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UNIVERSITY COLLEGE POLICIES AND PROCEDURES:
TENURE AND PROMOTION SECTION
I.
Definitions
For tenure and promotion purposes, University College (UC) is composed of the
following academic units:
Department of Academic Support
Department of Diversity and Community Studies
Department of Interdisciplinary Studies
Department of Liberal Arts and Sciences
Department of Professional Studies Department
Honors Academy
School of Leadership Studies
Tenure-track faculty hired in the Departments of Academic Support, and Liberal Arts and
Sciences, and Professional Studies before July 1, 2011 continue to be covered by the
Bowling Green Community College tenure and promotion materials.
For the purposes of Tenure, Continuance, and Rank and Promotion Committee
membership, administrators of these units will be considered to be University College
faculty, regardless of their actual tenure home. The word “department” in this document
also refers to non-departmental academic units within the college and the designation
“department head” also refers to the directors of those units.
II.
Tenure and Promotion Overview
University College recognizes that the 21st century requires a flexible and dynamic tenure
and promotion process that ensures a robust and rigorous evaluation, support for people
willing to try new ideas, and an atmosphere of collegial and intellectual support. UC
encourages a broad range of faculty accomplishments in three key areas, which are
commensurate with the University’s Faculty Handbook (teaching effectiveness, research
and creative activity, service).
The principles and processes that inform the UC tenure and promotion policy
reflect both the overall University’s mission as well as the unique role of the College
as expressed in its mission statement:
The University College is committed to integrating disciplines through high quality
academic and service programs. The College facilitates collaborative learning and
research that address significant world issues and foster adaptability, critical inquiry,
creativity, and synthesis. The College promotes social responsibility while expanding
collaborative opportunities for all students, faculty, and external constituents.
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A. UC aspires to the kind of working environment in which
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Faculty interact frequently, fostering a healthy awareness and respect of diverse
qualities possessed by colleagues
Decisions are made in ways that involve faculty members
There is a sense of generational equity: senior and junior faculty are viewed as
peers equally engaged in the work of the university
Peer assessment is perceived as a source for growth
Faculty value students’ evaluations and use them periodically to improve
curricula and instruction
Incentives for research, service, and quality teaching are balanced
B. Understanding the Probationary Period and the Annual Continuance Review Process
for Tenure-Track Faculty
Full-time faculty members hired into tenure-track positions are appointed with the
understanding that there will be a probationary period. Faculty members appointed at
the rank of instructor are employed on an annual or multi-year contract and are not
eligible for tenure.
Tenure-track faculty will undergo continuance reviews in the second through fifth
years of their probationary period. By August 15 of each year, untenured faculty will
submit their continuance files to their department head. A Continuance Committee
will meet to evaluate all untenured faculty in the areas of teaching, research/creative
activity, and public/university service. The purpose of this evaluation is to determine
whether there has been sufficient progress toward tenure to justify continuation of the
faculty member’s contract. The Continuance Committee will be composed of all
tenured members of the faculty member’s department. If there are fewer than six
tenured faculty members within a department, the dean will add enough tenured
members of University College faculty to bring the committee to six. The committee
will review the candidates’ materials and discuss each person to be considered for
continuance. The candidate’s department head will act as the non-voting chair pro
tem during the discussion of that candidate. Following discussion of each person
under consideration, the chair pro tem will call for a secret ballot vote. For each
candidate, the Committee will, through the chair pro tem, prepare a written evaluation
culminating in one of three recommendations: Continue, Continue with
Recommendations (specified), or Not to Continue (reasons specified). The statement
should include the results of the ballot, and indicate any deficiencies in the
candidate’s performance and make recommendations to improve such deficiencies.
The department head will add his/ her own input, including his/her recommendation
on continuance, and forward the statement to the Dean no later than September 10.
The department head will provide each candidate with a full copy of the document,
and the candidate will have the opportunity to respond in writing. The department
head will forward any responses from candidates to the Dean.
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The dean's response and recommendation shall be submitted to the Provost and Vice
President for Academic Affairs no later than September 20. In case of a negative
recommendation, the dean will notify the faculty member. The Provost and Vice
President for Academic Affairs will submit any negative recommendation to
President and to the faculty member by September 25. The President will notify the
faculty member of any decision for non-continuation on or before October 1.
The probationary requirement may be satisfied through full-time service as follows:
1. Six years as an Assistant Professor or above at Western Kentucky University.
2. Under exceptional circumstances, tenure may be considered in less than the usual
probationary time if the faculty member has had extended service in a professorial
position at another institution or has an exemplary record of research/creative
activity and teaching.
3. Authorized leaves of absence will not be credited toward eligibility for tenure
unless otherwise specified at the time they are taken.
4. A faculty member may withdraw from the tenure process without prejudice any
time before the sixth year of service at WKU; in the sixth year a tenure decision
must be made, unless an application for extension of the probationary period has
been granted.
See Appendix I for additional guidelines for submission of Annual Continuance
Reports.
C. Tenure Committee and Process
The department head, in consultation with the faculty member, will identify a
representative Tenure Committee to convene and evaluate the applicant’s portfolio.
The committee will be composed of all tenured faculty members in the department. In
cases where there are fewer than six tenured faculty members in the department, a
sufficient number of tenured faculty will be added by the dean from within the
college to bring the committee to six. In selecting the balance of the tenured faculty,
the dean must consider relationships among faculty to avoid any appearance of
impropriety in the promotion and tenure process. A candidate’s significant other is
explicitly excluded from consideration by the dean. If the dean determines that a
faculty member outside University College would prove a strong member of the
tenure committee, the dean may, after consulting with the applicant and department
head, invite that individual to serve on the committee. The applicant may request an
external reviewer to provide feedback to the Tenure Committee; in addition, the
committee may request the input of any external reviewer chosen from a list of five
submitted by the candidate.
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UC follows the Faculty Handbook procedures in making tenure recommendations:
1. The department head will be responsible for notifying probationary faculty of the
date for consideration of mandatory tenure. A faculty member who has been
considered for tenure before the sixth full year of service at WKU may withdraw
from the process at any time without prejudice; however, in the sixth year a tenure
decision must be made unless an application for an extension of the probationary
period has been granted. Faculty members whose initial appointment begins in
January do not count the first (spring) semester toward this six-year requirement.
2. The faculty member being considered will be responsible for providing the
department head by October 1 with any materials that he/she wishes to be
considered by the tenured faculty in a tenure decision.
3. Before November 1 the department head will convene the Tenure Committee and
preside at the election of a chair of the committee. The Committee will discuss the
credentials of all faculty eligible for tenure and make appropriate
recommendations to the department head. The Committee will vote by secret
ballot to recommend tenure or not to recommend tenure. The department head is
not eligible to vote. Faculty members who are unable to be present at the meeting
must notify the department head in advance and with the consent of the
department head may submit a sealed envelope with a separate ballot for each
person under review. The committee chair will apprise the tenured faculty
confidentially of the faculty vote at the meeting and will report the vote in writing
to the department head. This vote will constitute the recommendation of the
tenured faculty to the department head. The department head will notify the
candidate of the vote of the tenure committee.
4. The department head will submit a written recommendation on each faculty
member eligible for tenure to the dean by November 1, and will include the
results of the tenured faculty vote. The department head will advise the candidate
of his/her recommendation in writing before November 15. The candidate may
provide a written response to the recommendation.
5. The dean will submit a written recommendation to the Vice President for
Academic Affairs and forward the department's and the department head's
recommendations by December 1. The dean will notify the candidate of his/her
recommendation in writing by December 15. The candidate may provide a
written response to the recommendation.
6. The Vice President for Academic Affairs will make a recommendation to the
President by February 1 and will forward the department's, the department head's
and the dean's recommendations and any response by the candidate. The Vice
President will inform the candidate of his/her recommendation by February 15.
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7. The President will make recommendations to the Board of Regents at the April
meeting. The faculty member will be notified of the final tenure decision by May
15 and, in the case of a negative one, will be allowed an extension of one year
only.
D.
Rank and Promotion Committee and Process
To initiate consideration of candidates for promotion, the head of the department
annually informs all faculty members that a promotion review is forthcoming and
invites candidates to supply all relevant information by a specific date if the
candidates believe they qualify for consideration under the criteria stated above. After
the candidate submits all relevant evaluation materials for consideration by the
October 1 deadline, nothing may be added or removed from these materials except
the addition of recommendation letters
The dean, in consultation with the faculty member and department head, will identify
a representative Rank and Promotion Committee to convene and evaluate the
applicant’s portfolio. The committee will be composed of all tenured faculty members
in the department holding academic rank higher than that of the candidate. In cases
where there are fewer than six tenured faculty members in the department, a sufficient
number of tenured faculty will be added by the dean to bring the committee to six. In
cases where there are fewer than six tenured faculty members in the college holding
academic rank higher than that of the candidate, a sufficient number of tenured
faculty of the same rank as the candidate will be added by the dean from within the
college to bring the committee to six. In selecting the balance of the tenured faculty,
the dean must consider relationships among faculty to avoid any appearance of
impropriety in the promotion and tenure process. A candidate’s significant other is
explicitly excluded from consideration by the dean. If the dean determines that a
faculty member outside University College would prove a strong member of the
promotion committee, the dean may, after consulting with the applicant and
department head, invite that individual to serve on the committee. The applicant may
request an external reviewer to provide feedback to the Rank and Promotion
Committee; in addition, the committee may request the input of any external reviewer
chosen from a list of five submitted by the candidate.
1. The faculty member being considered will be responsible for providing the
department head by October 1 with any materials that he/she wishes to be
considered by the Committee in a rank and promotion decision.
2. Before November 1 the department head will convene the Rank and Promotion
Committees and preside at the election of a chair of the committee. The
committee will discuss the credentials of all applicants for promotion and make
appropriate recommendations to the department head. The committee will vote by
secret ballot to recommend or not to recommend promotion. The department head
is not eligible to vote. Committee members who are unable to be present at the
meeting must notify the department head in advance and with the consent of the
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department head may submit a sealed envelope with a separate ballot for each
person under review. The committee chair will apprise the tenured faculty
confidentially of the faculty vote at the meeting and will report the vote in writing
to the department head. This vote will constitute the recommendation of the
committee to the department head. The department head will notify the candidate
of the vote of the committee.
4. The department head will submit a written recommendation on each candidate to
the dean by November 1, and will include the results of the committee vote. The
department head will advise the candidate of his/her recommendation in writing
before November 15. The candidate may provide a written response to the
recommendation.
5. The dean will submit a written recommendation to the Vice President for
Academic Affairs and forward the department's and the department head's
recommendations by December 1. The dean will notify the candidate of his/her
recommendation in writing by December 15. The candidate may provide a
written response to the recommendation.
6. The Vice President for Academic Affairs will make a recommendation to the
President by February 1 and will forward the department's, the department head's
and the dean's recommendations and any response by the candidate. The Vice
President will inform the candidate of his/her recommendation by February 15.
7. The President will make recommendations to the Board of Regents at the April
meeting. The faculty member will be notified of the final promotion decision by
May 15.
E.
Tenure and Promotion Requirements
UC and its units will normally link tenure and promotion; candidates recommended
for tenure should qualify for the rank of associate professor. However, tenure and
promotion are separate processes, and units must act separately on each of them.
The dean’s review will apply the standards established by UC in accord with
university standards.
1. Tenure
Decisions concerning tenure will be based on performance in the following
categories: teaching effectiveness, research and creative activity, and university
and public service. The specific areas of performance are the same as those found
in Section IV.B.1. of Areas of Performance described in the Faculty Handbook
and in Sections IV, V, and VI below. It is understood that the faculty member
seeking tenure will cooperate in working with colleagues in carrying out the
University’s educational mission. Faculty receiving tenure will have demonstrated
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professionalism in their teaching, research & creative activity, and service; a
commitment to working in a mutually respectful and productive fashion with
colleagues; and active support of the mission and goals of the Unit, College, and
University.
2. Promotion
University policy requires the following for promotion at every rank:
demonstrated achievement appropriate for this rank in teaching effectiveness,
research/creative activity, and university/public service.
The procedures for promotion are those outlined in the Faculty Handbook Section
III and in Sections IV, V, and VI below.
Given the interdisciplinary nature of many of the units in UC, demonstrated
achievement will be considered as it is relevant to the individual's area(s) of
professional competence. Only contributions since the last promotion will be
considered for the next promotion. It is the responsibility of the candidate seeking
promotion to provide promotion committees with the appropriate evidence on
which to base a decision, and following submission guidelines provided by the
Provost’s Office. The standards for promotion to full professor should be more
rigorous than those for promotion to associate professor. Faculty receiving
promotion will have demonstrated professionalism in their teaching, research and
creative activity, and service; a commitment to working in a mutually respectful
and productive fashion with colleagues and students; and active support of the
mission and goals of the Unit, College, and University.
Please see Appendices II and III for guidance on developing and submitting the
tenure/promotion portfolio.
III.
Faculty Self-Assessment
A. Overview
University College (UC) embraces the concept of faculty member as scholar.
In advancing its mission, UC faculty may engage in the conventional triad of
academic work—teaching, research and creative activity, and service—in ways that
emphasize the interrelatedness and continuity of these activities. UC’s tenure and
promotion processes and policies reflect and acknowledge such continuities, in
which, for example, a teaching assignment may extend to a community engagement
project outside the classroom, providing a targeted community service, which may
lead to a scholarly artifact. At the same time, UC’s tenure and promotion policy must
also allow for more conventional faculty profiles of faculty accomplishment.
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B. Uses of the Faculty Self-Assessment
In this model of faculty work and achievement, the term scholar refers holistically to
the intellectually and creatively engaged lifelong learner committed to rigorous
inquiry, creation and sharing of knowledge, and high standards in teaching, research
and creative activity, and service. Scholars approach each element of their
professional responsibilities as an opportunity for scholarly expression, employing
varied methods as appropriate, such as making discoveries or new interpretations,
connecting and integrating ideas across disciplines, and applying knowledge to solve
problems. This model of the faculty member as scholar is consonant with the UC
mission and faculty principles stated above. It recognizes that scholarly practice may
inform and bring continuity of effort to all areas of faculty members’ academic
responsibilities. Furthermore, this model allows for different scholarly expressions
and emphases over time.
As part of UC’s tenure and promotion process, each faculty member must prepare and
update a Faculty Self-Assessment as part of the annual Continuance Review.
Essentially, the Faculty Self-Assessment is the faculty member’s articulation of his or
her scholarly goals over time. It is not merely a list of specific accomplishments, but
an account of the larger issues or questions propelling the individual’s scholarly
work, his or her plans to carry out that work, and how this proposed work advances
the individual’s goals as well as those of the faculty member’s program, the College,
and WKU. For more information, see Appendix III.
IV.
Teaching
The ability to lecture and lead discussions, to create a variety of learning opportunities, to
draw out students and arouse curiosity in beginners, to stimulate advanced students to
engage in creative work, to organize logically, to evaluate critically the materials related
to one's field of specialization, to assess student performance, and to excite students to
extend learning beyond a particular course and understand its contribution to a body of
knowledge are all recognized as essential to excellence in teaching.
A. Faculty Responsibilities
University College (UC) supports and promotes the highest quality of engaged
teaching and recognizes teaching as the most important component of a faculty
member's contribution to department and University goals. Good teaching
techniques vary considerably among individual teachers, but all effective teachers
have certain characteristics in common.
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Thorough and updated knowledge of the area(s) of expertise
The ability to convey that knowledge to students in an effective manner
The ability to plan and develop appropriate syllabi; tests; supplementary
materials; and methods of delivery that may include appropriate technological
innovations, guest speakers, films, field trips, etc.
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UC recognizes that teaching occurs primarily in the classroom and that all UC tenuretrack faculty teach in the classroom. UC also recognizes that excellent teaching can
occur in a variety of settings and that faculty members may promote student learning
using a variety of instructional methods and activities. These may include but are not
limited to
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The ability to develop and utilize fair measures of assessing student progress
The ability and willingness to provide feedback to students in a timely manner
The ability and willingness to experiment, to develop new instructional
techniques and methods, and to revise and improve course materials
The ability and willingness to undergo self-evaluation drawing from the
evaluative process as a basis for improvement
A commitment to work one-on-one with students (thesis committees, capstones,
independent studies, internships) and to mentor students
Presentations in instructional settings (lecture, seminar, studio, etc.)
Collaboration with students in research or in creative or professional activity
Innovative use of technology for instruction and advising
Teaching through alternative delivery such as distance and web-based learning or
regional campus instruction
Use of service learning or community-based teaching strategies
Involvement in special academic programs such as Honors, Study Abroad,
interdisciplinary teaching, or student retention efforts
Teaching-related grant activity
B. Evaluation of Teaching
Evaluation of teaching and curricular contributions should not be limited to classroom
activities. It also should focus on a faculty member’s contributions to larger
curricular goals (for example, the role of a course in laying foundations for other
courses and its contribution to majors, or contributions to broad aspects of general
education or interdisciplinary components of the curriculum). In addition, UC
recognizes that student mentoring, academic advising, thesis advising, and
dissertation advising are important departmental functions. Faculty may also take on
mentoring responsibilities.
The applicant for promotion and/or tenure has the responsibility of providing
information and materials that clearly support the application. If the application
depends on unusual or nontraditional support materials, the applicant has the
responsibility of describing how those materials contribute to the goals of the unit or
the University.
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Documentation may include but is not limited to
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Teaching materials (syllabi, assignments, other course-related documents)
Evidence of innovative teaching or advising methods
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V.
Student evaluations, including correspondence from students
New courses designed and offered
Participation in workshops and activities designed to enhance instructional skills
and improve discipline-based pedagogy
Annual evaluations
Examples of student work (e.g. Honors or graduate theses, student portfolios,
juries, public performances and exhibitions)
Reflective self-evaluation
Formal and/or informal faculty evaluations and peer reviews
Record of student advising and mentoring
Record of participation in university retention efforts and programs designed to
promote student success
Successful grant activity related to effective teaching and advising
College and/or university recognition for teaching and/or advising
Research & Creative Activity
A. Faculty Responsibilities
The task of a university includes the promotion of learning and the discovery and
extension of knowledge, enterprises that place responsibility upon faculty members
with respect to their disciplines, their students, the university, and the community.
University College (UC) seeks to foster the scholarly development of its faculty and
to encourage the scholarly interaction of faculty with one another, with students and
with regional, national, and international communities. Faculty have a responsibility
to their fields, their students, the university, and the community to strive for superior
intellectual, aesthetic, or creative achievement. Such achievement, as evidenced in
scholarly accomplishments, is an indispensable qualification for appointment and
promotion and tenure in the professorial ranks. Scholarly accomplishments suggest
continuing growth and high potential and can be demonstrated through a variety of
research and creative activities. All faculty members should keep abreast of
developments in their fields and remain professionally active throughout their careers.
Effectiveness in research must meet an acceptable standard as part of a faculty
member’s overall responsibilities. In the case of interdisciplinary work, faculty have a
responsibility to use their expertise to draw connections among and to integrate
research and creative activity from diverse sources. In annual self-assessments,
faculty should articulate the value of research so that people outside the immediate
discipline can understand its significance. Faculty self-assessments must address how
the candidate’s research and creative activity are consistent with the unit’s and the
College’s goals.
B. Evaluation of Research and Creative Activity
No single standard is adequate for judging the range of research/creative activity
represented in UC, and the nurturing of interdisciplinary work requires more
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expansive standards for judging quality research/creative activity. Two areas in which
UC expands some conventional single disciplinary standards are 1) the value UC
places on publishing in a wide variety of peer-reviewed scholarly journals and edited
volumes to support interdisciplinarity; and 2) the value it places on engaged and
public scholarship. As a result, UC does not specify particular peer-reviewed
publications as pre-eminent, and it sees co-authorship and co-editorship, particularly
when undertaken across disciplinary, race, ethnic, and/or national borders, as worthy
of more weight than they are given in some humanities and social science disciplines.
The Committees may consider any evidence that is relevant in determining whether
the candidate is active and effective at research/creative activities. Examples of such
activities include:
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VI.
Publication of an article in a peer-reviewed journal (discipline-related or
education journal), hard copy or online
Publication of a book or monograph
Publication of an article in conference proceedings
Publication of a chapter in a book
Publication of an article in a non-refereed journal
Publication of a textbook, study guide, workbook, or other instructional material
Preparation of any specialized report that is available for peer-review
Presentation of an original paper at a professional meeting
Organizing of or presenting at a workshop to disseminate research
Editing or co-editing or translating a book
Applying for internal or external grants
Other evidence of engaged and/or applied scholarship
Service
A. Overview
Given that some programs in University College (UC) demand significant amounts of
service from faculty, the service component in such programs should play a
significant role in evaluation of tenure and promotion. Teaching and research/creative
activity are augmented by a range of responsibilities and activities orchestrated to
enhance education: from lectures and events in the community, to recruitment and
advising that take place throughout the academic year, to the full round of program
and university committee work necessary to the functioning of the institution. UC
considers this range of service to be vital to the high quality of education in our
community. Contributions of faculty in the area of service are therefore weighted
accordingly.
B. Faculty Responsibilities
Each faculty member is expected to participate in university and public service
activities.
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University service is defined in terms of a faculty member’s consistent and
meaningful participation in unit, college and/or university extracurricular activities.
Faculty activities may include but are not limited to the following:
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Actively serving as a member/chair of a division, college, or university
committee
Engaging students through club, society, or other student organization activities
Advising students on academic and career matters
Preparing grants, proposals or reports to accreditation bodies
Actively participating in recruitment functions
Implementing marketing for a program, division, college, or the university
Completing administrative tasks
Organizing and/or presenting workshops or seminars for the college or
university
Fostering collegiality among colleagues, divisions and/or disciplines
Conducting student/faculty surveys
Faculty members whose WKU appointment includes administrative responsibilities
should consider their administrative work as part of their service to the institution.
Other service activities that are outside strictly defined administrative job roles should
be identified as such.
Public service refers to a faculty member’s consistent and meaningful participation in
community-based clubs and organizations, workshops, seminars, or other activities in
which the faculty member is utilizing his/her professional expertise in a manner that
benefits the public and/or encourages student engagement in the community.
Important community outreach can:
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contribute to the definition or resolution of a relevant social problem or issue
use state-of-the-art knowledge to facilitate change in organizations
use disciplinary or interdisciplinary expertise to help groups or organizations in
conceptualizing and solving problems
prevent, ameliorate, or remediate persistent negative outcomes for individuals or
groups or to optimize positive outcomes
make substantive contributions to public policy
Faculty public service activities may include but are not limited to the following:


Conducting activities at other learning institutions, business or community
groups in which the faculty member’s expertise is utilized
Serving as member or holding an office on community/state/national boards,
committees, task forces, councils, commissions or other organizations
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Participating in student engagement activities wherein students interact and
provide services to business or community groups
Serving as a manuscript reviewer for a press or a journal or a funding proposal
reviewer for a grants agency
Organizing and/or presenting seminars, workshops or conferences for business
and community groups
Supporting students at other universities, such as reviewing student research or
serving on dissertation committees
Acting as an academic professional or providing leadership in community
activities, such as festivals
Working with P-12 teachers, students, or administrators through workshops or
professional development projects
Being awarded grants for activities related to service responsibilities
Supporting economic development activities
Not all external activities are community outreach in the sense intended here. For
example, serving as a jurors, coaches, or PTA members are important activities for
community citizens, but they are not “community outreach.” In contrast, activities
that support promotion and tenure advancement fulfill the mission of the unit,
College, and University, and utilize faculty members’ professional expertise.
C. Evaluation of Service
Contributions to knowledge developed through community outreach should be judged
using the criteria for quality and significance of research/creative activity. The
evaluation should consider the following indicators of quality and significance:

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
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
Publication in journals or presentations at disciplinary or interdisciplinary
meetings that advance the scholarship of community outreach
Honors, awards, and other forms of special recognition for community outreach
Adoption of the faculty member’s models for problem resolution, intervention
programs, or processes by others who seek solutions to similar problems
Substantial contributions to public policy or influence upon professional practice;
Models that enrich the artistic and cultural life of the community
Evaluative statements from clients and peers regarding the quality and
significance of documents or performances produced by the faculty member.
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APPENDIX I
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GUIDELINES FOR ANNUAL CONTINUANCE REPORTS
University College (UC) expects faculty work in all areas to be excellent in quality,
appropriately documented, and a contribution to the major areas of faculty responsibility. The
evaluation of faculty work relies heavily on the process of peer review. Faculty receiving tenure
and/or promotion will have demonstrated professionalism in their teaching, scholarship, and
service, a commitment to working in a mutually respectful and productive fashion with
colleagues and students, and active support of the mission and goals of the Unit, College, and
University. In this regard it is critical that faculty receive timely and informative input from
peers as they progress along the tenure track. Providing this feedback is the purpose of the
Annual Continuance Review.
Responsibilities of the Candidates:
Candidates for continuance must provide reviewers with sufficient materials and documentation
to provide a basis for a recommendation. These must include the following:





A Faculty Self-Assessment (from Digital Measures) that includes reflection on successes,
challenges, strategies for improvement, and professional goals (See Appendix IV.)
An updated curriculum vitae in which the specific dates and status of research projects
are clearly stated.
Adequate and appropriate documentation to support teaching effectiveness.
Documentation must include course syllabi and SITE reports (student evaluations of
teaching) on all classes.
Initial pages of paper or electronic publications, manuscripts in progress or under review,
program notes listing faculty member’s conference presentations, and/or other evidence
of creative work, along with any comments, reviews or evaluations if available.
Special acknowledgements, letters of commendation, awards, and so on.
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APPENDIX II
APPLICATIONS FOR FACULTY PROMOTION OR TENURE
GUIDELINES FOR SUBMISSION OF SUPPORTING MATERIAL
Faculty members who wish to be considered for promotion in rank or for tenure should do the
following:



Be well informed about the formal procedures, timetables, and criteria outlined in the
Faculty Handbook.
Be well informed about current college and university policies and criteria relating to
qualifications for promotion and tenure in their home department.
Prepare and submit appropriate supporting materials according to the following
standards:
a) Submit by the due date one or more binders containing all printed material (other
than student appraisal results) that the candidate wishes to have reviewed by the
department faculty, department head, college dean, provost, and president.
b) Include, at a minimum, a letter of application, a current curriculum vita, and
sections on teaching effectiveness, research and scholarship, public/university
service, and related areas. In addition to documenting teaching effectiveness by
other relevant measures, candidates are expected to submit student appraisal
results for all classes taught during the preceding five years.
c) Include books, articles, CDs, DVDs, slides, creative work or other materials
related to scholarship.
d) In selecting materials for inclusion in the binder, candidates should be selective
and always emphasize quality over quantity in the documentation of
achievements.
e) If clear plastic sleeves are used in the binder, each should contain no more than
one duplexed sheet (printed on both sides) or two printed sheets (printed on one
side and presented back to back).
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APPENDIX III
PROMOTION AND/OR TENURE PORTFOLIO
Because of the variance in research/creative activity found across disciplines represented in UC,
there is no a single benchmark for the number and/or type of publications activities necessary in
order to be granted tenure and/or promotion. Therefore, the applicant’s portfolio should address a
range of issues (e.g., articulating the overall development/distribution of research/creative
activity, quality/rank of journals in which applicant has published, the nature of research in his or
her discipline, and role in co-authored papers). Each of these discussions should be included to
both educate the committee on the nuances of the applicant’s discipline and portfolio and to
produce a cogent case regarding why the applicant’s portfolio is worthy of tenure and/or
promotion. Overall, the College is more interested in the applicant adequately articulating and
demonstrating he or she is successfully living, pursuing, and modeling the “life of the mind” and
being an active member of an intellectual community than in requiring the applicant reach some
predetermined number of publications.
The nature of research in a college as diverse as the UC makes it difficult to make direct
comparisons across or between applicants for promotion and/or tenure. Therefore it is incumbent
on the applicants to discuss in their narrative the nature of research/creative activities in their
discipline and how this might affect their scholarly production. For example, a faculty member
doing quantitative research may not have much activity for a several years while a data set is
being assembled, but have a flurry of activities once the data set is complete. Also, activities in
some disciplines cannot be used to develop multiple publications, but in others multiple
publications from one set of research is the expected norm. Additionally, some disciplines are
more receptive to and supportive of co-authorship than others. It is important for the applicants
to discuss the role of co-authorship in their discipline and talk at length about their contribution
to the overall product. It would be acceptable for an applicant to submit a letter of support from a
co-author discussing his or her contribution to the applicable activity.
A Promotion and/or Tenure Portfolio should be professionally put together and tabbed, and
should include the following:
a) A table of contents;
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b) An up-to-date Curriculum Vitae;
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c) Copies of current and previous faculty self-assessments;
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d) Copies of current and previous continuance reports;
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e) A breakdown of the candidate’s teaching, research, service, and administrative
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responsibilities;
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f) A section on Teaching that begins with a summary of teaching philosophy, pedagogical
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strengths, and general linkage to the mission of the Department, College, and University.
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Provide copies of the two most recent semesters of SITE evaluations, along with other
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documentation of teaching effectiveness;
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g) A section on Research and Scholarship that begins with a summary of research and
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scholarship philosophy, and explains the link between the faculty member’s research
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agenda and the general mission of the Department, College, and University. Provide a
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copy of each publication and any other documentation of research and scholarship
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effectiveness.
724
h) A section on Service that begins with a summary of the faculty member’s service
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philosophy, and explains the general linkage to the mission of the Department, College,
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and University. Provide examples of service activities; detail any specific leadership
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activities or roles; include any documentation of service effectiveness.
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APPENDIX IV
FACULTY-SELF ASSESSMENT
Tenure-track faculty in UC should consider the Faculty-Self Assessment as part of an ongoing
document, or portfolio, that serves as the framework for annual Continuance reports as well as
for applications for Tenure and/or Promotion.
Purpose of a Faculty-Self Assessment
1 The process of articulating one’s own development as a faculty member is an essential
first step for newly appointed faculty and is a continuing responsibility as faculty seek
advancement. Each faculty member, regardless of rank, has the primary responsibility
for planning his or her own career and for articulating his or her own evolving selfassessment. This should be updated on an annual basis, reflecting each year’s application
for continuance and the response of the continuance committee, the unit head, and the
dean. Due to the diversity of disciplines represented in the UC applicants for tenure must
pay special attention to producing a narrative an assessment that allows readers to
understand elements of their portfolio that are not readily known by peers outside their
discipline.
2 The purpose of a faculty self-assessment is primarily to provide a means for individuals
to articulate their overall professional plans. It needs to be specific enough to provide a
general outline of a faculty member’s goals, priorities, and activities, but it is not a
detailed recitation of tasks or a set of detailed, prescribed outcomes. A successful faculty
self-assessment:
a) articulates the faculty member’s distribution of responsibilities
b) summarizes that year’s research achievements, evaluating its quantity, quality,
and impact, and its relationship to the previous year’s goals in a way that will
be clear to colleagues within University College and the university at large
c) reflects in detail on the way each piece of his or her scholarship contributes to
a coherent research focus
d) describes his or her role in co-authored or co-edited work, if applicable
e) articulates the manner in which his or her activities relate to the departmental
and college mission and programmatic goals
f) discusses specific interactions between and among his or her own research,
teaching, and service
g) establishes concrete research, teaching, and service goals for the next twelve
months and beyond
h) reflects on progress toward promotion and tenure.
3. As a faculty member grows and develops, his or her self-assessment will evolve over the
years. New assessments may reflect changes in the set of questions, issues, or problems
that engage the faculty member, or in his or her relative emphases on teaching, research,
community outreach, and governance.
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Faculty name:
815
Appraisal period:
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Faculty employment (9 months/11 months):
817
What is your normal teaching load for an academic year? (If that of this period differs from that
818
of a normal year, include an account of how the time has been reassigned):
819
Please provide an accurate and complete profile of your activities and accomplishments during
820
the appraisal period. Long-term activities should include an indication of progress made during
821
the appraisal period.
4. The process of developing or redefining a self-assessment also encourages the individual
faculty member to interact with and draw upon the shared expertise of his or her
departmental peers. This process promotes both individual and departmental
development, and contributes to the intellectual, aesthetic, and creative climate of the
department and of the University.
STRUCTURE OF THE UNIVERSITY COLLEGE FACULTY SELF-ASSESSMENT
822
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Part A: Teaching Effectiveness
824
Begin with a statement of your teaching philosophy, then describe and reflect upon any of the
825
following in which you were involved:
826

Pedagogical innovations
827

New course offerings or significant course revisions
828

Particular achievements in enhancing student learning
829

Significant teaching challenges and how they were addressed
830

Advising students or supervision of graduate assistants or student workers
831

Thesis committees, supervision of student independent study/research, specially
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developed in-class research projects, etc.

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Involvement in honors, interdisciplinary academic programs, and/or Scholar
Development

Application of professional development to the classroom
836
Identify your objectives for the next appraisal period. Address the previous year’s goals and
837
progress being made toward them.
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Part B: Research and Creative Activity
840
Begin with a personal statement of philosophy about your research. Explain how your
841
philosophy and the activities that follow support the goals and objectives of your program and of
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University College.
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
List research/creative activities/engaged or applied scholarship for the appraisal period.
844
Use appropriate citation format for publication. Provide first page of publications that are
845
in print. Indicate whether the work has been performed, published, accepted for
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publication, submitted, or in preparation. Examples of such work include: publication of
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an article in a peer-reviewed journal (discipline-related or education journal), hard copy
848
or online, publication of a book or monograph, publication of an article in conference
849
proceedings, publication of a chapter in a book, publication of an article in a non-refereed
850
journal, preparation of any specialized report that is available for peer-review, publication
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of a textbook, study guide, workbook, or other instructional material, editing or co-
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editing or translation of a book.
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
Professional presentations. List poster and paper presentations and the scope (local,
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regional, national, or international conference). Give date, venue, title and author(s), and
855
clarify your role in any joint presentation. Include a copy of the page on which your
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presentation is listed in the program.
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
Contracts/grants/sponsored research. Cite funding agency, proposal or project title, and
858
current status (e.g., submitted, awarded, in preparation), and whether they are internal or
859
external.
860

Any research/creative activities completed toward advancing pedagogy or service
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activities, or considered engaged or applied scholarship and not listed above.
862
Identify your objectives for the next appraisal period. Address the previous year’s goals and
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progress being made toward them.
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865
Part C: Service
866
Describe and reflect upon any of the following in which you were involved. Describe the nature
867
of your contribution in each case.
868

Department/program service
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
College service
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
University service
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
Professional service
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
Community service
873
Identify your objectives for the next appraisal period. Address the previous year’s goals and
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progress being made toward them.
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Part D: Awards and honors
877
Please list.
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Part E: Synthesis
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If appropriate, faculty may choose to include a reflective statement that synthesizes their work
across the categories of teaching, research, and service. This would be especially useful for those
who see strong connections across these categories, and who wish to offer a way of
understanding their work at the university and in their field as a synthesis of diverse, but related
activities.
21