Section 4.9.7A | Preparation for Tenure and Promotion Review

Tenure track faculty should work closely with the tenured faculty and department chairs to define goals and to establish documented evidence of excellence to be sure that they are meeting the obligations and performing at the level expected by the department, academic unit, and university.

Evidence of effective performance should include items such as:

• syllabi
  
  
• student evaluations
  
  
• and selected course materials to support teaching
  
  
• copies of published articles or books
  
  
• written reviews and evaluations by qualified peers of the candidate's performances, compositions, and artistic creations to document scholarship
  
  
• documentation of service and outreach activities.

All such evidence becomes part of the faculty member's ongoing and continuously updated dossier, which is described in Section 4.9.7B. Specific content in the dossier will vary according to discipline.

Evidence of effective teaching and mentoring of students should document characteristics such as:

• Command of the subject
  
  
• Ability to organize and present subject matter in a logical and meaningful way
  
  
• Ability to motivate undergraduates
  
  
• Ability to stimulate creativity in graduate students
  
  
• Creative and effective use of innovative teaching methods and curricular innovations

Examples of documentation for teaching and mentoring include the following:

• Statement of teaching philosophy
  
  
• Course materials
  
  
• Systematic student evaluations for each course each semester (including summer and previous spring)
  
  
• Grade distribution (and comments, if desired, about relationship of grades and nature of course)
  
  
• Evidence of supervision of student projects and other forms of mentorships
  
  
• Evaluation by department chairs
  
  
• Comments of peers
  
  
• Teaching awards

Types of evidence and documentation for effectiveness in research and scholarly/creative activities include the following (according to the terms of the candidate’s appointment):

• Publications, e.g., appropriate textbooks, books or chapters in books, articles in refereed journals, monographs, refereed and non-refereed conference proceedings, book reviews and other related items, written reviews, and evaluations by qualified peers.
  
  
• Papers presented, e.g., papers presented at local, state, regional, national, and international professional meetings (significance of the content and selection process should be considered in the process of reviewing such presentations).
  
  
• Performances or exhibitions, e.g., performances or exhibitions that are invited or juried by nationally or regionally recognized professionals or groups within the discipline. Verifiable documentation is required to include consideration of research or creative activity in progress.
  
  
• Contributions to the art of teaching, e.g., appropriate textbooks or education articles in peer review forums, development of computer software or audiovisual media, and so forth.
  
  
• Contributions to engaged scholarship including collaborative reports, documentation of impact, external funding, and publication in peer-reviewed journals.
  
  
• Evidence of sustained ability to secure externally funded grants or contracts to support research/scholarship/creative activities.  

Types of evidence and documentation for professionally related services include the following: 

• Service to the University, e.g., participation and leadership roles in departmental, academic unit, and university committees; participation in university governance; administrative service; advising students; recruitment activities; service to student organizations; other related activities.
  
  
• Service to one's discipline, e.g., memberships and leadership roles in professional organizations at state, regional, national or international levels.
  
  
• Service to society, e.g., presentations related to the discipline; professional advice and counsel to groups or individuals; other types of service, particularly in the university's service area.

Other factors to be considered: 

• Professional behavior consistent with the Faculty Code of Conduct
  
  
• Professional growth, e.g., courses taken for credit, courses audited, seminars attended and independent study activities.