COASTAL CAROLINA UNIVERSITY
DEPARTMENT OF MUSIC
GUIDELINES FOR MENTORING, TENURE AND PROMOTION
2011-2012
Note: Reference to "disciplines in the Department" refers to any of the following Tracks for NASM:
Bachelor of Arts in Music (General Studies), Bachelor of Arts in Music (Performance), AND Bachelor of
Arts in Music (Teacher Preparation).
The successful candidate for promotion or tenure satisfies minimum requirements:
Fulfillment of the minimum requirements as stated in the Coastal Carolina University Faculty Manual.
Where exceptions to these requirements are allowed, the department's promotion committee will
recommend the approval or disapproval of such exceptions. Exceptions which have been stated as terms of
hiring regarding qualified tenure-track and that of full-time contractual positions will continue to be
honored by the department. See below for a rubric of departmental criteria and examples of what would be
considered sufficient for promotion beyond guidelines stated in the CCU Faculty Manual.
Rationale:
The Department of Music recognizes the value of diversity both academically and culturally under the
construct of University, College and NASM guidelines. In particular we recognize that success in our
mutually-aspired mission requires diverse contributions from qualified tenure faculty. In order to foster
that success, the reward structure must be sufficiently flexible to encourage the best use of our most
valuable resource, faculty talent. In accordance with this philosophy, it is not possible to provide a
"checklist" of standards that must be met to be eligible for tenure or promotion. Rather the department
faculty should approve of an extensive (but most likely not comprehensive) and universally/professionally
accepted list of activities that will be considered in reviewing candidates for promotion and tenure.
Included in the list are activities that the department would expect all faculty to engage in as well as
numerous activities which we expect or encourage some faculty to engage in. Regarding the latter category,
all faculty members should engage in at least some of the activities, but under no circumstances should any
of the faculty be expected to engage in all of the activities! To this end, at the conclusion of the
document the department provides several models of accomplishment that in addition to those
expected of all faculty, would be considered sufficient for tenure, for promotion to the rank of
Associate Professor or for promotion to the rank of Professor. These examples are intended
SOLELY as models. Any portfolio demonstrating activities which promote our mission and which are
equivalent in scope would suffice as well.
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Annual Procedure
Materials submitted to annual evaluation and progress towards tenure should be submitted by the date
required by the Edwards College of the Humanities and Fine Arts. Material presented shall be
representative of activities during the period since the last annual evaluation.
For purposes of annual evaluations and the view of progress towards tenure, faculty should annually submit
the following:
Teaching:
 List of courses taught during evaluation period
 List courses you originated
 Sample syllabi and/or hand outs
 A summary of student evaluations
 Honors, awards relevant to teaching
 Any other materials relevant to teaching
 Up to date student advising files
 Student advising evaluations
 Adjudicated student performances
Professional Development:













Professional publications – attach title and page of publication
Professional CDs – attach a sampling of performances
Grants – name and purpose
Performances, compositions and arrangements
Presentations
Participation at conferences
Participation at workshops
Committee participation for an organization or conference
Refereeing work: including editing, evaluation of proposals, reviews of text proposals
Academic honors, awards, etc.
Membership in professional organizations
Adjudicating outside the university
Any other relevant materials
Service:
 Department
 Edwards College
 University
 Community
 State/National/International Offices and/or Committees
Procedures for Tenure and Promotion
It is recommended that the department chair and tenure/promotion applicant review department, college
and university requirements the spring semester prior to tenure material submission. Faculty will follow
checklists and content requirements published in the Coastal Carolina University Faculty Manual as well as
additional requirements published by the Edwards College of Fine Arts and Humanities provided on the
University website.
Check lists are frequently updated and the department committee, chair and applicant for tenure/promotion
should be aware of said changes to format, regulations and submission guidelines.
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Evaluation Rubric:
Throughout this document exemplary/good characteristics that will be considered in reviewing
annual faculty evaluation as well as applications for tenure and promotion are synonymous. An
asterix (*) mark marks attributes that we expect of all tenure track faculty in annual evaluations.
A. Teaching
Performance Factor
Scholarship/Creative
Activities
Cooperation
Exceeds
Annually reviews and
updates syllabi; remains
current with course
content; demonstrates
scholarship/research in
teaching; utilizes
current and effective
text materials;
incorporates
accreditation, state and
national indicators in
materials; utilizes
technology where
applicable; student
assessment process is an
effective measure while
continually reviewed
and renewed to meet
current national
performance
competencies; regularly
develops new courses
that fit degree content
requirements;
occasionally teaches
honors, collaborative
interdisciplinary or
academic community
courses with faculty
from other departments;
demonstrates and shares
innovative ideas for
teaching/course
development
Exhibits strong team
leaderships skills with
colleagues teaching likecourse content;
coordinates teaching
activities with
colleagues of similar
courses; shares/offers
materials when asked;
assists colleagues with
course content and
assessment when
approached; uses
resources to best
configuration. Strong
Meets
Syllabi and course
materials meet
minimum University
and accreditation
indicators; Text and
course materials are
updated at least every
three to five years;
aware of accreditation,
State and National
indicators and criteria or
course content; utilizes
some form of
technology in classroom
teaching where
applicable; Student
assessment process is
effective.
Does Not Meet
Syllabi are
demonstratively
outdated or unchanged
for more than five years;
Text and course material
do not meet
accreditation, University
or national standards in
field; does not
incorporate any
technology in teaching;
not participating in
University development
workshops for
technology in teaching;
assessment processes
are either unchallenging
compared to current
national performance
competencies or
unreasonable to
guarantee reasonable
performance success.
Identifies and utilizes
resources to accomplish
work; works with a team
and provides support;
keeps others apprised of
issues related to the job;
involved in recruitment
efforts
Unable or unwilling to
cooperate with
colleagues to
accomplish work; does
not keep others
apprised; chooses to
work independently of
colleagues with likecourse content; does not
apprise colleagues or
mentors of issues related
to the job; does not
communicate well with
others regarding
teaching activities,
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Problem Solving
writing and speaking
skills; initiates and
shared effective
recruitment tactics for
department
Demonstrates ability to
think through an action
before proceeding;
Comes to sound
decisions with little or
no need for mentoring
or supervision; works
with colleagues to
mutually resolve issues
in teaching; exemplifies
professional ethics
content or resources;
unwilling to partake in
effective recruiting
efforts
Solves average
problems with minimal
assistance given
reasonable time;
demonstrates
professional ethics
Unable to visualize what
effect decisions will
have in classroom
interaction or with
colleagues; looks to
others to solve teaching
disputes; does not
follow University policy
or proper procedural
guidelines; has one or
more written student
grievances per annum;
sited cited for or
exhibits consistent
harassment tendencies
Characteristics that Exhibit Exemplary/Good Teaching in conjunction to Chart:
1.*
2.*
3. *
4.*
5.*
6.*
7.
Presents effective lectures/discussions and promotes active learning.
Encourages student/faculty contact and cooperation among students.
Provides appropriate and prompt feedback, whether in class or on assignments and exams.
Fosters good student work habits, confidence and self-reliance.
Gives homework assignments and examinations that reflect course objectives.
Assigns grades in a reasonable and responsible manner consistent with Department and University
policies.
Incorporates new developments in teaching.
8.
9.
Incorporates new technology in teaching.
Engages in the supervision of directed studies.
10.
Develops new programs or significantly revises existing programs.
11.
Develops materials for classes that can be used by other faculty members teaching those classes.
12.*
Performs academic advising in a conscientious manner.
13.
Develops new courses or significantly revises existing course content.
14.
Serves as advisor/coordinator to an academic student organization (e.g., student chapters of
MENC, Pi Mu Epsilon, Performance Class)
15.
Organizes student participation in scholarly competitions ( e.g., Piano Guild, N.A.T.S., N.C.U.R.,
programming contests)
Characteristics of Exemplary/Good Recruitment Initiatives in conjunction to Chart
(These indicators would coincide with Professional Activities/Development and Service. They are
currently not prioritized in importance)
1.
2.
3.
4.
5.
Guest artist/conductor at Regional, State or County-wide High School Honors Ensembles
Consultant/Adjudicator at Regional, State or County-wide High School Ensemble Festivals
Present session(s) at State-wide Spring or Fall In-Service/Conference
Performance of Ensemble at State-wide In-Service/Conference
Conductor and use of University Ensemble as clinic ensemble at State-wide InServices/Conferences
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6.
7.
8.
9.
10.
Performance of Ensemble as Out-Reach Activity (Area High schools, Open Houses, Homecoming
Initiatives, etc.)
Participation in University Open Houses as department representative
Participation in University Summer Freshman Orientation as department representative
Academic Representative at State Board of Education committees, county curriculum ‘spear-head’
committees in the Fine Arts.
Invited artist or speaker in the schools.
B. Professional Activity/Professional Development
Performance Factor
Scholarship and
Creative Activities
Career Development
Exceeds
Shares, publishes and
presents
scholarship/Creative
activities at Regional,
State, National or
International
organizations and
conferences
Outstanding progress.
Shows high potential for
advancement. Interested
in growing within
organization and taking
on more responsibilities.
Cooperation
Exhibits strong
leadership skills in a
team. Uses resources in
best configuration.
Strong writing and
speaking skills.
Presents job related
materials accurately and
effectively. Facilitates
communication among
others.
Problem Solving
Is able to think an action
through before
proceeding. Comes to
sound decisions with no
need for supervision.
Works with colleagues.
Exemplifies professional
ethics.
Meets
Is successful in
scholarship/Creative
activities at local or
university venues. Is
active developing plans
for national pursuits.
Does Not Meet
Does little
scholarship/creative
activities related to his
or her discipline.
Progressing and
developing as expected
based upon outlines
career goals. Seeking
further career
development
opportunities.
Identifies and utilizes
resources to accomplish
work. Works with a
team and provides
support. Communicates
effectively in oral and
written form. Keeps
others apprised of issues
related to the job.
Progress slow. Growth
limited by a lack of
initiative. Apathetic
regarding career
development.
Can solve average
problems with minimal
assistance given enough
time. Demonstrates
professional ethics.
Unable or unwilling to
cooperate with a team to
accomplish work.
Works only
independently of
colleagues and
department a whole.
Does not keep others
sufficiently apprised of
issues related to the job.
Does not communicate
well in meetings.
Not able to visualize
what effect decisions
will have. Does not
attempt to work out
problems, looks for least
plausible solutions.
Does not follow
University policy and
procedural guidelines.
Characteristics of Exemplary/Good Research Activities in conjunction to Chart:
(Within disciplines of the department)
a.*
b.*
c.*
d.
Remains current in field(s) of specialization.
Applies expertise in solving academic/curricular problems.
Participates in scholarship within the disciplines of the department or in education within
these disciplines.
Engages in the supervision of student research projects.
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e.
f.
g.
h.
i.
j.
Develops programs or software for research and/or pedagogical purposes.
Submits grant proposals related to the university and/or department mission.
Participates in projects funded by grants related to the university and/or department
mission.
Referees papers for a professional journal.
Referees books or chapters for publication.
Referees research-oriented or pedagogical dissertation abstracts.
Characteristics of Exemplary/Good Communication of Scholarship/Performance in conjunction to
Chart
(Including the expository, interpretive or pedagogical)
a.*
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
Refereed presentations and/or publications. ╬
Non-refereed publications. ╬
Invited presentations.
Textbooks or chapters of textbooks.
Presentations to professional organizations.
Presentations to K-12 teachers.
Incorporates one’s research into the classroom setting.
Service on a scholarly panel for a panel discussion during a regional or
national meeting.
Advisor to students traveling to regional and/or national conferences to present their
research.
Gives workshops for other faculty in pedagogy for, or content within, the disciplines.
Serves as a consultant in discipline.
Commissioned composition/ performance
Communicates with the media on activities related to the disciplines.
Faculty Performance on campus/off campus/Regional/National/International ( to include
composition(s) )
Guest Conductor off-campus/Regional/National/International
Conductor to University Ensemble Performances.
CD production or participation
Characteristics of Exemplary/Good Development in conjunction to Chart
a.
b.
c.
d.
Attends meetings of professional association(s).
Participates in workshops.
Participates in professional seminars (SCMEA, MENC, CBDNA, ACDA, NATS,
MTNA.
Learns and applies new pedagogical programs, software, network protocols, etc. to
teaching
Characteristics of Exemplary/Good Participation in Academic Community in conjunction to Chart
a.
b.
c.
Attends University or Celebration of Inquiry Seminars
Works on problems with other faculty or students (e.g. SACS, NCATE, NASM, etc.)
Involvement in scholarly activity of the department or representing the department as a
community resource.
C. Service
Performance Factor
Professional Outreach
Exceeds
Provides professional
leadership to outside
organizations through
Meets
Participates in activities
outside the University
community to share
Does Not Meet
Does not share
professional knowledge
outside the University
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University and School
Service
Department Service
Community Service
consulting, coordinating
conferences and
performances
Supports the mission
and priorities of the
University and
Academic community
through active (annual)
and consistent
participation in
governance and
University initiatives
Supports the mission
and priorities of the
Department through
active participation in
volunteered governance
and Department
initiatives.
Contributes to
community substantially
or takes a leadership
role in community
activity that enhances
University/community
relations.
professional knowledge.
Community.
Serves the University
and Academic
community and service
projects on a fairly
consistent basis. At
least one Universitywide or school-wide
committee or service
project every two to
three years.
Serves the Department
community and service
projects when available.
Not interested in serving
the University or
Academic community
other than as required by
job. Only becomes
involved if release time
or extra pay is provided.
Consistently fails to
attend committee
meetings.
No interest in
representing the
Department community
other than as required by
job. Only becomes
involved if release time
or extra pay is involved.
No interest in
representing the
University favorably in
the community.
Participates in activities
outside the University
community to share
professional knowledge.
Characteristics of Exemplary/Good Professional Service in conjunction to Chart
Those items marked with * are expected of all tenure track faculty. The remaining items are examples of
the type of scholarship, scholarship of teaching and service, which will help to "make the case" for
promotion or tenure.
1. Scholarly-related Service Endeavors
a.
b.
c.
d.
e.
f.
g.
e.
f.
g.
h.
i.
j.
k.
m.
n.
Organizes Seminars: external and/or departmental.
Participates in music club events.
Participates in other scholarly club events.
Serves in leadership positions with professional organizations.
Organizes special sessions or workshops.
Presides at professional meetings.
Organizes contests for students (e.g. Piano Guild, NATS, composition competitions, etc.)
Adjudicates.
Participates in statewide articulation within the disciplines.
Provides consulting services in one of the disciplines.
Serves as Music Lab administrator.
Directs a tutoring or AP program in discipline.
Serves on accreditation boards.
Serves in an administrative capacity (editor) for a professional journal.
Serves as a faculty mentor, officially or unofficially.
Supervises and/or coordinates internships.
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o.
Represents the department at open houses for prospective students or during family
weekend.
2. *Serves in an administrative capacity for the department, school or university. (such as department chair,
program director or associate dean/chair)
3. Non-Scholarly Service Endeavors
a. Faculty governance
(1) * Attending department meetings.
(2) Serving as a faculty senator.
(3) Serving on School Committees.
(4) * Serving on departmental committees (including search committees).
(5) Serving on Senate or Ad Hoc committees.
(6) Serving on extra-departmental search committees.
(7) Attending Senate or committee meetings.
(8) * Attending candidate talks and open meetings with candidates for positions in
the department.
(9) Attending open meetings with candidates for administrative positions or
faculty positions in other departments.
(10) Service on tenure committees for other departments.
b. Extracurricular activities
(1) Participates in student organizational activities.
(2) Advises student organizations
(3) Participates in University activities (i.e., Convocation, Graduation, attends concerts,
lecture series, recitals, sporting events involving music, Special Olympics, etc.)
c. Regional Community Activities.
(1) Performing with the Carolina Master Chorale, Long Bay Symphony Orchestra, etc.
(2) Participating in local action groups.
(3) Serving on a school board.
(4) Serving as meeting or committee parliamentarian.
(5) Serving on boards of community arts organizations
Appendices
While the decision to recommend tenure and the decision to recommend promotion to associate professor
are separated in the Faculty Manual, it is common that the same recommendation is made for both at the
same time. Therefore, the levels of expectations for tenure and promotion to associate professor are
virtually identical; however, it might be possible under unusual circumstances that an individual would be
granted tenure with the expectation that s/he would provide evidence of some additional service or
scholarship when applying for promotion.
In compliance with the rationale in support of diversity examples of plausible levels of involvement that
would be considered sufficient for promotion to associate professor are:
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Associate Professor Candidate 1 is a good colleague who has provided evidence of effective teaching and
has participated in many of the starred activities above; has an article accepted for publication in a refereed
journal; has chaired the State/Regional committee or organization for a few years and has organized
students for MENC.
Associate Professor Candidate 2 is a good colleague who has provided evidence of effective teaching and
has participated in many of the starred activities above, including remaining up to date in performance
practices; has served on COHFA or Faculty Senate Committee and has presented a paper in a refereed
session at a conference for which the proceedings were published.
Associate Professor candidate 3 is a good colleague who has provided evidence of effective teaching; has
participated in many of the starred activities above; has written and been P.I. (primary instigator) for a
successful grant application for program development; has presented papers at national meetings on the
grant and related activities; has served as the representative on a COHFA or Faculty Senate committee.
The Coastal Carolina University Faculty Manual states, “ To be eligible for the rank of Professor, a
faculty member must have a sustained record of outstanding performance involving teaching,
intellectual contributions, professional contributions in the discipline, and University service.”
As an indication of the level of activities required for promotion to full professor, the department may list
activities for a few imaginary candidates the department would support. These are activities the candidate
has been engaged with since promotion to Associate Professor:
Professor Candidate 1 has provided evidence of effective teaching and has continued to participate in
many or all of the starred activities above; has presented in refereed sessions at five national meetings; has
presented at several regional meetings; has a paper published in refereed proceedings; is a generous
contributor to departmental activities, most notably the Summer Music Academy and has served on a
school committee and a Senate Committee.
Professor Candidate 2 has provided evidence of effective teaching and has continued to participate in
many or all of the starred activities above; has presented papers in refereed sessions at 2 national meetings,
has served as co-PI on an. N.E.A.grant and has presented posters related to the grant in several national and
regional venues; attends virtually all departmental functions and serves as a faculty senator.
Professor Candidate 3 has provided evidence of effective teaching and has continued to participate in
many or all of the starred activities above; has developed two new courses in music; has attended MTNA
meetings for the past three years, presenting at one of them; has served on two departmental search
committees; has participated in the statewide articulation discussions and has a paper in review for a
refereed journal.
╬ Examples of REFEREED Journals in Music Disciplines
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ABA Journal of Band Research
ACDA Journal
American Choral Review
CBDNA Journal
Journal of American Musicological Society
Instrumentalist
Music Educators National Conference Journal
Music and Culture
Music and Letters
Music Perception
Musical Quarterly
Music Teachers National Association Journal
Piano and Keyboard
╬ Examples of Professional Organizations in Music Disciplines
American Choral Directors Association
American Society of Composers, Authors and Publishers
College Band Directors National Association
Composers Alliance
Conductors Guild
International Society of Music Education (ISME)
Music Educators National Conference (MENC)
Music Teachers National Association
National Piano Guild
Orchestralist
Society of Ethnomusicology (SEM)
Symphony Orchestra Institute