| NAME: John Doe | DATE: August 31, 2001 |
|---|
I WISH TO BE CONSIDERED FOR: | |||
| X | Discretionary Increase | ||
| Salary Adjustment | |||
| Promotion | |||
I developed and taught a new course, HIS 309 - "World War I Aviation," for Fall 2000. Since I had not taught this course, and a significant part of the course dealt with the role of naval, reconnaissance, and bomber aircraft in the war, I, as a specialist in the development of pursuit (fighter) aircraft, had to do a good deal of background reading. I was particularly concerned with finding original sources depicting the difficult conditions of air warfare and the impact the war had on the various homefronts. Photographic materials I accumulated were made into slides, which along with professionally produced videos, gave students a good understanding of the first air war in the 20th Century.
This year, my course evaluations positively reflected changes I have made in my courses, office hours and online email course support. This has resulted in raising my evaluations to the point that this year I was ranked second highest in my department, up from sixth highest the past several years.On the question, "Considering everything, how would you rate this professor's teaching?" students responded:
Fall 2000 History 107 - History and Journalism
(total enrollment - 97 students in two sections)A-57, B-29,C-0, D-0, E-0
average=3.66
dept. average=2.93 (100-level courses)History 228 - Aviation History
(total enrollment - 36 students)A-19, B-4, C-1, D-0, E-0
average=3.75
dept. average=3.22 (200-level courses)History 309 - World War I Aviation
(total enrollment - 57 students)A-42, B-13, C-0, D-0, E-0
average=3.76
dept. average=3.41 (300- and 400-level courses)
Spring 2001 History 108 - History of Communication Technologies
(total enrollment - 104 students in two sections)A-63, B-26, C-5, D-0, E-0
average=3.62
dept. average=2.93 (100-level courses)History 227 - Aviation History
(total enrollment - 42 students)A-22, B-6, C-1, D-0, E-0
average=3.72
dept. average=3.22 (200-level courses)History 309 - World War I Aviation
(total enrollment - 54 students)A-41, B-7, C-0, D-0, E-0
average=3.85
dept. average=3.41 (300- and 400-level courses)These values are all well above departmental averages where my evaluations have been at or only slightly above average over the previous several years. Full evaluations, including course summaries and comparison data for similar courses in previous semesters is in the Supporting Source Material Folder, marked "EVALUATIONS."
Adding two hours per week to my office hours and scheduling all office hours based on a survey of student need was well received. Student evaluation responses to the question, "How would you rate the instructor's availability?" resulted in a 4.00 average in all classes, the first time that average level of satisfaction has been evident in my evaluations. If you consult the supporting evaluation materials you will see that almost every student who provided additional comments (transcribed by the department secretary and validated by the PRT Chair) mentioned that I was always available when they needed assistance or had a question to ask outside of class.
In addition to my normal complement of major and minor advisees (27 students), I volunteered to take on an additional 10 undeclared students. To be able to be more effective in providing guidance to both these undeclared students as well as my traditional advisees, I asked to be allowed to attend the training for summer freshman orientation advisors. This two day program was tremendouslyeffective in both refreshing my memory on general campus policies but also provided me with several ideas to benefit all of my advisees.In particular, I
- created four year planning forms that I asked all advisees to complete, in order to verify that they understood the requirements for graduation. This exercise led two students to discover they would be short sufficient upper division hours.
- assisted all advisees in organizing a personal advisement folder.
- invited all new advisees to meet during the second week of classes in order to discuss various policies (add, drop, academic standing, late course withdrawal, etc.) as well as a second meeting shortly after the Spring Registration newspaper arrived on campus to explain how to use the newspaper, NICE, and the web registration systems.
- created a small mailing list so that I could keep in touch with all advisees, as well as let them know of campus lectures, performances and opportunities.
"The Liberty Engine: America's Contribution to WWI's Air Effort," Cross and Cockade, The Journal for World War I Aero Historians, Volume 37, Number 1, (Winter) 2001, pp. 8-29.This is the premier journal in the field of WWI aviation and I was invited to write this article after the former editor of the journal heard a presentation I gave on this topic at the Annual Rhinebeck Aerodrome Banquet in late Fall of 1999. The article was submitted in early Fall 2000 and accepted with relatively few revisions which enabled me to meet the deadline for the Winter 2001 publication.
"Douglas Campbell: Training America's First Ace," Quest '01, SUNY Oswego, April, 2001.My Quest presentation was the result of preliminary research based on Campbell's diaries and Army Air Corps training records. This served as an opportunity to organize my material in preparation for an article, still being written, which will be completed this summer for submission to "Cross and Cockade, The Journal for World War I Aero Historians" in the fall.
I received a small PDQWL grant ($1250) to fund travel and lodging for the week I spent in southern Connecticut in order to study the diaries, photographs and personal memorabilia of Douglas Campbell. The grant also covered the costs of reproduction of some of his journals as well as many of his photographs. The latter were subsequently digitized.In addition, I received a National Air & Space Smithsonian Research Fellowship which supported a four week research trip to Washington, D.C. during the month of June in order to continue my research into the training of American pilots prior to and during WWI.
I was interviewed by the producers of "Air Combat," a series produced for the History Channel on two occasions (November and February, in New York City). The program, to be shown September 24th at 9:00 PM, should include interviews with me and other historians, as well as an extensive use of slides that I have collected, regarding the the failure of America to develop an effective pursuit aircraft and the production of the Liberty engine, used in DeHavilland DH-4 aircraft.
I am a member of Faculty Assembly and the secretary for Academic Policies Council. This was perhaps the most significant campus committee work I engaged in this year as we dealt with 47 items presented to the council and cleared all 47. Along with serving as point person on 9 of these items, I maintained weekly minutes and maintained a mailing list for APC members. The Chair of APC found these efforts both effective and exemplary, as detailed in his Committee Service Report in the Supporting Source Material Folder, marked "COMMMITTEES."I also served on three technology committees on campus, the most rewarding one being the Faculty Assembly's Ad-Hoc Committee on Distance Learning. This committee met monthly for two hour meetings and discussed policy with regard to workload, intellectual property ownership and academic integrity of distance courses.
I served on three departmental committees, as described in the supporting committee materials. I also chaired the Humanities Subdivisional Committee for Promotions and Salaries.This latter job was particularly difficult due to the rushed timetable this past year, though of course the work was completed within a few weeks.
I have agreed to take responsibility for the department's authorized web site. This comes with no assigned time, but requires the development of a web site to represent (i.e., market) the department. The first version of the web site went up on April 2, 2001 and was available at the College Open House in the History department's booth in the Hewitt Union Ballroom.This task required that I take several short courses offered by ICC (see Continuing Growth, below), as well as extensive reading and page creation. Since the site was heavily graphic in nature, I spent a considerable amount of time tracking down and obtaining permission to use copyrighted photographs and short videos. This task was particularly difficult with respect to photographs from earlier in the century, as both the existance of valid copyright and the ownership of that copyright are often muddled. Correspondence, research, and record keeping for this aspect of the job consumed three to six hours each week.
Once again this year I supervised and worked with two undergraduate history majors in developing an exhibit for the Safe Haven project.The exhibit opened for the summer of 2001 and is titled, "Personal Voices: Interviews with Refugee Children.
Of particular note, in order to build up my background in web development I read the following texts:all published by O'Reilly and Associates and recommended to me by the campus Web Coordinator.
- Managing Internet Information Services by Liu, Peek, Jones, Buus, & Nye
- Web Server Technology by Yeager and McGrath
- CGI Programming on the World Wide Web by Gundavaram
- Web Client Programming with Perl by Wong
- Webmaster in a Nutshell by Spainhour & Quercia
My two grants, described above, supported my travel to develop my research into WWI pilot training and our first ace, Douglas Campbell.
Material in the Supporting Source Material Folder would include course syllabi and materials, raw student evaluation material (including complete transcriptions of open-ended questions in the evaluations), full listings of committee assignments (including those where Committee Service Reports are not available), complete copies of articles, proposals, presentations, posters, etc. This material would be the basis for the evaluative material in the Case Presentation Folder.