Teaching is not limited to the classroom. Students understand anthropology, and come to appreciate its contributions to significant ongoing debates, through observing the ways in which anthropologists are engaged with the field.
Such engagement takes many forms and will vary based on individual predilections and stages in career development. Nonetheless, significant involvement with the discipline is crucial to maintaining one's intellectual vitality and conveying a sense of anthropology as a vibrant arena of inquiry to our students.
Assessing the depth of an individual's scholarly engagement with anthropology is difficult, at best. As such, we favor the flexible application of criteria whose ranking is sensitive to the different stages through which most careers are likely to pass.
Criterion #3, active work with students, is not treated as a separate measure. Instead, it is a theme that should pervade our professional lives. The activities encompassed by Criteria 1-4 are greatly enhanced when students are involved in them. Field research, for example, that significantly incorporates undergraduates is to be esteemed above investigations conducted by the professional alone. Publishing or presenting papers with undergraduates, or helping them to contribute their ideas on their own, is as important as engaging in these tasks by oneself. The premise underlying these distinctions is that students learn best when they are actively engaged with the subject matter; full involvement with a professional in the pursuit and dissemination of knowledge is the most powerful way to achieve such engagement.
As noted earlier, these criteria will need to be applied flexibly to take account of career stages and individual interests. For example, during the first five years of one's professional life we expect that most of an individual's efforts will be concentrated on writing articles, presenting papers, and seeking funding. Not all of these attempts will bear immediate fruit; one who is just beginning to walk can not be expected to run. Evaluations should take this into account, accepting earnest effort in lieu of long lists of accomplishments. During the next ten years or so, articles, papers, and grant proposals should start finding greater, though never universal, acceptance. This is the span during which people establish their careers and get a clearer sense of who they are professionally. The next 20-25 years will probably witness a gradual transition away from active field research and towards writing those books that have been long-delayed by other responsibilities (besides, by this point one should be weighed down by so much data that the responsibility to see it into print is particularly pressing). This is also the interval in which one's growing maturity of vision and purpose can be expected to reveal novel lines of inquiry that require new skills. The pace of professional activity is not expected to slacken throughout a career, but the ways in which intellectual activity is manifest almost certainly will change. These factors must be borne in mind at all stages of evaluation.