Name: Catharine Curran-Kelly
Department: Marketing and BIS
General Comments and Directions
1. This document was developed by the Faculty Federation and the Provost's office. The material will be used for personnel evaluation. The contract is the final arbiter of all questions. All quotations are referenced to the current contract.
2. According to the Agreement between the Board of Trustees and the Faculty Federation, faculty are evaluated in Teaching Effectiveness and Advising, Scholarship and Professional Activities, and either University Service or Public Service or both.
3. Subcategories are not necessarily in the order of importance. Selected examples are given for some categories. "Each department/school shall develop a written statement, taking into account the mission of the University specifying the types of items that will be counted within each of the categories of evaluation. While certain aspects of a single project may be counted under different categories, no single item or activity may be counted in more than one category." (page 55) If approved, please attach a copy of your Department's statement.
4. Please return the completed form to your department chairperson by May 20.
A. Teaching Effectiveness and Advising: "Teaching effectiveness based on student evaluation and judgment of members of the Faculty Evaluation Committee. Academic advising of students majoring in the department, graduate student research advising and advising of students enrolled in the faculty member’s own classes shall be considered in this category." (page 54)
1. Classroom activities. (For a definition of "contract units," please refer to page 71.)
Fall Semester Spring Semester
|MKT 211 05||46||3|
|MKT 211 06||47||3|
|Fall Semester||Total Units||6|
|MKT 211 05||44||3|
|MKT 211 06||43||3|
|Spring Semester||Total Units||6|
|Academic Year||Total Units||12|
2. Assigned non-classroom Activities. (List number of contract units from which you were released.) Specify the number and type of students supervised (honors, senior or graduate projects, research assistance, Master theses, Ph.D. dissertations, etc.) associated with the release time.
6 Hours release time to attend New Faculty Institute
3. Course improvements and innovations undertaken.
Fall 2004 was my first semester as a faculty member at UMass Dartmouth. It was also the first time in 7 years that I had taught a large section course and the first time I had ever taught a Sophomore level course, my prior teaching had either been on the MBA or Junior/Senior level. As a result I had to reorganize how I taught Principles of Marketing to appeal to a different audience.
For the past six years I had used Blackboard which is a course management tool in all my courses. I was told that campus did not have Blackboard but was adopting WebCT however I would not be able to use that platform until the Spring. I initially posted my course materials to Course Builder and requested a listserv be generated for each class. All of my class handouts, powerpoints and supplementary materials were loaded on the course builder site for class. Since Course Builder did not include an assessment feature I used the web site developed by McGraw Hill which did have an assessment feature for the students to take the optional review quizzes for class. I feel that the use of these online course management tools offers the students a “one stop shop” for all course information. This is especially important when dealing with large numbers of students in a class. The students know if they miss class that any handout will be posted to the website. Course builder was a good site for housing course documents but did not have much of the functionality I had been accustomed to.
Over the Winter Intersession I participated in the WebCT 6 week online training course and was given access to WebCT for my Spring 2005 courses. I moved my course materials to WebCT. Since WebCT is new technology to campus there were features that were not available to me, such as the online testing feature. However the grade book, assignment, announcement, chat, and student tracking features were all available. For most students in the course this was the first time they had ever used WebCT so there was some adjustment and some frustration with the technical glitches inherent in a new platform. I am the first in my department and one of only a few faculty in the College using this technology so the students had to climb a bit of a learning curve to be successful.
The format of this class is large lecture two days a week and split sections on Fridays. I took advantage of the smaller class size on Fridays to have the students work in small groups on assignments related to the week’s course material. I also used that time for exams since I had better control over the testing environment in a smaller room. The Friday sections allowed me to get to know the students better and to explore their interests.
4. Research and development of new courses, new preparations, or curriculum development.
I consider this a brand new preparation, I have taught Principles in the past but as an upper division course with a different textbook to a much smaller class.
In the past I have had a project with Principles of marketing. Since this course is a core requirement for the College I have students from all majors within the College I needed a project that demonstrated the importance of marketing regardless of your chosen career. I began having students write a marketing plan for themselves. In other words, they are a product in a market in this case a new college graduate in the market with other new college grads. The needed to first define their product (What are they offering the market?) Then define their competition. (How many other students are entering this market at the same time?) The demand characteristics of their market. (Is the market for new college graduates in this area growing, leveling or shrinking?) Once they had finished their product/ market description then they develop a promotional plan, a pricing plan and a distribution plan for themselves. Each section of the plan required that they conduct research and follow the points made in the book.
In the Fall semester we were able to complete the project, however in the Spring due to the weather cancellations we were a week behind at the end of class and were unable to assemble the project but the students did complete all the various pieces as homework assignments throughout the semester. Students have reported to me that they have received internships and explored job possibilities as a result of developing this plan. I have also discussed with Gail Berman the effectiveness of this series of assignments in motivating students to visit and follow-up with career services. Gail told me that as far as she knows there are no other assignments like this given in the college and that it does help students get organized for their academic career as well as their post-graduate career. I have appended examples of these plans from Fall 04 to this report.
Other activities related to teaching effectiveness.
For the third time I was a finalist in the Houghton-Mifflin Pride/Ferrell Innovative Teacher in Marketing Award competition. I was in fact the winner of this Award for 2004. This award recognizes outstanding innovations in the teaching of marketing.
Through the New Faculty Institute I participated in a number of teaching workshops offered by the Center for Teaching Excellence. I have appended a letter from Jen Riley, Director of the New Faculty Institute, detailing the courses.
6. Evidence relating to teaching effectiveness. An example would be peer review.
My course evaluations for Fall semester were: INFORMATION GOES HERE. (deleted for website example)
7. Advising activities. Examples would include classroom students, senior or master project or thesis, doctoral dissertation, and academic advisement of departmental majors.
I was assigned marketing majors as advisees both Fall (53 advisees) and Spring (28 advisees) semester.
I also participated in GBA 101 by giving a lecture about marketing as a major as well as career possibilities in marketing.
The project in my Principles of Marketing class focuses on career development as a result I spend a lot of time working with students on career related issues: choosing a major, deciding on electives, finding internships, etc.
In the Fall I supervised one internship. Spring semester I supervised two internships.
B. Scholarship and Professional Activities. "Scholarship may include research, professional publication, creative activities, peer review, and scholarly consultation. Professional activities may include office in professional organizations, service to one’s profession, participatory attendance at professional meetings and seminars, and professional development efforts." (page 54)
1. Publication. Examples include publications, musical compositions, artistic works, engineering designs, software construction, reports, seminars, and work presented. Please provide citation.
Curran-Kelly, Catharine M., (Forthcoming), "Stranger in a Strange Land: Using International Student Experiences to Teach Adaptation in Global Marketing," Marketing Education Review, Summer,
Curran, Catharine M. and Jef I. Richards, (2004), "The Complex Web of Regulation in the United States: The Case of Privacy," International Journal of Electronic Business, Vol. 2, Issue 2, p. 205 – 226.
Curran, Catharine M. and Jef I. Richards (2004), "Public Privacy and Politics," Journal of Consumer Marketing, Vol. 21, Issue 1, p. 7 – 9.
Ongoing creative work, scholarly or research projects in progress. Examples include funded and unfunded research, grants and contracts. Please explain work and expected date of completion.
Curran-Kelly, Catharine (anticipated completion February 2006) "The Clown Made Me Do It: The Link Between Food Advertising and Childhood Obesity," Targeting journals: Journal of Public Policy and Marketing, Journal of Consumer Marketing, Journal of Psychology and Marketing.
Grewal, Dhruv and Catharine Curran-Kelly, (anticipated submission date July, 2005), "Defining Retail Equity," Journal of Relationship Marketing
Workman, John P., Catharine Curran-Kelly, Michele Goldfarb and Louis Bloomfield (anticipated completion Fall 2005) Betrayal of Trust: Plagiarism as a Window Into the Incentives in Higher Education.
Workman, John P and Catharine Curran-Kelly (anticipated submission Sept/Oct 2005), "The Role of Qualitative Research in the Research Program," Journal of Marketing Research
I am writing a series of cases for a Marketing Research textbook for the next edition that will be published early in 2006.
I have written four cases that have been accepted for a forthcoming Principles of Marketing text.
3. Professional activities. Examples include office held in a professional society and member of a committee/task force for a professional organization. Please list the name of the organization and activity performed.
Curran-Kelly, Catharine M. and John P. Workman, Jr. (Forthcoming), "Welcome to Walden? The University, The Market and The Future," Marketing and Public Policy Conference Proceedings, Washington DC.
Curran-Kelly, Catharine M. (2004), “Stranger in a Strange Land: Teaching Cultural Adaptation in Global Marketing,” Society for Marketing Advances Conference Proceedings, St. Petersburg Beach, FL.
4. Awards and honors. Examples include scholarly or professional recognition by agencies or professional societies, critical or peer reviews, stipends or grants other than research grants, and listing in public and private collections. Please list the name of the organization and activity recognized.
Recipient of the 2005 Houghton/Mifflin Pride Ferrell Innovative Teacher in Marketing
Who's Who Among American Teachers, Nominated for Inclusion in 04/05 edition.
Professional activities in support of research and publication. Examples include editor or referee of scholarly journals, manuscript review, music adjudication or editing, and judging competitions.
I was asked to be editor of a special issue of the Marketing Education Review.
Public Policy and Marketing Conference 2005 Reviewer
6. Scholarly consultation activities. Please note agency for whom the consultation was performed and the scholarly or creative product of the activity.
7. Professional development. Examples include further course work in the discipline, attendance at professional meetings, and proposals submitted for external funding.
Attended the Society for Marketing Advances 2004 Conference.
Attended the Public Policy and Marketing Conference, 2005 Conference.
C. University Service. "University service includes service to the department, school, college, university, university system, participation in structured programs such as freshman advising, transfer student advising, advising centers, interdisciplinary and multidisciplinary program advising, and advising student organizations and clubs." (page 54)
1. Service to the department. Examples include department chairperson; recruitment, curriculum, and other committee participation; liaison with other departments, agencies, and organizations; program direction or coordination; student admission, registration, and orientation; interdisciplinary and multidisciplinary programs.
Marketing and BIS Search committee member.
Marketing curriculum committee member.
Marketing lecturer GBA 101.
Service to the college or school. Examples include committee participation, service on the Academic Council, program direction or coordination, and participation in other college activities.
Member of the college Advising Committee.
College representative to the University Commencement Committee.
Faculty liaison for Breaking New Ground
Service to the university. Examples include service on university-wide task forces or committees, service to the Faculty Federation or to the Faculty Senate, program direction or coordination, and advising activities for the academic advising center.
Spring 2005 Elected to the Faculty Senate
4. Other academic service. Examples include student club advisement and other miscellaneous items. Please submit a description of the kind, amount and dates of service.
Presented as part of the New Faculty Speaker Series.
D. Public Service. "Public service includes participation in community affairs and consultation associated with one's area of professional competence." (page 55)
I choose not to be evaluated in this category.