University Citizenship and Professional Development | Kent State University

University Citizenship and Professional Development

University Citizenship and Professional Development are broadly defined to include administrative service to the university, professional service to the faculty member’s discipline, and the provision of professional expertise to public and private entities beyond the university, at regional, national, and international levels.  FT-NTT may be assigned administrative and other non-instructional duties in addition to a teaching load. If this is the case, any performance review will be based on the effective and efficient completion of the assigned duties as established in the annual appointment letter and statement of workload.

 

In accordance with the definition of service adopted by the College of Communication and Information, the School of Library and Information Science is guided by the following points:

  1. Quality service involves a commitment to the shared obligation of administering the school, the college, the university and the discipline.
  2. Quality service involves meaningful engagement with both internal and external constituencies.
  3. Quality service is performed with integrity. It involves more than nominal membership on committees but a duty-conscious performance of activities that improve and advance the university, the discipline or the larger community.
  4. Quality service is ideally connected in meaningful ways to a faculty member’s teaching.

 

Indices of University Citizenship and Professional Development include but are not limited to:

  • Service to the university, college, and school;
  • Participation, leadership, and/or election on university, college, and school committees and boards;
  • Serving as an advisor to student groups;
  • Service to the professional community and professional associations at international, national, state, and local levels;
  • Active participation or leadership in professional committees and working groups at international, national, state, and local levels;
  • Secured professionally reviewed grants, especially external awards, related to one’s service as defined above;
  • Peer review activities for journals, conferences, publication, proposals, and funding agencies;
  • Journal or monograph editorial activities;
  • Presentations related to one’s service as defined above.

 

Table 5, provides a guideline for assessing service for candidates for review in the school.

 

Table 5: Expectations for Progress and Excellence in Service

SERVICE

At the completion of Year 2, for the 3rd Year First Full Performance Review:

Does NOT meet Expectations

MEETS Expectations

EXCEEDS Expectations

Candidate failed to contribute regularly in assigned committee work; presented no evidence of engagement with professional organizations.

Candidate contributed regularly in assigned committee work and/or administrative duties at the school, college, or university level; helped set and reach committee goals; as requested, accepted work on ad hoc committees. Candidate is actively engaged with local, state, or national professional organizations. Candidate is engaged in events in SLIS academic specialization areas and the school in general.

Candidate met expectations and also helped lead efforts in setting and reaching committee goals; has established an active presence in the professional community; has assumed office in a professional organization at the state or national level.

At the completion of Year 5, for 6th Year, Second Full Performance Review:

Does NOT meet Expectations

MEETS Expectations

EXCEEDS Expectations

Candidate failed to regularly contribute in assigned committee work; did not accept requests to chair committees, to join ad hoc committees, or to join committees at the college and university level; Is not engaged with professional organizations at local, state, or national level.

Candidate contributed regularly in assigned committee work and/or administrative duties at the school, college, or university level; worked to help set and reach committee goals; as requested, accepted work on ad-hoc committees; demonstrated relevant community service; served on at least one professional committee at local, state, or national level. Represented SLIS and/or CCI on college or university committees.

Candidate met expectations and also contributed in leadership role. Evidence of exceptional contributions to the School, College, University, profession, and community beyond normal expectations.

At the completion of Year 8, for a 9th Year Simplified Performance Review and Every 3 Years after, 12th, 15th, etc.:

Does NOT meet Expectations

MEETS Expectations

EXCEEDS Expectations

Candidate failed to regularly contribute in assigned committee work; did not accept requests to chair committees, to join ad hoc committees, or to join committees at the college and university level; Is not engaged with professional organizations at local, state, or national level.

Candidate contributed regularly in assigned committee work and/or administrative duties at the school, college, or university level; worked to help set and reach committee goals; represented SLIS and/or CCI on college or university committees; demonstrated relevant community service. Candidate has established a presence in the professional community through active engagement and has evidenced interest in professional leadership by chairing a committee at local, state, or national level.

Candidate met expectations and also assumed a committee chair role for School. College, or University; exhibited a leadership role such as chairing committees or creating special interest groups in the professional community. Candidate has established a presence at the national or international level and has shaped the direction of the profession through their efforts.