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Bush School of Government & Public Service
Excellence for the College
Excellence for the Bush School is characterized by the quality, excellence and diversity of its faculty and their performance in teaching, research and service; the quality, promise and diversity of its students; high quality interdisciplinary public service, public affairs and international affairs academic programs; the success of its graduates; a supportive organizational climate and a culture of excellence; and recognition by peers that the School has attained the highest standards of educational excellence and national recognition as a top tier school among its peers in public and international affairs.
Excellence for the Faculty
The key standards for faculty excellence in the Bush School are reflected in its bylaws which require “high performance” in all three components of faculty responsibilities—teaching, research and service.
For excellence in teaching, the Bush School faculty members are expected to maintain a high standard of learning, to work continuously to share their knowledge in an effective way with their students and to strive for excellence in pedagogy.
- Student evaluations of teaching along all dimensions of instruction
- Peer and self-evaluation that demonstrates a thorough and up-to-date knowledge of the subjects taught relevant to the needs of students in professional programs; the use of good skills in planning, organizing and presenting course material; ability to stimulate participation, thought and inquiry by students; and the incorporation of interdisciplinary/multidisciplinary knowledge and perspectives that enhance student’s appreciation of the role of cultural diversity and globalization in public affairs.
- Participation in teaching excellence programs
- Awards for teaching
- Effective advisement and direction of students in their academic work
For excellence in research, Bush School faculty members are expected to contribute to the advancement of knowledge and understanding through research and publication according to standards used in nationally recognized schools of public and international affairs.
- Research accomplishment demonstrated by publication of original scholarship in books and in the leading peer-reviewed journals in one’s field in public or international affairs or in relevant disciplines
- Both quantity and quality of publications, including measures of impact
- Evidence of having provided analysis and assessment of policy issues through presentations and publications
- Favorable peer evaluation of having earned a national reputation in his or her field
- Evidence of achievement in performing research independently
- Evidence of intellectual leadership and contributions to the development of junior scholars in the School
- External research recognition through honors, awards and/or grants to support research activities
For excellence in service, faculty members are expected to be engaged in mix of service activities that complement their teaching and research.
- Evidence of assistance to University, professional and/or disciplinary organizations, the public, civic organizations and/or governments
- Evidence of assistance to the School and University through participation in administration, operational activities and governance and advisory bodies
- Evidence of participation in leadership nationally and internationally in scholarly and professional societies
Metrics For the School
- Progress in reputational ranking of the School in national publications and scholarly citation studies to achieve top ten status
- Successful specialized academic program accreditation and regional accreditation assessment, and favorable institutional program reviews
- Growth in the number, quality and impact of faculty research publications
- Increases in peer reviewed extramural funding for research and sponsored programs
- Evidence of robust dialogue among multidisciplinary faculty, students, and policy communities
- Growth in the attractiveness and the quality of the School as measured by growth in student applications, high levels of admission qualifications, and student diversity
- Public service employment rates and career progression of graduates
- Evidence of significant student learning outcomes through standard assessment practices
- Evidence of differentiating, high impact and engaging student experiences
- High student retention and degree completion rates
- Evidence of continuous program improvement
- Peer recognition of School leadership development and academic support programs
- Commitment and increased financial support from donors in recognition of the strengths and promise of the School
- Evidence of the ability to recruit, develop and retain a high quality faculty
- Favorable review by internal stakeholders in the assessment of organizational climate