Charge to Provost’s Committee on Lecturers
Stanford relies on core academic teaching staff for the execution of the teaching mission of the university. Core academic teaching staff include lecturers, senior lecturers and other non- academic council appointments that may involve a teaching role such as Adjunct Professors at Stanford.
Given the importance of this group to our teaching mission, we believe it is important to clarify their roles within the university, as well as identify and implement guidelines for career definition, development, and advancement in this line.
This task force is asked to review all aspects of core academic teaching staff appointments at Stanford in the following categories:
ROLE IN TEACHING MISSION: Identify issues and suggest criteria for the use of lecturers in the teaching mission at Stanford.
- What are the types of positions on campus, and how are they used differently in the different schools, including the professional schools?
- What fraction of undergraduate and graduate teaching is being done by core academic teaching staff as opposed to academic council faculty?
- Are there degree programs where core academic teaching staff are delivering the bulk of the content?
- Should we have a University policy on who should be teaching?
- What should the criteria be for hiring a lecturer to deliver a teaching program.
- Are lecturers hired to teach the same things taught by the faculty, or is their best use to be complementary to the faculty?
CAREER DEFINITION AND DEVELOPMENT: Identify issues and suggest guidelines for career definition, development and advancement within the lecturer ranks
- How are lecturers evaluated for initial appointment and re-appointment? If there are currently no initial appointment reviews, should there be?
- What are the optimal lengths of appointment, both minimum and maximum length.
- Should there be a limit to the term of years lecturers can serve without a formal review oftheir performance?
- Should appointment lengths be standardized across the University?
- What are the opportunities for professional development for lecturers?
- Are there expectations for lecturers to do research and should funds be provided for such?In addition, we ask the task force to determine ways in which to foster community among and recognition of lecturers in the schools.
Caroline Winterer (History) and Mehran Sahami (Computer Science), Co-Chairs.
Kevin Arrigo (Earth, Energy and Environmental Sciences), Jonathan Berger (Music), Elizabeth Bernhardt (German Studies), Eamonn Callan (Graduate School of Education), Marvin Diogenes (VPUE), Nora Engstrom (Law), Paul Fisher (Pediatrics), Lisa Hwang (Chemical Engineering), James Lattin (GSB), Brad Osgood (Electrical Engineering), Jennifer Schwartz-Poehlmann (Chemistry), Charles Prober (Pediatrics and Microbiology), Rob Siegel (GSB), Scott Walters (Provost’s Office).