Teaching

• Markers of high standards of teaching and mentoring include not only numerical student evaluations, but written evaluations and peer evaluations. Student accomplishment on the job market and in the field of publishing as writers and editors is notable, but these measurable standards are not the only long-term markers of excellent teaching.

Research

• The program acknowledges that writers may vary widely with regard to the time and effort required to produce a significant creative publication. Accordingly, it is anticipated that faculty members may have different rates of productivity.
• The program acknowledges that circumstances may arise that severely limit opportunities for external funding. When such circumstances arise, other metrics of likely future success may be considered in annual or promotional reviews. 
• The program recognizes a variety of markers of increasing reputation. For example, invitations to give readings and talks at other institutions and at conferences are a sign of visibility. Other markers include receipt of awards from journals, universities, or national organizations, receipt of a fellowship or endowed position, serving as guest editor for issues or volumes for journals or presses, and participation as faculty or guest writers in national or international conferences or workshops.

Service

• The program acknowledges that circumstances may arise that severely limit a faculty’s member to perform certain service responsibilities or attend certain activities in a specific year. When such circumstances arise, faculty will discuss with head of genre and DEO to arrange other ways to perform service.
• Faculty participation on the Admissions and Financial Aid Committees, as well as postgraduate aid committees, is essential to the health of the program. Whenever possible, faculty are expected to participate in Admissions and Financial Aid Committees as defined by the head of genre in communication with the DEO.
• Faculty should expect to advise an equal number of thesis students whenever possible.
• In addition to Admissions, Financial Aid, and Postgraduate Aid Committees, which are at the heart of faculty service, the program recognizes a variety of additional contributions to departmental service and service to the profession. Other markers might include:
  • Department administrative service, such as serving on faculty and staff search committees; participating in the search process through other means; serving as Acting DEO; attending DEO meetings when requested to fill in for the DEO or Acting DEO; serving as DGS;
    Department program service, such as inviting, hosting, and introducing readers and visitors; creating program events and performances; attending fundraising events such as Inside Iowa and the Truman Capote Award ceremony; speaking to potential donors in the faculty member’s area of specialty, especially when asked to do so by the head of genre or DEO as part of the program’s fundraising efforts; speaking to admitted students, especially when asked to do so by head of genre or DEO as part of the program’s recruitment process;
  • Student development service, such as hours included writing letters of recommendation as well as reading and supporting student fellowship and job applications; advising TAs and adjunct lecturers; judging program awards for graduate students; attending annual student-arranged events; and initiating mentorship events for graduate students;
  • Alumni development service, an extension of student development service that continues after graduation, sometimes for decades into alumni careers;
  • Service to the college and University as defined by CLAS;
  • Service to the profession, including writing letters of evaluation for faculty promotions at other universities; serving on review committees at other colleges and universities; guest-editing a journal or editing/curating a poetry series judging and jurying for local, regional or national prizes and competitions; and serving on boards of local, regional or national arts organizations.

There are no additional or unique expectations beyond those outlined in the CLAS Standards of Competence and Performance and those specified above for all faculty and for all tenure-track faculty ranks.

Service

Senior faculty are expected to mentor and support junior faculty, especially when requested to do so by the DEO as part of junior faculty development process.

Service

Senior faculty are expected to mentor and support junior faculty, especially when requested to do so by the DEO as part of junior faculty development process.