COLLEGE OF INTERDISCIPLINARY STUDIES
PERFORMANCE EXPECTATIONS FOR
CONTRACT RENEWAL, PROMOTION AND TENURE
The following is intended to clarify, not to replace, evaluation criteria outlined in the GVSU Faculty
Handbook. Section 2.10.5 of the Handbook describes what materials are minimally required to be
presented in the candidate's review file. This statement of performance expectations indicates what
the College of Interdisciplinary Studies looks for in a faculty member's work, and the kinds of
materials that we have found useful in conducting a review. We note in particular that some activities,
including service learning, cross the boundaries of Teaching, Scholarship, and Service that are set
forth separately in the Faculty handbook.
TEACHING
Particular expressions of effective teaching vary widely, and professors demonstrate their pedagogical
skills in a variety of ways. Teaching as broadly understood to occur in classes as well as in mentoring
outside of class as well as advising (when appropriate.)
At their review, faculty are expected to demonstrate continuous improvement in teaching based
on a reflective self-assessment, most often demonstrated through a reflective narrative
statement, teaching evaluations, samples of student work, and peer classroom evaluations. This
can be demonstrated with a teaching portfolio, although that is not a requirement.
Effective COIS professors:
 articulate clear goals for their courses
 are available to students during regular office hours for mentoring and advising
 display a command of their subject matter
 show enthusiasm for, and continual scholarly growth in, their subject areas
 create a learning environment that promotes those goals
 select texts and other materials that are well suited to the course and students
 challenge students to move beyond their present capabilities
 respect their students and show a genuine desire to help them learn
 present difficult concepts in clear, accessible ways
 use appropriate and effective teaching methods
 create student involvement in, and excitement for, learning
 provide effective feedback to students as they learn
 evaluate student learning according to clearly communicated criteria
SCHOLARSHIP AND PROFESSIONAL ACTIVITY
The College of Interdisciplinary Studies is committed to encouraging faculty members to engage in
professional activity resulting from their unique intellectual and creative passions. Particular
expressions of professional activity vary widely, and faculty demonstrate their professional activity in
a variety of ways. They engage in original exploration of issues related to their scholarly expertise,
often in integrative and interdisciplinary fields, or in the history and practice of liberal education. The
scholarship of teaching and the scholarship of integration is specifically included as research in COIS
(referencing Boyer’s understanding of the scholarship of teaching as publicly disseminated research.)
This can result in popular, creative, or traditionally scholarly works. They also engage in editorial
work and various other activities deriving from their professional expertise.
Generally, it is expected that a person going up for tenure should demonstrate engagement in
the national scholarly dialogue in her/his field(s), through a balance of published articles (which
can include journal articles, chapters in books, monographs, and edited volumes), presentations
at national conferences, and could include official positions in professional organizations.
The faculty of COIS understand that research agendas are flexible and open to change. That
said, at reviews prior to tenure, faculty must present a well-developed and clearly articulated
research agenda. They may demonstrate progress toward achieving these research goals in the
ways listed below:
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Presenting papers or sharing work at academic and professional conferences (can include such
work as poster sessions, panel discussions);
Publishing research in (peer reviewed) venues;
Scholarship of teaching, which involves public dissemination of scholarship on teaching;
Submitting original creative works;
Publishing book reviews
Serving as an editor of journals, series, books, etc.
Serving as a referee for journals, books, grants, exhibits
Organizing or leading workshops, conferences or training sessions, as related to one’s
professional field;
Consulting with schools, nonprofit organizations, or businesses, as related to one’s
professional field;
Course work or seminars, taken either toward earning an academic degree or as professional
development;
Seeking and obtaining grants and contracts
According to the faculty handbook, scholarship also includes providing leadership in professional
societies or organizations and serving on professional or academic agencies or boards
Faculty make a case for the quality and influence of their work by presenting evidence that it has been
validated by peers and broader audiences—i.e., recognized, accepted, cited, adopted, or used by
others. Scholarship and creative work is considered high in quality and influential when it:
 Has gone through a peer-review process involving experts in the field;
 Is published by university presses or other reputable national publishers;
 Is published in respected journals and magazines, including e-journals; or
 Is presented at regional, national, or international academic and professional conferences,
conventions, meetings, and exhibitions.
We also recognize that there are alternative ways of assessing quality and the impact of academic
scholarship. Faculty members should present materials to support the significance of that judgment—
including the work itself. Contextual information, and comments and other responses from readers,
clients, audience members, and reviewers may be added to verify the quality and impact of this type of
scholarship.
SERVICE TO UNIT, COLLEGE, UNIVERSITY AND COMMUNITY
Department, College and University Service:
Faculty members play a vital role in the functioning of the department, the college, and the university
by participating in faculty governance and in formulating department, college, and university policies.
This participation may take the form of holding elective positions, or it may occur as the result of
other, less “official” contributions.
It is expected that at the time of one’s tenure review, the faculty member going up for tenure will
have made contributions to the university at the college or university-wide level. For example,
membership in a university wide governance committee will demonstrate this service. It is
expected that all faculty contribute to and participate in departmental service projects.
Effective department, division, and university service may include:
 serving on search committees;
 participating in student recruitment and registration events;
 serving well on committees and task forces;
 serving on college governance committees or task forces;
 participating in the decision-making processing of the department and university;
 organizing events and programs for students and/or faculty
 mentoring junior faculty
 contributing effectively to program development
 contributing effectively to curriculum planning and development
 planning new courses or multiple preparations (in excess of the 2 prep standard in the faculty
handbook.)
 regular attendance and participation at department meetings, which is required as part of a
tenure-track faculty position.
Service to the Community
Faculty members also contribute in a variety of ways to the growth and vitality of the larger
community. Responsible professionals participate in the community in a variety of ways.
Examples of effective community service may include:
 leading book-discussion groups at bookstores or literary clubs
 speaking at schools, churches, or other organizations
 tutoring children in elementary or secondary schools
 leadership or volunteering in community organizations
 engaging in social action or political activism
 writing or editing community or special-interest newsletters or magazines
 serving in administrative functions for community-service groups
 maintaining websites for community or special-interest groups
 working with community educational groups.