The Department of Dance clarifies the college's basic expectations of all faculty as noted in the following.

Teaching

“a welcoming classroom environment that encourages free inquiry”

• To support learning and further the art form, a welcoming learning environment is not equal to comfort—it is the clear assurance that each person belongs, even when the work is difficult, unsettling, unfamiliar, or requires one to stretch in new directions.
• A welcoming classroom environment in the discipline of dance includes adherence to, and promotion of, the department’s Instructional Touch Policy.

“timely and constructive feedback”

• Constructive feedback in studio-based movement classes effectively engages a range of modalities, including verbal and tactile feedback, demonstration, and written comments.

“mentor and advise students”

• Dance mentorship occurs in settings such as studio courses, rehearsal settings, productions, traditional classrooms, office hours, and over the course of each student’s tenure at Iowa.

“maintain an approved syllabus”

• Dance syllabi must Include relevant departmental policies, such as the departmental technique rubric, instructional touch policy, concert attendance policy, injury policy, and studio class attendance policy.

Service

“timely and professional communication”

• Contexts for timely and professional communication in the department of dance include faculty and committee meetings, email, rehearsals, auditions, casting meetings, technical rehearsals, and during productions.

“actively participate in departmental service”

• In addition to serving individual faculty research, dance production activities serve the department and the students. All faculty involved in departmental productions are expected to fulfill production-related responsibilities, including meeting production deadlines, adhering to established audition and casting protocols, attending meetings with production and design staff, and complying with space reservation procedures. All faculty are expected to continually update their understanding of professionalism in dance production.

The Department of Dance clarifies the college's expectations of tenure-track faculty as noted in the following.

Research

“produce original research”

• Works developed on students at University of Iowa are counted in the research dossier as a valuable component in a larger body of work that extends to local, regional, national, and international venues. Works that premiere at the UI and go on to be disseminated nationally or internationally (venues, conferences, panels, festivals, publications, etc.) count toward national research and visibility.

“regularly publish and present”

• Works of various length and scope, made with students or with professionals, differ widely with regard to the time and effort required to produce a significant outcome. Effective creative researchers may have very different rates of productivity based on the specific projects they take on.
• Rather than stipulating a particular rate of research productivity, set of venues, or number of outcomes, regular productivity is assessed over multi-year time frames, relative to the specific demands of the projects taken on, and with regard to professional norms that guide time to completion for such projects.

“develop a national reputation”

• Dance genres and subdisciplines differ widely in how achievement and advancement are defined. Effective and fair evaluations assess research in accordance with professional norms in the genre or subdiscipline, and with regard to the goals of the creative research.
• The department recognizes a variety of markers of national reputation and visibility: invitations to give talks, master classes, or performances at other institutions and at conferences, recognition from prestigious societies, receipt of an endowed position, editing special issues for reputable journals, and organizing conferences, festivals, performances, workshops, and symposia.
• The department acknowledges that extraordinary circumstances may arise that severely limit opportunities for travel, live performance, or professional presentation. When such circumstances arise, other metrics of significance and/or likely future success (research quality, professional networks, letters of recognition, new forms of performance-making or scholarship) may be considered in annual or promotional reviews.

Service

“active service”

• For tenure-track faculty, active service includes serving, and attending meetings for, standing committees, regular participation in departmental orientations and end-of-semester events, choreography showings, and recruitment activities.

“professional service activities”

• Professional service examples may include organizing festivals, conferences, or performances, participating as judge, selection committee member, or reviewer in these contexts, or reviewing artistic production and scholarship for colleagues at other institutions.

Teaching

• Effectively mentor undergraduate students toward their degree, and mentor graduate students and guide them toward the MFA in a timely manner.

Research

• Develop an increasingly active and visible research program of significant publications or works of creative research.

Service

• No additional unique expectations beyond the basic expectations for all faculty and those for all tenure-track faculty ranks.

Teaching

• Effectively mentor graduate students and guide them to attain the MFA in a timely manner,

Research

“a national and, where appropriate, international reputation”

• National/international reputation may be demonstrated by performances at professional venues and festivals, conference presentations and/or scholarly contributions.

Service

“expand and vary the service portfolio”

• Expand the range of service contributions within the department, in addition to serving at collegiate and/or university levels;
  • Examples include:
    • At the request of the DEO, take on program directorship.
    • Effectively Chair committees such as P&T or search committees.
    • Lead curricular or production updates.
    • Mentor and support junior faculty.

Teaching

• Continue to effectively mentor students in every degree.
• Contribute effectively to curricular updates or innovations.

Research

• Uphold a national and/or international reputation and maintain a research program that further enhances that reputation.

Service

• Provide leadership in departmental service, including volunteering to lead programs or ad hoc committees, departmental initiatives, or guide the department through program reviews or evaluations.