Criteria for University Faculty

Teaching

1. Is he an effective classroom teacher?

2. Does he honestly say "I don't know."?

3. Are his courses deep and substantial, following agreed-upon
   syllabi rather than idiosyncratic peferences?

4. Does he prepare conscientiously?

5. Does he treat students with respect, avoiding put-downs?

6. Does he grade fairly?

7. Is his teaching respected by students?

8. Does he like to teach?

9. Does he like students?

10. Is he an effective dissertation advisor?

11. Does he pick good problems -- big enough, not too big, accessible,
    timely, significant?

12. Does he offer steady encouragement and supervision?

13. Would you want your son or daughter to be his Ph.D. student?

14. Would you want your child to use him as a role model?


Research

1. Is his research sound?

2. Is it fundamental in the questions it addresses?

3. Is it ingenious in technique and/or viewpoint?

4. Is it profound in its results and insights?

5. Are all claims accurate, strictly bounded, and modest in reports of
   discoveries and creations?

6. Does he give proper credit both to teammates and sources of ideas?

7. Is he a careful steward of the research resources furnished by the
   institution or the taxpayers?

8. Has his diligence continued undiminished after tenure was achieved?


Colleague Relations

1. Is he respected by his colleagues?

2. Is he liked by his colleagues?

3. Does he gladly do his share of the committee chores, etc.?

4. Does he have much professional interaction or collaboration with his
   colleagues?

5. Is he willing to help achieve department objectives, such as
   supporting able students, with his research money?

6. Does he have too high an opinion of himself?

7. Is he personally insecure?

8. Does he treat juniors, secretaries, staff, etc., with courtesy and
   consideration?

                                             F. P. Brooks, Jr.
                                             January, 1976