DIRECTIONS FOR 2005-2006 ANNUAL REPORTS

September 18, 2006

COLLEGE OF BUSINESS

STEPHEN F. AUSTIN STATE UNIVERSITY

Our most important resources are individual faculty and staff members.

College Mission Statement

OVERVIEW

Supporting and strengthening our faculty resources begins with the systematic gathering of key information bearing on our teaching, research, and service activities in relation to our mission. This document describes the procedures to be used in the fall of 2006 to prepare the reports described below.

REPORTING REQUIREMENTS

Preparation of an Annual Report and Curriculum Vitae is required of all faculty (full-time and part-time) in the College of Business except those specifically exempted by the respective department chair. Contact your department chair if you require secretarial assistance in preparing your report.

(1) The "Annual Report," prepared each fall for the preceding academic year. The annual report's primary purpose is to document the individual's professional activities for the specified time period. The report sub-divides the traditional teaching, research, and service components into categories so as to facilitate assessment of the individual's contribution to our college mission. The reports are used for:

--counseling of individual faculty by department chairs: strengths, weaknesses, needed improvements, etc.

--support of tenure, promotion, pay, and retention decisions.

--source data for the Curriculum Vitae report described below.

--when taken collectively, documentation of the college's accomplishments with respect to our mission. The accomplishments will be compared to our goals and objectives, and the resulting information will be used to develop strategies to further our progress toward achieving the outcomes we desire.

(2) The "Curriculum Vitae," also prepared each fall but cumulative over a specified time period. The vitae report's primary purpose is to document the individual's level of qualification for the courses he or she teaches. To that end, it includes information about academic preparation and relevant professional experience as well as a concise presentation of the annual report data. The current reporting period is September 1, 2001 to August 31, 2006.

DUE DATES/DISTRIBUTION

The Annual Report and Curriculum Vitae are due to your department chair no later than Monday, October 18, 2006. Turn in two duplex (front/back) copies of the Annual Report and Curriculum Vitae along with attachments to your department chair, and keep the originals for yourself (note that Annual Report attachments must include summaries of student assessment of teaching as described in the Teaching section below). Each department chair will specify how disks are to be handled.

REVIEW/RECORD KEEPING

Each department chair will review the reports from each faculty member for accuracy and completeness. If warranted, the chair may return a report for editing and/or correction and, if so, will inform the faculty member of the deadline for completion of the needed changes. The associate dean will spot check the annual reports for accuracy and completeness and will work with the faculty member and department chair to resolve any problems.

Records of all intellectual development and professional experience activities should be retained for at least five years. At a minimum, records should include details of the activity (notes, etc.), date(s), and location(s). Confidential client information including attorney-client records may be recorded in terms sufficiently general to protect the parties involved. Copies of publications should be retained indefinitely, and no publication may be reported unless a copy has been retained. If possible, the original journal should be retained along with the journal's editorial policy (types of papers accepted, review policy, etc.). All records (except confidential files) must be immediately accessible for audit.

PHILOSOPHY

Keep in mind that the Annual Report is an attempt to document all of your relevant professional activities for the academic year. Also, as noted above, the Annual Report is the basis for the Curriculum Vitae, which in turn is a major basis for determining the degree to which you are qualified to teach your classes. (The latter use should be taken positively rather than negatively. That is, if the Curriculum Vitae reveals a weakness, the faculty member should work with his or her department chair to correct it.) Five categories of activity are reported:

--teaching and related activities, reported in detail on the Annual Report and summarized on the Curriculum Vitae.

--academic training and professional experience, which includes your degree and other training and experience, primarily prior to beginning employment at SFASU. These items are reported on the Curriculum Vitae, but not on the Annual Report (except training or experience during the reporting period, which fall under "intellectual development" below).

--intellectual contributions, which are publications and certain other research activities (listed on both reports).

--intellectual development activities, which are intellectual activities (other than "intellectual contributions") that increase the individual's knowledge with respect to his or her teaching field (listed on both reports). These include some publications that do not meet the intellectual contributions criteria, and they also include current professional experience (including employment and consulting) relevant to the teaching field.

--service activities, which are relevant professional activities (especially those in support of the college mission) other than those listed above. These are only listed on both reports.

To be considered qualified, all faculty should engage in intellectual contribution activities, intellectual development activities, or both on a regular basis. In general, faculty teaching more advanced courses (especially graduate courses) should engage in more advanced development, particularly in the intellectual contributions category. The number and type of activities necessary to be considered qualified for a given teaching assignment will be determined by the faculty member's department chair in consultation with the College Dean.

DOCUMENT FORMAT

The reports may be prepared with WordPerfect, or with MS Word. WordPerfect is the recommended format. Although you may begin from scratch, the following template files are available from your department chair as an aid to preparation of your reports. You may also download these by clicking on the respective file:

Annual Report: ANNREP06.WPD (WP)and ANNREP06.DOC (MS Word).

Curriculum Vitae: VITAE06.WPD (WP)and VITAE06.DOC (MS Word).

You should not modify the template file. Instead, open the desired template, then use the "Save As" option to give your report a new name.

After naming each file, fill it in according to the directions in the respective section. It is not necessary to include sections that are blank. If you have nothing under "Basic Scholarship," for example, simply delete that entire section. Be sure to follow the following document conventions, which are already set up in the template files:

Font: Times Roman 12 point "normal" except as otherwise noted. Any equivalent to Times Roman is acceptable, including CG Times and Times New Roman.

Justification: left (not full).

Margins: 1" all around.

Major headings: centered, bold, upper-case.

Secondary headings: against left margin, not bold, upper-case.

Third and lower headings: upper/lower case, indented* one tab stop for each level below the secondary headings.

*Be sure to use the indent key (F7 in WordPerfect 6.1) and not the tab key where indenting is specified. Use of the tab key will make it difficult to edit multi-line items after they have been entered.

Data entries (activities, citations, etc.): indented* one tab stop beyond the respective heading. List all data items in reverse chronological order (newest first) within category.

Spacing: single-space each entry, but double-space between entries and between each entry and the next/previous heading. Never use more than one blank line between items unless necessary to remove widows/orphans.

Running header: text in the following format beginning on page 2:

Joe C. College, 2005-2006, Page 2

Note that the header text is to be right-justified and in 10 point size instead of 12. The Annual Report uses 2005-2006; the Curriculum Vitae uses 2001-2006. These headers are defined at the beginning of the template files with a code to suppress printing on the first page. Of course, you should change the header to use your name.

Print the documents on a laser printer or high quality inkjet printer (black/white only). Duplicate two copies of the Annual Report and Curriculum Vitae front/back for your department chair and retain the originals.

ANNUAL REPORT

TEACHING

The College of Business provides a student-focused learning environment through effective teaching supported by relevant research and meaningful service. These endeavors assist our students in becoming competent and ethical professionals in a changing world.

Our primary activity is delivering quality undergraduate education...

We also provide quality graduate programs...

College Mission Statement

The annual report begins with teaching, which we have indicated in our mission to be our primary activity. This is where you document your contribution. Note that documentation of course content should occur primarily in your course syllabi. Any new activities, however, should appear in the Annual Report.

COURSES TAUGHT: list courses, sections, and official (12-day or 4-day) enrollments as indicated in the template for each course taught.

RELEASE TIME: state reasons for any reduction in teaching load below 9 hours per regular semester, e.g., department chair, time purchased by funded research, development leave, etc. Check with your department chair if you believe that this section is applicable to you.

INTERNSHIPS/SPECIAL PROBLEMS: list number of students in each category by semester in the same format as teaching. Add details only if activities were out of the ordinary.

INNOVATIONS: new activities that enhance teaching effectiveness (methods, technologies, materials, etc.), especially those related to the college mission or the college's published educational objectives. Additionally, progress made toward achieving college or departmental goals.  Do not include course or curriculum development, which are reported separately below. In particular, state how you helped develop the following in your students or how you integrated the respective topics into your classes (via classroom activities, examples, presentations, assignments, etc.):

--knowledge of contemporary theory and practice in the field being taught, i.e., addition of new topics, new textbook, initial use of guest speakers (see also Other section below), etc.

--basic knowledge in one or more of: accounting, behavioral science, economics, mathematics, or statistics

--competency in interpersonal, oral, and/or written communication

--proficiency in analytical thinking, critical analysis, logic, creativity, and/or integrative problem solving

--quantitative or abstract reasoning including the ability to apply quantitative skills to problem solving

--ethical awareness and integrity, including ethical decision-making skills

--team building skills, especially those applicable to a diverse work place (including working with persons of different genders, cultures, educational backgrounds, etc.)

--skills in the use of contemporary information resources and technology, including computers, Internet, etc.

--capacity and motivation for life-long learning (explaining the need for continued self-development, identifying industry continuing education expectations, motivation to the student to be responsible for his or her learning, describing how to continue learning after college, etc.)

--understanding of global issues

--awareness of the political, economic, legal, regulatory, environmental, and/or social factors affecting an organization

--interdisciplinary material

--team teaching

--learning objectives separately published for the MPA program and the programs for B.S. and M.S. degrees with a major in computer science

--other new activities that "assist our students in becoming competent and ethical professionals in a changing world."

--development of cultural awareness, promotion of diversity, and appreciation of multi-cultural issues (e.g. group projects, writing assignments, lectures).

STUDENT ASSESSMENT OF TEACHING:

--attach copies of summary printouts from student assessments of teaching. SFA and college policies currently require that each faculty member conduct assessments of every class taught in at least one regular semester each academic year. Printouts from all classes in the chosen semester must be attached; printouts from other semesters may be added.

--a brief interpretation of the results of student assessments of your teaching for the reporting year (optional but recommended). You are encouraged to report actions you took to modify your teaching in response to the student assessments, and you may provide an explanation if you feel that the student assessments do not accurately describe your teaching. For example, you might indicate that "assessments were generally positive and indicated a favorable reaction to the new assignment format," or that "assessments were lower than in the previous year partly due to the addition of a difficult project, but written comments indicate that the project was a good learning tool."

--summary of written comments (optional).

OTHER EVIDENCE OF TEACHING EFFECTIVENESS: list any of the following that apply, and attach a written report (if one was prepared) where applicable:

--instances of department chair or peer classroom visitations

--preparation of a "teaching portfolio"

--teaching awards nominated for or won

--other evidence of teaching effectiveness (personal intellectual development is reported below)

COURSE DEVELOPMENT: new courses you developed (or helped develop), major changes in course content, etc. Work on curriculum committees should be reported in the Service section.

OTHER: significant activities directly related to teaching not reported elsewhere. Include the following whether or not the activities are being done for the first time this year:

--participation in "mentoring" as either the mentor or recipient (indicate which).

--involving external constituents (employers, alumni, parents, governmental bodies, and other members of the external community) in student learning. Include speakers, tours, etc. Cross-reference new activities to Innovations above as applicable.

INTELLECTUAL CONTRIBUTIONS

The College of Business provides a student-focused learning environment through effective teaching supported by relevant research and meaningful service.

In support of our educational activities we encourage involvement in all intellectual contributions, with primary emphasis on applied research and instructional development. These contribitutions will be directed toward regional, national, and international audiences and will be subject to peer review.

College Mission Statement

"Relevant research," our mission declares, helps us provide an effective learning environment. Publication of that research is also important so that the new knowledge we develop will be available to others. List your publications and related activities in the categories indicated, keeping in mind the following general rules:

--intellectual contributions are reported in the year accepted or published, whichever comes first. (In this respect, the Annual Report is different from the Curriculum Vitae, which lists most items strictly according to publication date.) If you can't recall whether an item was previously reported, consult last year's report (copies are held by the department chairs as well as the Dean's Office).

--be careful to correctly classify each item. "Basic" vs. "applied" scholarship is particularly tricky (but important), so be sure to read the descriptions of each below.

--Within category, list items in reverse chronological order (newest first). Items accepted but not published go at the beginning of the same category as if published if you have written proof of acceptance (otherwise place them in the appropriate Intellectual Development category). If an item under review is listed in Intellectual Development one year and is accepted for publication in a later year, it can be listed as an Intellectual Contribution in the year accepted. However, such an item will be listed only once on the Curriculum Vitae (as the acceptance or publication, not as the submission).

--Each item must be listed exactly once on the report, and all co-authors of a paper must list it in exactly the same way. Use the attached citation format including date (to at least month and year) as indicated. Also indicate intended audience (regional, national, international) as indicated in the examples.

--List the authorship in the same way as published. Do not simply state your name and "co-authored."

--Items that do not fall into one of the defined Basic, Applied, or Instructional categories should be placed under the appropriate Intellectual Development category.

--If an item was accepted by a formal review process consisting of two or more peer evaluators other than the publication editor, add the annotation "refereed" in parentheses (see citation examples). The review may be either "editorial" or "blind" in the sense that the reviewers do or do not know the author's name.

BASIC SCHOLARSHIP (Discipline-based scholarship): the reporting of new knowledge in categories other than Instructional Development. A contribution should be classified as "basic" to the extent that it represents one or more of the following:

--development of a new methodology.

--application of a previously-reported methodology in an innovative way, so that the application itself represents new knowledge.

--knowledge that seems useful but has no immediate application, i.e., it will require further development.

--development of a new model, hypothesis, or questionnaire, with or without an empirical test.

--integration of previous knowledge is such a way that the combination represents new knowledge. Literature reviews often meet this criteria.

Note that basic scholarship is often directed to an academic audience, but that is not a requirement. The approach may be either theoretical or empirical, but cases and other pedagogical material are never included here. It is sometimes helpful to consider the stated editorial policy of the publication or the policy as reported in Cabell's Directory. If in doubt about a particular work, the faculty member should consult with others familiar with the field. Faculty are encouraged to report the outcomes of such discussions to the Associate Dean so that future instructions can be more explicit. The available sub-categories are:

Journal articles : articles accepted or published in a journal and consistent with the Basic Scholarship definition above. See above directions for when to add "refereed" for items in this and other categories, and indicate in parentheses if "in-house" (published here at SFA).

Books, chapters, and monographs: items other than textbooks and pedagogical material. Indicate category (book, chapter, or monograph) with each item.

Published book reviews: include here only if the review is a published contribution to the field in and of itself. Unpublished reviews are more appropriately placed under Intellectual Development, while most published reviews are more appropriately placed under Applied Scholarship.

Proceedings from scholarly meetings: include here if the paper or most of the paper is published in the proceedings of a conference and the content is basic scholarship as defined above. If only an abstract is published or if the published item has substantially less content than the paper presented, list as a presentation instead. Be sure to indicate "refereed" in parentheses if appropriate and to indicate audience (regional, national, or international) if not part of the meeting title.

Presentations at scholarly meetings: like proceedings except that this category is for papers that do not appear in the proceedings (or appear in a substantially shortened format) but were presented. See example citation of how to list an item where only the abstract was published.

Published working papers: list only papers that are publicly available.

Faculty research presentations: list items presented at faculty research seminars.

APPLIED SCHOLARSHIP (Contributions to practice): the application, transfer, and interpretation of knowledge to improve practice. A contribution should be classified as "applied" to the extent that it represents one or more of the following:

--empirical testing of a model, hypothesis, or questionnaire developed in a previous work, unless adapted in such a way that the adaptation represents new knowledge.

--application of an analysis technique to a new firm, time period, region, etc. in essentially the same way that the technique has previously been applied.

--the interpretation of previous "basic" results to illustrate applications, unless the interpretation itself if so significant as to be considered new knowledge.

Note that applied scholarship is often directed to a practitioner audience (including public and trade journals), but that is not a requirement. Cases and other pedagogical material are never included here. It is sometimes helpful to consider the stated editorial policy of the publication or the policy as reported in Cabell's Directory. If in doubt about a particular work, the faculty member should consult with others familiar with the field. Faculty are encouraged to report the outcomes of such discussions to the Associate Dean so that future instructions can be more explicit.

Journal articles: articles accepted or published in a journal (including professional, public, and trade journals) and consistent with the Applied Scholarship definition above. Indicate in parentheses if refereed and/or "in-house" (published here at SFA).

Books, chapters, and monographs: items other than basic research, textbooks, and pedagogical material. Indicate category (book, chapter, or monograph) with each item.

Published book reviews: include here if published but not as strong a contribution to the field as under Basic Scholarship above. Unpublished reviews are more appropriately placed under Intellectual Development, but most published reviews go here.

Proceedings from professional meetings: include here if not basic or pedagogical research and the paper or a substantial portion thereof is published in the proceedings of a conference. If only an abstract is published or if the published item has substantially less content than the paper presented, list as a presentation instead. Be sure to indicate "refereed" in parentheses if appropriate and indicate audience (regional, national, or international) if not part of the meeting title.

Presentations at professional meetings: like proceedings except that this category is for papers that do not appear in the proceedings (or appear in a substantially shortened format) but were presented. See example citation of how to list an item where only the abstract was published.

Papers presented at faculty workshops: similar to papers presented at faculty research seminars, but tending more toward applied than basic research.

INSTRUCTIONAL DEVELOPMENT (Learning and pedagogical research): activities that enhance the educational value of instructional efforts of the institution or discipline. Primarily, this includes publications about teaching or directed to an audience of teachers. Individual course material development should be reported under Teaching above rather than here unless publicly available to others.

Pedagogical journal articles: journal articles, but about teaching or in a pedagogical journal. Indicate in parentheses whether refereed.

Textbooks, chapters, and monographs: indicate category (textbook, chapter, or monograph), listing items of a pedagogical nature as indicated above.

Pedagogical proceedings: as proceedings above but at a pedagogical conference or on a pedagogical subject.

Pedagogical presentations: as presentations above but at a pedagogical conference or on a pedagogical subject.

Cases with instructional materials: list the case and instructional material as one item even if published separately (see citation example); be sure to so indicate if refereed. Cases without instructional materials can not be listed here (even if published and/or refereed) and go under Intellectual Development instead.

Instructional software: software developed for use in one or more courses taught by the author or consistent with his/her teaching field. Indicate whether an instructional guide is included or available via a "help" feature (see example citation).

Publicly available course materials: materials describing the design and implementation of new courses; may be in working paper format.

RE-PRINTS AND CITATION OF YOUR WORK IN OTHER PUBLICATIONS: although not intellectual contributions per se, these items lend strength to the quality of the cited works. Do not include citation of your work in your own publications.

INTELLECTUAL DEVELOPMENT

As distinguished from intellectual contributions above, these are activities that either have not (yet) produced contributions of verifiable quality or are activities that primarily serve to develop your teaching or research abilities. Also included are certain publications that do not meet the criteria for Intellectual Contributions. These activities support the college mission by preparing you to accomplish more in the future.

SUBMISSIONS: indicate type of item (journal article, presentation, etc.), date submitted, destination, and status (in review, not accepted, accepted conditional upon changes, etc.).

WORK IN PROGRESS: papers, books, chapters, grant requests, etc. on which substantial progress has been made but which are yet to be submitted. Indicate expected destination and status (percent complete). Do not include items still in the planning stage.

OTHER PUBLICATIONS: articles, papers, etc. not otherwise classified above, including cases without instructional material (indicate in parentheses whether refereed). These are sometimes directed to a non-peer audience but always require substantial intellectual activity to complete. Published comments on previously-published articles go here.

OTHER PRESENTATIONS: presentations not otherwise classified above. These are sometimes directed to a non-peer audience but always require substantial intellectual activity to complete.

EDITORIAL ASSIGNMENTS: meeting or journal referee work, editorial board service, etc. Describe each item in detail commensurate with its importance. Unpublished book reviews (done for a book editor) go in this category.

PRACTITIONER INVOLVEMENT: direct involvement with practitioners in a field related to the individual's teaching assignments. This area includes employment, significant consulting activities, contracted research, and teaching activities of direct professional use to the company or individuals involved. Indicate time involved and nature of activities, including whether a formal report was prepared.

CONTINUING EDUCATION COURSES TAUGHT: teaching activities of general usefulness, i.e., not qualifying for Practitioner Involvement above. State the subject(s), length, location, number of students, etc.

SPONSORED PROJECTS: grants received or applied for. Indicate status (in progress, in review, not accepted, etc.), your role (e.g., "principal investigator"), and nature of the project. Applications in progress go under Work in Progress above.

PANEL AND DISCUSSANT ASSIGNMENTS: list meeting, date(s), subject area(s), and nature of assignment.

TRAINING PROGRAMS ATTENDED: credit and non-credit continuing education activities including seminars on campus and at professional meetings. Most activity under faculty development grants would be reported here. Indicate date(s) and nature of activities. Note: simply attending a professional meeting with no specific development activity should not be reported in the Annual Report.

OTHER DEVELOPMENT ACTIVITIES: intellectual development activities not otherwise classified, such as extensive self-study programs. Describe as completely as possible.

SERVICE

The College of Business provides a student-focused learning environment through effective teaching supported by relevant research and meaningful service.

Our works of service will include involvement in the academic, professional, and civic communities at the local, regional, national, and international levels.

College Mission Statement

The category that we call "service" is activity that, although usually outside the classroom, is important to students, the university, your profession, or the civic community. Non-professional service (community service not related to your teaching field) should not be reported unless it fits into one of the Intellectual Development categories above.

STUDENTS: service to students other than teaching in the indicated categories.

Academic advising: describe your advising activities and state the (estimated) number of students advised.

Graduate student committees: master's and doctor's degree committees served on. Indicate whether chair or member and status (completed or in progress).

Student group advising: describe the group and your contribution to it.

Placement activities: work with or for placement, including meeting with prospective employers, career counseling, writing recommendations, Career Fair, etc.

Student recruiting: work with or for admissions as well as other student recruitment activities, including the Major Fair. In particular, include efforts to increase student diversity.

Other work with or for students: activities not listed elsewhere, including involvement in orientation, commencement, award ceremonies, etc. Indicate dates and type of involvement (sponsored, attended, assisted with preparations, etc.).

COMMITTEE AND ADMINISTRATIVE ASSIGNMENTS: list university first, then college, then departmental committee assignments, followed by administrative assignments. For each item, indicate whether chair or member and describe any significant activities. Participation on curriculum and other college continuous improvement committees is reported here.

OTHER SFASU SERVICE: activities of use to the department, college, or university not listed elsewhere, including fund raising. Committee work outside the university that benefits the university (e.g., state or national curriculum committees, work with legislature, etc.) is included here, as is work toward continuous improvement of the department, college, or university not reported elsewhere.

ACADEMIC/PROFESSIONAL ORGANIZATIONS: memberships, offices held, sessions chaired, and other significant activities not reported elsewhere. Also indicate any awards, honors, etc., and indicate whether local, regional (including state), national, or international.

OTHER PUBLIC SERVICE: activities related to your profession or teaching field not reported elsewhere that benefit persons or agencies outside the university. Student projects that benefit local businesses but do not represent active personal contribution to the business (such as SBI projects) should be reported here. Indicate whether local, regional (including state), national, or international with each item.

NARRATIVE
(optional)

Comments on any professional activities not adequately described elsewhere in the report. Strengths/weaknesses and plans for future activities may also be reported here.

CURRICULUM VITAE

This document should contain most of the information from your annual reports covering the vitae reporting period (September 1, 2001, to August 31, 2006) in a consolidated format. In addition, qualifications in terms of education, training, professional experience, and professional certifications are reported.

QUALIFICATIONS

DEGREE: provide information in the indicated format, duplicating as necessary for holders of multiple degrees. Notes:

--if you have a doctoral degree, it must be reported. If you have no doctorate but do have a master's degree, the master's must be reported. If you have no doctorate or master's, the baccalaureate degree must be reported. Only the highest degree need be reported unless a lower degree bears directly on teaching qualifications. For example, a faculty member with a doctorate in mathematics and an M.S. in computer science who teaches computer science would report both degrees. You may report degrees other than the highest degree.

--name of degree is Ph.D., MBA, etc.

--principal academic unit is the department or college administering the degree program, e.g., "College of Business" or "College of Education." Do not indicate "Graduate School" or units to that effect.

--other advanced coursework is graduate coursework not implied by the major, minor, or dissertation/thesis title that is relevant to the teaching field.

--other items are self-explanatory.

PROFESSIONAL EXPERIENCE: significant work experience (half-time or more), especially as it relates directly to the teaching assignment. Include academic, administrative, and non-academic experience in reverse chronological order (current position first). Indicate title, approximate starting/stopping dates, and major duties if not apparent from title. For your current position, indicate date tenured and date last promoted if applicable. Experience not relevant to the teaching assignment or more than five years prior to being hired at SFA may be reported but is not required. Examples:

Professor (tenured in 1992; promoted to professor in 1995), Stephen F. Austin State University, 1990-present.

Assistant Professor, Slippery Rock State University, 1986-90.

Production Manager, Slippery Skate Company, Slippery Rock, Texas, 1980-82. Responsible for all aspects of managing a factory producing 1,000 skates per week.

PROFESSIONAL CERTIFICATIONS: current professional certifications or licenses, such as CPA, Licensed Realtor, etc. Indicate full title along with whether and how much periodic training or other activity is required to retain the certification. It is not necessary to report certifications that expired prior to the reporting period (before September 1, 1998). If expired certifications are reported, indicate the approximate dates that the certifications were active.

HONORS, AWARDS, AND OTHER QUALIFICATIONS: professional honors and awards as well as other qualifications not reported above that are relevant to the teaching assignment. Qualifications may include both formal (seminars; training sessions) and informal (self-study) experiences.

COURSES TAUGHT

Indicate course department/number, title, and years taught per the template format for courses that you taught at SFASU during the reporting period (2001-2006). Independent studies and internships may be excluded. If the course's subject field is commonly known by a name not included in the title, list the field in parentheses. If a course experienced a significant title and content change, list both the old and new titles separately. If only minor changes have occurred in the course title or contents, list the newest title. For "Years," the first date should be the first year that you taught the course. The second date is "present" if you expect to teach the course regularly in the future; otherwise indicate the last year that you taught the course. It is not necessary to report courses that you have not taught during the reporting period.

INTELLECTUAL CONTRIBUTIONS

Same as for the Annual Report except:

--include all items accepted or published during the reporting period (2001-2006). As for the Annual Report, items are listed in reverse chronological order, with items accepted but not published listed first.

--list only the publication for items that have been published. That is, do not list both acceptance and publication of the same item.

--you may optionally add a parenthetical remark after one or more items indicating how they helped prepare you for your teaching assignment.

INTELLECTUAL DEVELOPMENT

Same as for the Annual Report except:

--do not report submissions of items that have been accepted or published.

--list only work in progress as of the end of the reporting period (August 31, 2006).

--do include all intellectual development items (except for submission/acceptance/ publication duplicates) during the reporting period (2001-2006). As for the Annual Report, items are listed in reverse chronological order, with items accepted but not published listed first.

--you may optionally add a parenthetical remark after one or more items indicating how they helped prepare you for your teaching assignment.

SERVICE

Same as for the Annual Report except:

--try to summarize the multi-year information to save space. For example, you might say "Advised approximately 10 to 15 undergraduate students per semester" rather than specifying year-by-year details.

--list all current committee assignments plus any assignments during the reporting period that you feel were significant (you served as chair or the committee had significant activities). Indicate approximate dates in the following format:

Strategic Management Committee (chair; college committee), 1998-present.

--list all current academic/professional memberships plus any memberships held during the reporting period that you feel were significant (you served as chair or participated in significant activities). Indicate dates only for memberships that you held during the reporting period but that are no longer effective (dates are not necessary for current memberships).

BIBLIOGRAPHY

Quantitative and qualitative measures cited in this document as well as most report categories come from one or more of the following sources:

AACSB (1994). Achieving Quality and Continuous Improvement through Self-Evaluation and Peer Review (Standards for Accreditation), St. Louis, MO: AACSB.

Jacob, N. L., Reinmuth, J. E., and Hamada, R. S. (January 1987). Final Report of the AACSB Task Force on Research. AACSB publication.

Notes from various AACSB conferences, dean's conferences, and conversations with recently-accredited universities.

Ronald R. Slone, consultant.

ITEM TO CATEGORY CROSS REFERENCE
2005-2006 ANNUAL REPORTS AND CURRICULUM VITAE
Report Additional Items Needed to Dr. Rogers

CITATION FORMAT EXAMPLES

GENERAL PROCEDURES

The formats shown below apply according to the type of item without regard to the category it appears in; see report directions for more specific information on categories. The following rules apply to all citations:

--for the annual report, list intellectual contributions in the year accepted or published, whichever comes first. If you can't recall whether an item was previously reported, consult last year's report (copies are held by the department chairs as well as the Dean's Office).

--for the Curriculum Vitae (which covers more than one year), list acceptances only for items not yet published at the time of report preparation. List published items according to date published, not date of acceptance. Do not duplicate published items in any other category even if previously reported as a submission or work in progress on one or more annual reports.

--be careful to correctly classify each item. "Basic" vs. "applied" scholarship is particularly tricky, so be sure to read the directions closely.

--within category, list items in reverse chronological order (newest first). Items accepted but not published go at the beginning of the same category as if published if you have written proof of acceptance (otherwise place them in the appropriate Intellectual Development category).

--each item must be listed exactly once in any report, and all co-authors of a paper must list it in exactly the same way.

--use APA style modified as follows:

--include the date (to at least month and year) on citations as indicated. If the publication does not list a month, indicate the academic year in which it was published.

--state the expected audience (regional, national, or international) if not implied by the type of item or the publication/conference title.

--If an item was accepted by a formal review process consisting of two or more peer evaluators other than the publication editor, add the annotation "refereed" in parentheses (see citation examples). The review may be either "editorial" or "blind" in the sense that the reviewers do or do not know the author's name.

--list the authorship in the same way as published. Do not simply state your name and "co-authored."

--Items that do not fall into one of the defined Basic, Applied, or Instructional categories should be placed under the appropriate Intellectual Development category.

EXAMPLES (mostly fictitious)

Journal article, any category (see above directions for when to include "refereed"):

Jenard, M. J., Alam, P., & Madey, G. R. (March/April 1995). The application of neural networks and a qualitative response model to the auditor's going concern uncertainty decision. Decision Sciences, 26 (2), 209-228 (refereed, international).

Journal article not published but with written proof of acceptance:

Jenard, M. J., Alam, P., & Madey, G. R. (accepted January 1995). The Application of neural networks and a qualitative response model to the auditor's going concern uncertainty decision. To appear in Decision Sciences (refereed, international).

Book, chapter, or monograph, any category:

Porter, M. C. (December 1980). Competitive strategy: Techniques for analyzing industries and competitors. New York, NY: The Free Press (book, national).

Hartley, J. T., Harker, J. O., & Walsh, D. A. (June 1990). Contemporary issues and new directions in about development of learning and memory. In L.W. Poon (Ed.), Aging in the 1990s: Psychological issues (pp. 239-252). Washington, DC: American Psychological Association (book chapter, national).

Hood, L. & Bloom, L. (March 1979). What, when, and how about why: A longitudinal study of early expressions of causality. Monographs of the Society for Research in Child Development, 44 (6, Serial No. 181) (monograph, national).

Published book review, any category:

Cormody, T. P. (November 1994). A new look at medicine from the social perspective (Review of Social contexts of health, illness, and patient care). Contemporary Psychology, 27 (3), 208-209 (national).

Conference proceedings, any category (see above directions for when to add "refereed"):

Jackson, W. T., Watts, L. R., & Warr, B. (March 1995). Economic development: An SBI case model. In A. B. Gresham (Ed.), Proceedings of the Southwestern Small Business Institute Association, Nacogdoches, TX: Stephen F. Austin State University, 79-84 (refereed). [Note: "regional" could be added but is implied by the proceedings title.]

Conference presentation, any category (example assumes above paper was published only as an abstract):

Jackson, W. T., Watts, L. R., & Warr, B. (March 1995). Economic development: An SBI case model. Abstract published in A. B. Gresham (Ed.), Proceedings of the Southwestern Small Business Institute Association, Nacogdoches, TX: Stephen F. Austin State University, 79 (refereed).

Conference presentation, any category (paper not published), this example not refereed:

Jackson, W. T., Watts, L. R., & Behara, R. (March 1995). Improving the quality of the SBI: A TQM approach. Paper presented at the annual meeting of the Southwest Small Business Institute, Houston, TX.

Published working paper:

Herbert, C. A. (August 1995). Entrepreneurship, mergers and acquisitions, restructuring, and the service sector. Slippery Rock University Working Paper #95-102. Slippery Rock, PA: Slippery Rock University Press (national).

Faculty presentation, any category:

Brener, J. (October 1994). Energy, information, and the control of heart rate. Paper presented at the College of Business Faculty Research Forum, Nacogdoches, TX.
[Note: adding "local" is unnecessary since this is clearly a local event.]

Re-print or citation of your work:

Ahmed, I. & Fisher, W. (May/June 1992). Due date assignment, job order release, and sequencing interaction in job shop scheduling. Decision Sciences, 23 (3), 633-647. Cited in: Rohleder, T. R. & Scudder, G. (1993). A comparison of order-release and dispatch rules for the dynamic weighted early/tardy problem. Production and Operations Management, 2 (3), 221-238 (international).
[Note: for re-prints, replace "cited in" with "re-printed in." Group multiple re-prints/citations of the same work together.]

Cases with instructional materials (second example shows instructional material published but in a separate book):

Merenda, M. J. & Edlund, T. W. (January 1993). New market regional health center. In L.W. Poon (Ed.), Strategic Management (pp. 745-789). New York, NY: Addison-Wesley Publishing Company (national).

Merenda, M. J. & Edlund, T. W. (January 1993). New market regional health center. In L.W. Poon (Ed.), Strategic Management (pp. 745-789). New York, NY: Addison-Wesley Publishing Company. Instructor's notes published in: Merenda, M. J. (February 1993). Instructor's Guide for Strategic Management (p. 123). New York, NY: Addison-Wesley Publishing Company (national).

Instructional software:

Gates, W. (March 1994). Services marketing simulation (computer program and user guide). Redmond, WA: Microsoft, Inc. (national).

Publicly available course materials:

Smith, J. A. (June 1996). Improving student writing: A new approach to English composition. Lubbock, TX: Texas Tech University Department of English (regional).

World Wide Web page:

Fisher, W. W. (April 1996). SFASU MBA program (http://www.sfasu.edu/business/ cob_mba.htm). World Wide Web page.

SAMPLE REPORT FORMATS

FACULTY NAME HERE...
ANNUAL REPORT
September 1, 2005 - August 31, 2006

TEACHING

COURSES TAUGHT

RELEASE TIME

Describe here...

INTERNSHIPS/SPECIAL PROBLEMS STUDENTS SUPERVISED

List...

INNOVATIONS

List...

STUDENT ASSESSMENT OF TEACHING

Student assessment summary sheets are attached for ... (indicate semester(s)).

Interpretation of student assessments: (optional but recommended)

Describe...

Summary of written comments: (optional)

Describe...

OTHER EVIDENCE OF TEACHING EFFECTIVENESS

List...

COURSE DEVELOPMENT

list...

OTHER

list...

INTELLECTUAL CONTRIBUTIONS

BASIC SCHOLARSHIP (Discipline-based scholarship)

Journal Articles

list...

Books, Chapters, and Monographs

list...

Published Book Reviews

list...

Proceedings from Scholarly Meetings

list...

Presentations at Scholarly Meetings

list...

Published Working Papers

list...

Faculty Research Presentations

list...

APPLIED SCHOLARSHIP (Contributions to practice)

Journal Articles

list...

Books, Chapters, and Monographs

list...

Published Book Reviews

list...

Proceedings from Professional Meetings

list...

Presentations at Professional Meetings

list...

Papers Presented at Faculty Workshops

list...

INSTRUCTIONAL DEVELOPMENT (Learning and pedagogical research)

Pedagogical Journal Articles

list...

Textbooks, Chapters, and Monographs

list...

Pedagogical Proceedings

list...

Pedagogical Presentations

list...

Cases with Instructional Materials

list...

Instructional Software

list...

Publicly Available Course Materials

list...

RE-PRINTS AND CITATION OF YOUR WORK IN OTHER PUBLICATIONS

list...

INTELLECTUAL DEVELOPMENT

SUBMISSIONS

list...

WORK IN PROGRESS

list...

OTHER PUBLICATIONS

list...

OTHER PRESENTATIONS

list...

EDITORIAL ASSIGNMENTS

list...

PRACTITIONER INVOLVEMENT

list...

CONTINUING EDUCATION COURSES TAUGHT

list...

SPONSORED PROJECTS

list...

PANEL AND DISCUSSANT ASSIGNMENTS

list...

TRAINING PROGRAMS ATTENDED

list...

OTHER DEVELOPMENT ACTIVITIES

list...

SERVICE

STUDENTS

Academic Advising

describe assignments...

Graduate Student Committees

list...

Student Group Advising

list...

Placement Activities

list...

Student Recruiting

list...

Other Work with or for Students

list...

COMMITTEE AND ADMINISTRATIVE ASSIGNMENTS

list...

OTHER SFASU SERVICE

list...

ACADEMIC/PROFESSIONAL ORGANIZATIONS

list...

OTHER PUBLIC SERVICE

list...

NARRATIVE

Type narrative here... (optional--delete section if not used)

FACULTY NAME HERE
CURRICULUM VITAE
2001 - 2006

QUALIFICATIONS

DOCTORAL DEGREE

Name of Degree: Type here... (Ph.D., etc.)
Year Conferred:
Principal Academic Unit: here... (College of Business, etc.)
Degree Granting Institution: here...
Major Field of Study: here...
Minor Field of Study: here...
Other Advanced Coursework: here...
Dissertation Title: "Type here in quotes..."

MASTERS DEGREE

Name of Degree: Type here... (MBA, M.S., etc.)
Year Conferred:
Degree Granting Institution: here...
Major Field of Study: here...
Minor Field of Study: here...
Other Advanced Coursework: here...
Thesis Title: "Type here in quotes..."

BACCALAUREATE DEGREE

Name of Degree: Type here...
Year Conferred:
Degree Granting Institution: here...
Major Field of Study: here...
Minor Field of Study: here...

PROFESSIONAL EXPERIENCE

List here...

PROFESSIONAL CERTIFICATIONS

List here...

HONORS, AWARDS, AND OTHER QUALIFICATIONS

List here...

COURSES TAUGHT

INTELLECTUAL CONTRIBUTIONS

BASIC SCHOLARSHIP (Discipline-based scholarship)

Journal Articles

list...

Books, Chapters, and Monographs

list...

Published Book Reviews

list...

Proceedings from Scholarly Meetings

list...

Presentations at Scholarly Meetings

list...

Published Working Papers

list...

Faculty Research Presentations

list...

APPLIED SCHOLARSHIP (Contributions to practice)

Journal Articles

list...

Books, Chapters, and Monographs

list...

Published Book Reviews

list...

Proceedings from Professional Meetings

list...

Presentations at Professional Meetings

list...

Papers Presented at Faculty Workshops

list...

INSTRUCTIONAL DEVELOPMENT (Learning and pedagogical research)

Pedagogical Journal Articles

list...

Textbooks, Chapters, and Monographs

list...

Pedagogical Proceedings

list...

Pedagogical Presentations

list...

Cases with Instructional Materials

list...

Instructional Software

list...

Publicly Available Course Materials

list...

RE-PRINTS AND CITATION OF YOUR WORK IN OTHER PUBLICATIONS

list...

INTELLECTUAL DEVELOPMENT

SUBMISSIONS

list...

WORK IN PROGRESS

list...

OTHER PUBLICATIONS

list...

OTHER PRESENTATIONS

list...

EDITORIAL ASSIGNMENTS

list...

PRACTITIONER INVOLVEMENT

list...

CONTINUING EDUCATION COURSES TAUGHT

list...

SPONSORED PROJECTS

list...

PANEL AND DISCUSSANT ASSIGNMENTS

list...

TRAINING PROGRAMS ATTENDED

list...

OTHER DEVELOPMENT ACTIVITIES

list...

SERVICE

STUDENTS

Academic Advising

describe assignments...

Graduate Student Committees

list...

Student Group Advising

list...

Placement Activities

list...

Student Recruiting

list...

Other Work with or for Students

list...

COMMITTEE AND ADMINISTRATIVE ASSIGNMENTS

list...

OTHER SFASU SERVICE

list...

ACADEMIC/PROFESSIONAL ORGANIZATIONS

list...

OTHER PUBLIC SERVICE

list...

College of Business Home SFASU Home Top of this page