Section X: Appendix


To achieve its mission, the college faculty must be prepared and productive educators. The necessary qualifications for appointment, retention, promotion, and the granting of tenure are those established in the WWU Faculty Handbook and Collective Bargaining Agreement, augmented by the College of Business and Economics Handbook. The accepted terminal degree for tenure track appointments in all departments shall be the appropriate doctorate.


Addendum 1 - Explanation of the “Critical Dimensions of Teaching” and the “Categories of Scholarly Activity”


Critical Dimensions of Teaching

Faculty members whose teaching is judged to have satisfied the standard or higher should be judged to have satisfied the standard or higher in most of the critical dimensions.  The following explains each of these critical dimensions of teaching in some detail.  It is expected that these will be evaluated through a combination of:

  1. Classroom  observation
  2. Course Materials, including
    1. Syllabi
    2. Texts and other assigned readings
  3. Assignments
    1. Term projects
    2. Exams
  4. Student evaluations including written comments, administered through the University Testing Center or the Department as appropriate.  It is expected that such evaluations will be presented from not less than four classes per year, from each of the three years preceding any personnel action.  These evaluations will reflect the spectrum of courses offered by the faculty person.  It is recommended that faculty obtain evaluations in all classes.
  5. Discussions with students.


1. Faculty member knowledge of subject matter

Does the faculty member stay current in their knowledge of the subject matter taught in their courses?  Evidence may come from sources A through D above as well as from research materials produced by the faculty member.


2. Effective learning environment

This dimension looks at the appropriateness and quality of materials, course structure and organization, effective learning activities, and availability to students.  Evidence may come from sources A through D above.


3. Effective classroom presentations

This dimension looks at the communication skill, enthusiasm, and classroom charisma of the faculty member.  Evidence may come from sources A through D above.


4. Motivation of students

This dimension looks at the faculty member’s classroom rapport, enthusiasm, and the willingness of the students to work (put in that extra effort).  Does the faculty  member provide a good role model?  Evidence may come from sources A through D above as well as class attendance, drop rates over the quarter, and other indications of student engagement in their education.


5. Preparation of students for future courses

Can the students who have passed the faculty member’s class 1) recognize and solve problems, 2) think critically, 3) use sound judgment, and 4) communicate effectively, as may be expected for that level of class.  Is the acquisition of knowledge relevant and appropriate?  Evidence may come from sources A through D above as well as by observing the performance of the students in later courses (Do prerequisite courses prepare students for later courses?).


6. Evaluation of student performance

Does the faculty member use appropriate standards for grading and evaluation?  Is the evaluation fair to students?  Is the grade distribution appropriate for the level of class and in line with departmental/college norms?  Evidence may come from sources A through D above as well as a review of grading procedures and grade distributions.


7. Respect for and appreciation of faculty member by students

This dimension looks at whether the faculty member is liked and respected by  students and whether the faculty member represents the department/CBE/WWU well. Evidence may come from sources A, C, and D above.


8. Evidence of pedagogic/curricular innovation

Does the faculty member incorporate new developments into courses, use new teaching technologies, participate in curriculum development, develop new courses? Evidence may come from source B above as well as from knowledge of the faculty member’s departmental participation.




Categories of Scholarly Activity

All faculty members (full-time, part-time, visiting, etc.) are “expected to demonstrate accomplishments that satisfy the school’s expectations for currency in their field as implied by the school’s mission and values statement (Section I).  Not every faculty member must contribute in each of the three following categories. The lists below serve as examples for guidance as to types of contributions:

1.  Learning and pedagogical research can include a mix

a.     Journal articles on teaching innovations

b.     Major editorial responsibilities for pedagogical journals

c.     Presentations to education seminars or conventions

d.     Textbooks and chapters

e.     Teaching cases

f.      New learning materials

g.     New curricula development

h.     New course creation


2.  Contributions to practice/Applied research

a.     Articles in practitioner journals

b.     Major editorial responsibilities for practitioner journals

c.     Reports from sponsored research on practice issues

d.     Presentations at practitioner seminars or conventions

e.     Executive education course creation

f.      Documented practice software


3.  Discipline-based  scholarship

a.     Journal articles on disciplinary research or theory

b.     Books, monographs, and chapters

c.     Major editorial responsibilities for academic journals

d.     Presentations at academic conferences and seminars

e.     Reports from sponsored research


Addendum 2 - Accounting Department Addendum to Section VIII: Relationship with the Profession

The relationships that the Department of Accounting maintains with the accounting profession are important to faculty, students, and the institution. Faculty are encouraged to incorporate professional activities into their teaching, scholarship, and/or service.

Examples of these are listed below:


  • Activities that incorporate current standards and techniques into the curriculum.
  • Inviting professionals to the classroom, where appropriate.


  • Activities, such as Continuing Professional Education, that maintain the faculty member’s competence.
  • Presentations at meetings of professional organizations.
  • Publications in professional journals (preferably refereed).


  • Membership in professional organizations (e.g., AICPA, IMA)
  • Active participation in professional organizations
  • Participating in student/professional activities
  • Maintaining contacts with professionals and alumni