefit  the  department  as  a  whole,  and  involving  more  than  just  one  applied  studio  or  class,  as  well  as  to  applied  studios  or  classes  that  had  not  received  guest  artist  funding  the  previous  year.  

3.   Partial  awards  are  possible,  but  depend  on  the  size  of  the  request,  and  appropriateness  based  upon  the  merit  of  the  guest  artist’s  credentials.  

4.   Funding  from  this  committee  is  solely  intended  for  requests  by  applied  studios,  programs,  or  academic  classes,  and  not  intended  to  supplement  cultural  fee  funding  currently  allocated  annually  to  music  ensembles  (i.e.,  choirs,  jazz  ensembles,  wind  symphony/chamber  winds,  WOOP).  

   

Approved  November  22,  2013    

   

  72  

APPENDIX  L  (Sample  Form)  

 Approved  by  faculty  on  October  25,  2012  

Department of Music Guest Artist Proposal

Faculty Sponsor _________________________________ Date submitted ________________ E-mail ____________________ Office Phone _____________ Cell ____________________ Guest Artist and Bio (use additional page or include website): __________________________

___________________________________________________________________________ Type of Event (e.g., concert, lecture, etc.): _________________________________________

___________________________________________________________________________

Other Activities Planned (e.g., master class): _______________________________________

___________________________________________________________________________

Planned Date & Time ___________________________________________________________

Requested Location(s) __________________________________________________________

Publicity Planned (please check all applicable): Flyer Print ads E-flyer Poster Mailing Other: _______________________________________________________________________ Fee, including travel, lodging, and meals: ___________________________________________ Additional expenses: ___________________________________________________________ Other funding sources: __________________________________________________________ Total amount requested from the DoM: _____________________________________________ Additional comments (optional): ___________________________________________________

____________________________________________________________________________ Guest Artist Committee Recommendation (amount and justification): ______________________

____________________________________________________________________________

Committee Member Signature: _____________________________ Date: ________________

Committee Member Signature: _____________________________ Date: ________________ Committee Member Signature: _____________________________ Date: ________________

Chair Signature: _________________________ Date __________ Account # ____________

2/26/13