3. Documentation of teaching participation must include a description of the teaching activities in the context of a curricula or program, the number of courses, hours of lecture and/or student contact, and the candidate's relative importance to the teaching program (course director, developer, contributions as percent of course teaching hours, etc.). 4. Quality of teaching is judged by (A) faculty peers, both within and outside the department, and (B) the department and/or program director. Student questionnaires may also be considered. Specific methods of evaluation and objective criteria (both qualitative and quantitative) must be clearly defined by the individual department, but should include some objective measure on how the individual’s teaching has enhanced the quality of learning and/or improved in the program. Evidence of excellence in educational research: 1. The research of the candidate must reflect original, independent studies and thought that contribute new knowledge to the field, or to education in general. It is important to document that the candidate has an essential role in the formation and testing of new ideas and hypotheses and/or has made major contributions to education. The quality of the research and contributions is more important than the quantity. The quality of the research can be judged by the success of the candidate in competing for extramural grant support. 2. Quality and impact of research are judged by the following: the quality of journals in which the work is published, with most emphasis being placed upon major peer- reviewed journals; peer-reviewed, external research support including both grants and contracts; experts within the university; nationally recognized eminent scholars outside the university with expertise in the candidate's field (solicited by the department; more weight is given to letters from individuals who are experts in the field and who are not collaborators or former mentors of the applicant); and presentation of peer-reviewed papers, scholarly publications, and invited lectures of national or international importance. 3. Independence as a scholar is documented by the candidate's being senior author on publications and creative works, the major creative force in the planning and development of projects, and participant or principal investigator on research grants. Major contributions to interdisciplinary educational research are documented by letters from project directors, principal investigators, or others who have first-hand knowledge of the candidate's role in the overall team effort. 4. Evidence of peer recognition for research activities may include serving on study sections, on editorial boards, or as reviewers for granting agencies and high quality journals. Evidence of excellence in service include:
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