Excellence in Teaching for Department of Allied Health Sciences:
Criteria, Evidence, and Assessment
Required Documentation:
Excellence in teaching may be demonstrated through the sources of evidence listed in the table below. Similar
sources of information not listed here may also be used if appropriate. It is not intended that each candidate for
promotion include each of the listed pieces of evidence.
Please note that per the 2012-2015 Collective Bargaining Agreement (Article 14, Section 3, pages 14-5 and 146), application for promotion must include the following pieces of information (which may be used to help
demonstrate excellence in teaching):
 A cover letter
 A detailed and current curricula vita
 A letter of support from the chairperson of the candidate’s department
 Three (3) letters of reference or support from professional and/or academic colleagues
 For candidates seeking the rank of associate professor, a copy of the promotion and tenure plan
(including reviews)
 A narrative describing the candidate’s excellence in teaching.
 A faculty developed summary and discussion of all student evaluations for the past three (3) academic
years.
 A Dean or Chair’s in-class evaluation within the twelve (12) months preceding the application (if the
candidate does not hold continuing contract or tenure.
Many of these required items have been integrated into the table below.
Evidence used to support the candidate’s application for promotion should be limited to pieces of information
regarding the candidate’s service within the review period (the review period is defined as the period since hire
or previous promotion, whichever is more recent), and that evidence should include information gathered
throughout the full scope of the review period.
In the event that the Department of Allied Health Sciences, the College of Professional Studies, or Shawnee
State University shall revise the criteria for promotion and tenure, department faculty under the previous
promotion and tenure document will not be unfairly held to new standards.
1
Excellence in Teaching for the Department of Allied Health
Sciences: Criteria, Evidence, and Assessment
To demonstrate excellence in teaching promotion candidates must meet criteria for 1-4
Criteria
Characteristics
of Excellence
Source(s) of Evidence*
1. Currency in
Field:
Teaching reflects
currency of
subject matter.
1) Syllabi of courses taught.
2) Candidate reports of teaching philosophy,
plans, techniques, attempts at innovation and
growth, etc.
3) Student opinions about course content as
determined by teaching evaluations/letters of
student support.
4) Peer review of course content, assessment
devices, curricular materials, pedagogical
techniques, etc.
5) Participation in university, community,
and/or professional activities concerning
teaching and education, (e.g. Lilly Conference,
Celebration of Scholarship, etc.)
6) University or outside recognition for
teaching activities (e.g.: college teaching
award, distinguished teaching award, etc.)
7) Recognition for program/teaching activities
by internal or external bodies (e.g.: accrediting
organizations, Princeton Review, etc.).
8) Demonstrated improved teaching products
(e.g.: various media products, student exhibits,
student work samples, etc.).
9) Interacting with or serving as liaison with
other institutions of higher education or K-12
institutions in the promotion of field of study
or collaboration between institutions.
1) Syllabi of courses taught.
2) Mentoring of students in undergraduate
research.
3) Indirect positive evidence from program
certification /licensing exams.
4) Evaluations from didactic teaching practice
(in class evaluations from Dean, Chair or
Program Leader.
5) Student evaluations.
6) Evidence of having utilized electronic
media to communicate with students (e.g.
search tools, blackboard, etc.)
2. Effective
Communication:
Information is
communicated to
students in an
effective manner.
2
Assessment
Met
Not Met
Met
Not Met
3. Fair
Evaluation:
4. Academic
Rigor:
Evaluation of
students is
conducted in a
fair and unbiased
fashion.
1) Syllabi of courses taught.
2) Evidence of evaluation tool (e.g. rubrics,
evaluation forms for both clinical and
classroom activities)
3) Student evaluations
4) Sample assessment tools
5) Dean’s, Chairperson’s, Program Leader’s
observation of teaching.
The candidate
teaches at a level
of academic rigor
appropriate to the
level of the
course.
1) Syllabi of courses taught.
2) University or outside recognition for
teaching activities (e.g.: college teaching
award, distinguished teaching award, etc.)
3) Recognition for program/teaching activities
(not otherwise utilized in promotion materials)
by internal or external bodies (e.g.: accrediting
organizations, Princeton Review, etc.).
4) Demonstrated teaching products (e.g.:
various media products, student exhibits,
student work samples, etc.).
5) Dean’s, Chairperson’s, Program Leader’s
observation of teaching.
Met
Not Met
Met
Not Met
* Sources of Evidence
In addition to the criteria stipulated in the CBA in section 3 on 14-5 and 14-6, candidates may demonstrate
teaching excellence through the presentation of evidence that includes some or all of the following sources of
information. Similar sources of information not listed here may also be used if appropriate. It is not intended
that each candidate for promotion include each of the following pieces of evidence.
Evidence used to support the candidate’s application for promotion should be limited to pieces of information
regarding the candidate’s teaching within the review period (the review period is defined as the period since
hire or previous promotion, whichever is more recent), and that evidence should include information gathered
throughout the full scope of the review period.
3
Outstanding and Substantial Service for Department of Allied Health
Sciences: Criteria, Evidence, and Assessment
Required Documentation:
Outstanding or substantial service may be demonstrated through the sources of evidence listed in the table
below. Similar sources of information not listed here may also be used if appropriate. It is not intended that
each candidate for promotion include each of the listed pieces of evidence.
Please note that per the 2012-2015 Collective Bargaining Agreement (Article 14, Section 3, pages 14-5 and 146), application for promotion must include the following pieces of information (which may be used to help
demonstrate outstanding service):
 A cover letter
 A detailed and current curricula vita
 A letter of support from the chairperson of the candidate’s department
 Three (3) letters of reference or support from professional and/or academic colleagues
 For candidates seeking the rank of associate professor, a copy of the promotion and tenure plan
(including reviews)
 A narrative describing the candidate’s outstanding or substantial achievements in service supported by
appropriate documentation. Please note that it is important to discuss the significance, rigor, and
contributions of service work within the narrative.
Many of these required items have been integrated into the table below.
Evidence used to support the candidate’s application for promotion should be limited to pieces of information
regarding the candidate’s service within the review period (the review period is defined as the period since hire
or previous promotion, whichever is more recent), and that evidence should include information gathered
throughout the full scope of the review period. Further, service described in the candidate’s promotion folder
should advance the mission or goals of the university, college, department or profession.
In the event that the Department of Allied Health Sciences, the College of Professional Studies, or Shawnee
State University shall revise the criteria for promotion and tenure, department faculty under the previous
promotion and tenure document will not be unfairly held to new standards.
4
Outstanding and Substantial Service for the Department of Allied
Health Sciences:
Criteria, Evidence and Assessment
To demonstrate outstanding service, promotion candidates must meet criteria 1-4.
To demonstrate substantial service, promotion candidates must meet criteria 1 and 2.
Criteria
Source(s) of Evidence
1. Multiple Levels of
Service: There is
evidence of work at
multiple levels of service
(e.g., departmental,
college-wide, universitywide, community,
professional organizations,
SEA, etc.)
1) Minutes or products from committees, task forces, etc.
Assessment
2) Statements from committee chairpersons regarding the
candidate’s participation and accomplishments
3) Statements from faculty, department chairpersons, or
administrators attesting to the candidate’s informal service
activities (e.g., mentoring junior faculty, reading/editing
colleagues’ grants or papers, etc.)
4) Candidate reports of service activities including
committees, task forces, special assignments, accreditation
activities, advising of student organizations, informal
service, service as a university representative to other
organizations, community service, service as a chairperson
of a committee, etc.
5) Verifiable curricular development products (beyond work
that is part of one’s regular teaching assignments, e.g.:
revision of a major or program, development of a minor,
collaboration with other institutions on curricula, etc.)
6) Obtaining grants or similar financial support (other than
research grants) that assists in fulfilling the mission of the
department, college, or university
7) Manages department, college or university web page; or
program’s computerized data base, e.g.: blackboard, clinical
data base.
8) Organizes student community service project that requires
significant commitment.
9) Represents SSU with local communities such as:
recruiting events, rural health fair, junior day, career day,
local-off campus service club activity.
10) Serves on or is an officer on a professional committee at
the national, state, regional or local level.
11) Interviews students at annual program intake.
12) Organizes/hosts a conference concerning allied health
issues or teaching at the national, state, or local level.
5
Met
Not Met
13) Advises students at college orientation or career day.
14) Receives a notable service award, at the college,
university, state or national level.
15) Organizes a large scale community service project, e.g.:
Crop Walk, Walk for Cystic Fibrosis, United Way, etc.
16) Program Leader, Director, or Chair
18) Student opinions about advising effectiveness and style
as demonstrated by letters of student support
2. Active Service: While it
is clear that much service
work occurs within the
existing committee
structure, it is expected
that the candidate will
demonstrate his or her
active service on the
committee. Active service
is defined as:
 Regular attendance at
meetings
 Prompt response to
email discussions and
requests
 Being consistently
prepared for meetings
 Efficiently completing
assigned tasks
1) Minutes or products from committees, task forces, etc.
2) Statements from committee chairpersons regarding the
candidate’s participation and accomplishments
3) Statements from faculty, department chairpersons, or
administrators attesting to the candidate’s informal service
activities (e.g., mentoring junior faculty, reading/editing
colleagues’ grants or papers, etc.)
4) Candidate reports of service activities including
committees, task forces, special assignments, accreditation
activities, advising of student organizations, informal
service, service as a university representative to other
organizations, service as a chairperson of a committee, etc.
5) Obtaining grants or similar financial support (other than
research grants) that assists in fulfilling the mission of the
department, college, or university by internal or external
bodies (e.g.: accrediting organizations, Princeton Review,
etc.)
6
Met
Not Met
3. Increased Level of
Responsibility: Service is
sustained and ongoing
throughout the review period
with evidence of increasing
responsibility (or sustained
high-level responsibility)
throughout the entire review
period.
1) Minutes or products from committees, task forces, etc.
2) Statements from committee chairpersons regarding the
candidate’s participation and accomplishments
3) Statements from faculty, department chairpersons, or
administrators attesting to the candidate’s informal service
activities (e.g., mentoring junior faculty, reading/editing
colleagues’ grants or papers, etc.)
4) Candidate reports of service activities including
committees, task forces, special assignments, accreditation
activities, advising of student organizations, informal
service, service as a university representative to other
organizations, service as a chairperson of a committee, etc.
5) Verifiable curricular development products (beyond work
that is part of one’s regular teaching assignments, e.g.:
revision of a major or program, development of a minor,
collaboration with other institutions on curricula, etc.)
6) Obtaining grants or similar financial support (other than
research grants) that assists in fulfilling the mission of the
department, college, or university
7) Assumption of a significant administrative position(s)
within the department, college, or university (e.g., major
coordinator, department chairperson, program leader,
chairperson of a committee, officer of a governance
organization, director of a program or center, etc.)
8) Assumption of a significant professional administrative
position(s) (e.g., editor of a journal, elected position within a
professional organization, conference chair or organizer,
etc.)
7
Met
Not Met
4. Personal Responsibility,
Leadership, and
Attention: There is
evidence that a significant
portion of service is at a
level requiring elevated
personal responsibility and
attention (e.g., major
coordinator, department
chairperson, program
leader, chairperson of
university-wide
committee, officer of the
SEA, program director,
etc.).
1) Assumption of a significant administrative position(s)
within the department, college, or university (e.g., major
coordinator, department chairperson, program leader,
chairperson of a committee, officer of a governance
organization, director of a program or center, etc.)
2) Assumption of a significant professional administrative
position(s) (e.g., editor of a journal, elected position within a
professional organization, conference chair or organizer,
etc.)
3) Minutes or products from committees, task forces, etc.
4) Statements from faculty, department chairpersons, or
administrators attesting to the candidate’s high-level service
activities
5) Candidate reports of personal accomplishments within
high-level service assignments
6) Verifiable products resulting from candidate’s high-level
service appointment(s)
7) Obtaining grants or similar financial support (other than
research grants) that assists in fulfilling the mission of the
department, college, or university
8
Met
Not Met
Substantial and Outstanding Scholarship in the Department of Allied
Health Sciences: Criteria , Evidence, and Assessment
Required Documentation:
Outstanding scholarship may be demonstrated through the sources of evidence listed in the table below. Similar
sources of information not listed here may also be used if appropriate. It is not intended that each candidate for
promotion include each of the listed pieces of evidence.
Please note that per the 2012-2015 Collective Bargaining Agreement (Article 14, Section 3, pages 14-5 and 146), application for promotion must include the following pieces of information (which may be used to help
demonstrate outstanding scholarship):
 A cover letter
 A detailed and current curricula vita
 A letter of support from the chairperson of the candidate’s department
 Three (3) letters of reference or support from professional and/or academic colleagues
 For candidates seeking the rank of associate professor, a copy of the promotion and tenure plan
(including reviews)
 A narrative describing the candidate’s outstanding achievements in scholarship supported by
appropriate documentation. Please note that it is important to discuss the significance, rigor, and value
of scholarship within the narrative.
Many of these required items have been integrated into the table below.
Evidence used to support the candidate’s application for promotion should be limited to pieces of information
regarding the candidate’s scholarly activity within the review period (the review period is defined as the period
since hire or previous promotion, whichever is more recent), and that evidence should include information
gathered throughout the full scope of the review period.
In the event that the Department of Allied Health Sciences, the College of Professional Studies, or Shawnee
State University shall revise the criteria for promotion and tenure, department faculty under the previous
promotion and tenure document will not be unfairly held to new standards.
9
Substantial and Outstanding Scholarship in the Department of Allied
HealthSciences: Criteria, Evidence, and Assessment
To demonstrate substantial scholarship, promotion candidates must meet criteria 1 – 2.
To demonstrate outstanding scholarship, promotion candidates must meet criteria 1-4.
Criteria
Source(s) of Evidence
1. Productivity: Research
and/or scholarship has
produced scholarly
artifacts over the course
of the review period.
Peer-Reviewed Scholarly Artifacts
2. Currency: Research
and/or scholarly artifacts
are based on a line of
inquiry and/or research
conducted at Shawnee
State University within
the past 5 years. Note
that this may reflect
multiple discrete, shortterm lines of research
and/or inquiry.
Verified Scholarly Artifacts
3. Sustained activity:
Scholarly artifacts are
based on a line of inquiry
conducted at Shawnee
State University within
the past five years.
4. Significance: Research
and/or scholarship is
independent and of
significant scholarly
value as defined by peers
within the candidate’s
discipline.
Assessment
1) Peer-reviewed journal articles, including review of journal
articles. Edited academic book chapters, including
review. Invited or keynote panels, presentations, or
addresses to regional, national or international conferences
1) Journal articles, including review of journal articles,
academic book chapters, including review, textbooks,
including review of textbooks and scholarly books,
including review of scholarly books.
2) Posters at state, regional, national or international
conferences, presentations at state, regional, national or
international conferences and panel participation at state,
regional, national or international conferences
3) Achieving or maintaining professional certification/
licensure in an advanced degree or degree in an additional
field beyond what is required by the university to maintain
employment.
4) Integration of evidence based practice, including
continuing education.
5) Directs, collaborates and/or publishes student research
project or presentation at national/state/regional level.
6) Submission of program self-study
7) Documented clinical research
8) Develops a workbook, lab manual or ancillary material for
classroom and/or lab instruction that is adopted by
program faculty
9) Submission and completion of documents necessary for
program annual accreditation report for university or
accrediting agency.
10) Coordinates clinical faculty/preceptor inter-rater
reliability.
11) Develops new affiliation agreement with clinical site.
12) Statements from faculty, department chairpersons, or
members of a research team attesting to the candidate’s
10
Met
Not Met
scholarly contributions and activities.
13) Offices held in professional academic organizations.
14) Additional items as negotiated with faculties mentoring
team and department chair.
11