Resources

Faculty & Staff

General Resources for Faculty and Staff

Curriculum and Teaching

GENERAL RESOURCES FOR TEACHING
  • The Office of Teaching Evaluation and Assessment Research (OTEAR, formerly CTAAR) offers numerous resources to help faculty hone their teaching skills, including workshops on topics such as instructional technology and classroom inclusivity, as well as a wide array of written resources on syllabus design, grading, and many other aspects of teaching.
  • Mason Gross has developed this syllabus template, which instructors are welcome to adopt
  • Peer observation of teaching is essential for instructors to develop their classroom skills and is required in many evaluation and promotion processes. The following resources can assist department chairs/directors, mentors, and instructors in understanding and conducting the peer observation process:
EQUITY, DIVERSITY, AND INCLUSION IN TEACHING
  • Inclusive Teaching Grants: The Mason Gross Inclusive Teaching grants are designed to support instructors seeking to revise their courses to better reflect the principles of equity, diversity, and inclusion. The call for proposals will be announced each spring, with applications due in early summer.
  • EDI Criteria: The Mason Gross EDI Subcommittee on Teaching and Learning has developed the following checklist for courses that reflect the principles of equity, diversity, and inclusion:
    • The course materials are ADA compliant whenever possible.
    • The course uses open-access materials whenever possible.
    • The syllabus and assignments feature work by artists from diverse backgrounds in culture, race, ethnicity, religious beliefs, disability, gender and gender expression, sexual orientation, etc.
    • The syllabus and assignments feature readings and other secondary materials by scholars from similarly diverse backgrounds.
    • The syllabus and assignments expand the canon and/or consciously interrogate it.
    • The syllabus and assignments avoid value judgments such as describing what constitutes a “great work” and instead seek to meet artworks of all kinds on their own terms. If the course uses texts that engage in such value judgments, instructors call attention to this language and interrogate it.
    • The syllabus and assignments expand students’ worldviews and understanding of the arts in different cultural contexts.
    • The language on the syllabus is welcoming and inclusive.
    • The assignments recognize and account for students’ diverse learning styles.
    • Methods of grading/assessment are designed to encourage growth and participation, regardless of students’ pre-college background and access to arts education.
  • Sample resources on equity, diversity, and inclusion in teaching:
CURRICULAR PROCESSES

How to propose a new program or course: Having a new program or course approved is a multi-step process.

  • This begins at the departmental/division level. Faculty should consult the Department Chair/Director or the Chair of the departmental Curriculum Committee about the documentation needed.
  • New programs require pre-review by the office of the Senior Vice Provost for Academic and Faculty Affairs.
  • Typically, the new course or program needs the approval of the departmental Curriculum Committee followed by the vote of the full departmental faculty meeting, but this varies by department.
  • Once the course has received all departmental approvals, the course proposal proceeds to the Mason Gross Curriculum Committee. This school-wide committee meets at least once each semester to review new course proposals and substantive changes to existing courses. The Associate Dean for Academic Affairs chairs the Mason Gross Curriculum Committee.
  • Additionally, new programs or degrees may require approval by the state legislature or accrediting bodies. Department chairs/directors can work with the Associate Dean for Academic Affairs to determine what steps are needed.
  • Below are documents outlining the Curriculum Review Process, as well as the forms and templates needed to propose a new course to the school-wide committee:

Research

Research is fundamental to what we do at Mason Gross School of the Arts. As an arts conservatory in a public research university in a diverse region with a robust arts scene, Mason Gross is uniquely positioned to forge new paths in the study and practice of the arts—to create new knowledge about and through the arts in ways that are rigorous, inclusive, exploratory, and engaged.

  • This research proposal development worksheet can be used to craft a proposal for a project or grant.
  • The Rutgers Research Council provides funding for faculty research. A call for proposals is issued annually.
  • The Pivot database is an important source of information about funding opportunities. Click “Use login from my institution” and navigate to Rutgers, the State University of New Jersey to log into the database.
  • The university’s Office for Research offers support to faculty members seeking funding, as is the Rutgers Foundation. Faculty members are welcome to contact the Associate Dean for Academic Affairs to discuss research projects and funding opportunities.

Faculty Appointments and Promotions

Faculty appointments and promotions are governed by policies established by the university and by Mason Gross School of the Arts.

Tenured and Tenure Track Faculty

Tenured and tenuretrack faculty should see the university’s instructions and forms below. Faculty members at the level of associate professor or above who wish to be considered for promotion should discuss the timing of their promotion case with their department chair/director and with the dean early on to make sure that process goes smoothly.

Non-Tenure Track, Full-Time Faculty

Appointments, promotions, and evaluation of NTT faculty are governed by university policies and processes. Additionally, Mason Gross is responsible for setting criteria, policies, and timelines for NTT appointment, reappointment, and promotion. The following documents outline those policies: