1. Teaching & Learning:
* Student Learning Outcomes: Demonstrating that students are achieving learning goals and objectives in their courses. This might be measured through student performance on assessments, surveys, and other indicators.
* Course Development & Improvement: Regularly updating and improving courses, incorporating new technologies and pedagogical approaches. This could include creating new courses, revising existing ones, and using innovative teaching methods.
* Teaching Effectiveness: Demonstrating effective teaching practices, as evidenced by student evaluations, peer observation, and self-reflection. This goes beyond simply delivering lectures and includes fostering engagement and creating a supportive learning environment.
* Mentorship & Advising: Providing effective mentorship and advising to students, particularly undergraduate and graduate students. This includes advising on academic progress, career choices, and research opportunities.
* Curriculum Development & Participation: Contributing to the development and revision of departmental and/or university-wide curricula.
2. Research & Scholarship:
* Research Productivity: Producing high-quality research, as evidenced by publications in peer-reviewed journals, presentations at conferences, and securing grants. The expectations for research productivity vary significantly depending on the field and the institution.
* Grant Acquisition: Securing external funding to support research activities (applicable more to certain fields and ranks).
* Dissemination of Research: Effectively communicating research findings to a wider audience, through publications, presentations, and other forms of outreach.
* Collaboration & Networking: Collaborating with other researchers and building professional networks within and beyond their institution.
3. Service & Engagement:
* University Service: Contributing to the university community through committee work, participation in university governance, and other service activities.
* Professional Service: Contributing to the broader academic community through service to professional organizations, peer review, editorial work, and other activities.
* Community Engagement: (Depending on the institution and role) Engaging with the wider community through outreach activities, public lectures, and other forms of service.
It's important to note that the weighting of these KRAs will vary. For example, a research-intensive university might place greater emphasis on research and grant acquisition, while a teaching-focused institution might prioritize teaching and student mentoring. Individual faculty members will also have specific performance targets within these broad areas, defined through annual performance reviews and contracts. Therefore, a specific list of KRAs should be agreed upon between the faculty member and their department/institution.