SCHOOL OF TECHNOLOGY
PROMOTION AND TENURE DOCUMENT
PREPARATION GUIDELINES
R E W A R D I N G
L E A R N I N G

A C H I E V E M E N T
D I S C O V E R Y

I N
E N G A G E M E N T
Prepared by the Area Committee
School of Technology
Purdue University Calumet
April 24, 2009
Version 1.0
TABLE OF CONTENTS
REVISION HISTORY ............................................................................................................................................... II
PREFACE ................................................................................................................................................................. III
USING THIS HANDBOOK ...................................................................................................................................... V
SECTION I
TENURE PROCEDURES AND PROMOTION CRITERIA FOR THE SCHOOL OF TECHNOLOGY ....... 1
TENURE PROCEDURES ............................................................................................................................................. 1
GUIDELINES AND CRITERIA FOR PROMOTION .................................................................................................. 6
Promotion to Associate Professor ............................................................................................................................ 6
Promotion to Professor ............................................................................................................................................. 6
Promotion of Clinical /Professional Faculty to Assistant Professor, Associate Professor and Professor ............... 7
CRITERIA FOR EXCELLENCE IN LEARNING ........................................................................................................ 8
Instructional Delivery ............................................................................................................................................... 8
Instructional Development ........................................................................................................................................ 9
CRITERIA FOR EXCELLENCE IN DISCOVERY ................................................................................................... 11
Discovery of Learning ............................................................................................................................................ 11
Discovery of Application......................................................................................................................................... 13
Discovery of Knowledge ......................................................................................................................................... 15
CRITERIA FOR EXCELLENCE IN ENGAGEMENT .............................................................................................. 15
Internal Service Activities ....................................................................................................................................... 15
Professional Association and Service ..................................................................................................................... 16
External Outreach and Public Service Activities .................................................................................................... 17
SECTION II
PREPARATION OF THE PROMOTION DOCUMENT ..................................................................................... 19
INTRODUCTION ....................................................................................................................................................... 19
RELATIONSHIP BETWEEN PROMOTION CRITERIA AND THE DOCUMENT ................................................ 19
PROMOTION CRITERIA ......................................................................................................................................... 20
HOW TO USE SECTION II ........................................................................................................................................ 21
WHEN TO START...................................................................................................................................................... 21
PROMOTION DOCUMENT ORGANIZATION ....................................................................................................... 21
SCHOOL OF TECHNOLOGY PROMOTION DOCUMENT STANDARDS ........................................................... 23
REDUNDANCY CAUTIONS .................................................................................................................................... 24
CONSISTENCY AND DUE CREDIT CAUTIONS ................................................................................................... 24
MENTORING ............................................................................................................................................................. 25
DOCUMENT OUTLINE AND INSTRUCTIONS...................................................................................................... 25
SAMPLE PROMOTION COVER PAGE.................................................................................................................... 27
CANDIDATE'S SUMMARY...................................................................................................................................... 28
GENERAL INFORMATION ...................................................................................................................................... 29
TEACHING ................................................................................................................................................................. 31
CREATIVE ENDEAVOR, RESEARCH, AND SCHOLARSHIP .............................................................................. 49
EXTENSION, SERVICE, AND UNIVERSITY OUTREACH ACTIVITIES ............................................................ 58
PEER REVIEWS ...................................................................................................................................................... 67
SECTION III
PROCEDURES FOR CONSIDERATION OF PROMOTION AND TENURE ................................................. 68
REVISION HISTORY
04/23/08
Created by the Area Promotion and Tenure Committee, School of Technology
4/24/09
Revised by the Area Promotion and Tenure Committee, School of Technology
iii
PREFACE
The following statements have been prepared for the purpose of informing members of
the faculty of the School of Technology and Purdue University Calumet of the criteria for
promotion and tenure of Technology faculty.
The members of the Area Committee and other faculty of the School of Technology also
recognize the need and utility of providing individual faculty with guidelines to assist in
preparation of promotion documents. This handbook represents the cumulative efforts of senior
faculty members from the School. It is intended to interpret the University criteria for promotion
and tenure as they apply to the unique mission and character of the School of Technology.
It is important to recognize that promotion/tenure review is a peer review process; and,
therefore, it is an ever-changing process. Although changes in the process and associated
documentation typically occur slowly, they do occur regularly. In view of this, the faculties
recognize that this handbook must be a living document reflecting change as it occurs. Each
faculty member's suggestions for improvement are needed and should be provided to either the
respective department head or members of the Area Committee of the School.
The School recognizes that faculty development is the primary prerequisite to
maintaining this stature. The following criteria specify how the Area Committee and Primary
Committee assess faculty accomplishments.
The following criteria are intended to set minimum promotion standards for
Purdue University Calumet:
Teaching - Teaching at the University refers to the entire area of student-faculty
interaction for educational purposes. Faculty members who excel in teaching guide and
motivate students, maintain scholarship through sustaining breadth and depth of
knowledge, and continually strive to improve methods and context of teaching.
Scholarly Activity - Scholarly activity at the University refers to the broad area of
research, scholarship, and creative endeavor. Scholarly activity relevant to the area of
specialization is carried out, and the results are disseminated by publication, invited
presentation, juried show, artistic production, or other appropriate methods, thereby
ultimately achieving meritorious recognition in the field.
Service - Service refers to contributions to the University through institutional,
community, or professional service. Institutional service refers to leadership in
governance responsibilities or other University affairs. Community service refers to
significant public service contributions related to a faculty member‘s discipline.
Professional service refers to experience as a highly regarded advisor to government or
industry, or showing leadership in professional, technical, or scholarly societies.
The faculty of the School of Technology endorse the University's mission of learning,
discovery, and engagement and also recognize its unique mission within the University. That
mission is based upon the School's strong commitment to quality undergraduate and graduate
learning, a commitment that is supported by allocating most resources directly to teaching.
Purdue University Calumet has a threefold mission:
-
to provide its students with a liberal education which will prepare them for
life and for the professions;
-
to provide career-oriented curricula which lead to certificates, associate
degrees, baccalaureate degrees, and master‘s degrees;
-
and to provide programs that meet the professional, cultural and general
education needs of the community.
Faculty excellence is essential to this mission. The University relies on its faculty
members to maintain, create, and distribute knowledge in their fields of expertise.
Consequently, the professional duties of faculty go well beyond teaching,
encompassing both scholarship and service. The contributions of a faculty
member may well be integrated among teaching, scholarship, and service, since
many professional activities contribute to more than one of these. Promotion
committees should therefore evaluate candidates for promotion based on
professional impact, using separate contributions in the three areas of teaching,
scholarship, and service as guidelines only.
This document is dynamic. For the latest revisions and recommendations, see the
School of Technology website. The version number is always printed at the
bottom of the document cover.
v
USING THIS HANDBOOK
This handbook has been prepared as a guide for faculty in documenting professional
achievement. It is intended neither to be prescriptive nor proscriptive. Rather, the handbook is
provided to give broad guidance to faculty seeking to set goals and to design their career plans,
professional development, and activities in concert with the norm of expectations for faculty at
Purdue University Calumet and the School of Technology. This handbook is comprised of three
(3) sections.
Section I briefly summarizes expectations and criteria for the awarding of academic
promotion and tenure as established by the faculty of the University. Purdue University
Calumet's policies and procedures regarding promotion and tenure are published in Senate
Document 06-05, Purdue University Calumet Guidelines for Promotion, Approved May 3, 2006.
Each faculty member should become familiar with this information soon after appointment to the
faculty.
Section II deals exclusively with preparation of an individual's promotion document. The
specifications regarding format are required in order to allow consistency for readers of the
documents. This is particularly important for those reviewers who are not personally familiar
with a candidate's work or discipline.
The suggestions for content are that alone and are provided as a stimulus that
should not be interpreted as limiting a candidate's information nor sufficient to
satisfy promotion/tenure criteria.
Section III provides a succinct description of the procedures and process for peer review
for promotion/tenure consideration. In addition, typical procedures of performance review and
contract renewal during the probationary years are presented. Preparing a profile of achievement
in the format of the promotion document during the first year of service, with annual updates and
revisions, is prudent practice. It is hoped that the benefits of such practice are self-evident.
SECTION I
TENURE PROCEDURES AND PROMOTION CRITERIA
FOR THE
SCHOOL OF TECHNOLOGY
TENURE PROCEDURES
Introduction
This document specifies the procedures that shall be used for granting tenure to faculty at
Purdue University Calumet. It is intended that this document be consistent with President’s
Executive Memoranda B-48, B-50 and successor documents. Individual schools and departments
may adopt additional policies concerning tenure that are consistent with this document. The
schools at Purdue University Calumet referred to in this document are:
School of Education
School of Engineering, Mathematics, and Science
School of Liberal Arts and Social Sciences
School of Management
School of Nursing
School of Technology
Tenure at Purdue University Calumet can be granted only by the Board of Trustees, and
this document governs only the procedures, by which a faculty member should, under normal
circumstances, be recommended to the Board for tenure.
Eligibility
This document applies to all untenured, tenure-track faculty. The procedures guiding the
awarding of tenure immediately upon being hired are the same. A request that a candidate be
hired by the University with tenure will be cause to convene the relevant primary promotion
committee, which will review the candidate’s credentials and then vote on a recommendation to
either: (1) award tenure or (2) not award tenure. The secondary tenure committee shall then do
likewise.
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Faculty Handbook for Academic Promotion and Tenure
Probationary Period
All untenured, tenure-track faculty must either be granted tenure or terminated by the end
of a period of seven years for instructors and assistant professors, four years for associate
professors, and three years for full professors, counted from the effective date of the contract on
which the candidate first becomes tenure-track. The year before the final year of this
probationary period is known as the candidate’s penultimate year. Because one year’s notice
must normally be given for termination, a decision to tenure or terminate usually must be made
by the end of the candidate’s penultimate year.
Tenure Through Promotion
Tenure is automatically granted upon promotion to either associate professor or full
professor.
Committees
In order to be recommended for tenure outside the promotion process, a candidate must
normally be recommended by two committees. These committees may also recommend
termination. It is preferable that no one serve as a member of more than one of these committees.
All votes to recommend candidates by these committees shall be taken by secret ballot. The
deliberations of all committees must be kept in strictest confidence except as stated explicitly in
this document.
The two committees shall be designated as: the primary tenure committee and the
secondary tenure committee.
1.
Primary Tenure Committee
The primary tenure committee shall consist of tenured faculty. It should have at
least five voting members. The procedure for selecting voting members of the
primary tenure committee shall be determined by the faculty of each department
or school. Members may come from outside a department or school if there is an
insufficient number of members within the department or school.
a. Schools Organized by Department
The department Head shall chair the primary tenure committee without vote,
unless the department Head is untenured, in which case the Head may not
serve on the committee. If the Head in untenured, the committee shall elect a
chair. In this case the chair may vote.
b. Schools Not Organized by Departments
The primary tenure committee shall elect its own Chair who may vote.
Section I: Promotion and Tenure Criteria for the School of Technology
2.
3
Secondary Tenure Committee
There shall be at least five voting members of the secondary tenure committee, all
of them tenured faculty. The Dean of each respective school shall chair the
school's secondary tenure committee without vote. The procedure for selecting
the other members of the secondary tenure committee, both voting and nonvoting, shall be determined by the faculty of each school, with at least one voting
member from each constituent department of a school with departments (The
Library shall be considered a department of the school of Liberal Arts and Social
Sciences).
Procedure
1.
Primary Tenure Committee
Each year the primary tenure committees shall review the progress towards tenure
of all untenured, tenure-track faculty. The procedure shall begin after the
preparation of documents by the candidate(s). Candidates are encouraged to seek
guidance from senior colleagues well in advance of submission when preparing
their documents. The primary tenure committee may also establish formal
procedures for helping candidates prepare documents prior to their evaluation.
These documents will be considered by the primary tenure committee, which
must vote for one of the following three recommendations: (1) tenure, (2)
continued tenure-track status, or (3) termination, except during the candidate’s
penultimate year, when the primary tenure committee must vote for one of the
following two recommendations: (1) tenure or (2) termination. In those cases
where the committee has voted to recommend continued tenure-track status, it
may also vote on the candidate’s level of progress towards tenure, as determined
by school policy. A simple majority of the primary tenure committee shall be
necessary for recommendation of the candidate for tenure, continued tenure-track
status, or termination.
Following the vote, the primary tenure committee shall prepare a written
evaluation of the candidate, which must include a record of the vote.
a. Schools Organized by Departments
The written evaluation shall be forwarded to the department head and the
dean. The department head also shall forward a separate recommendation to
the dean, except in those cases in which the department head is untenured. If
the department head is untenured, only the written evaluation of the primary
promotion committee shall go forward.
b. Schools Not Organized by Departments
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Faculty Handbook for Academic Promotion and Tenure
The written evaluation of the primary tenure committee shall be forwarded to
the dean.
After the vote of the primary tenure committee, the chair of the committee shall
meet with the candidate in a timely manner to inform the candidate by
memorandum of the recommendations of the committee and the Head (where
appropriate). If either the Head or the committee has forwarded a
recommendation to terminate, then the chair of the primary tenure committee
must inform the candidate that the candidate has the right to appear before the
secondary tenure committee or else to submit a personal statement to the
secondary tenure committee. A candidate’s failure to do either shall not be
considered by the secondary tenure committee in its deliberations, and the chair of
the primary tenure committee must inform the candidate of this fact as well.
Additional feedback may be given to the candidate, but only as determined by
department/school policy.
2.
Secondary Tenure Committee
The secondary tenure committee shall review all candidates considered by its
subsidiary primary committees, with the exception of those with five or more
years remaining in their probationary periods that have been recommended by
their respective primary tenure committees for continued tenure-track status. The
documents to be considered by the secondary tenure committee shall consist of
each of the candidate’s documents as voted on by the primary tenure committee,
the written evaluation of the primary tenure committee, and, where appropriate,
the recommendation of the department Head. As with the primary tenure
committee, the secondary tenure committee must vote for one of the following
recommendations: (1) tenure, (2) continued tenure-track status, or (3) termination
except in a candidate’s penultimate year when the committee must vote for one of
the following recommendations: (1) tenure or (2) termination. In those cases
where the committee has voted to recommend continued tenure-track status, it
may also vote on the candidate’s degree of progress towards tenure, as determined
by school policy. A simple majority of the secondary tenure committee shall be
necessary for recommendation of the candidate for any of tenure, continued
tenure-track status, or termination.
Following the vote, the secondary tenure committee shall prepare a written
evaluation of the candidate, which must include the vote. The Dean shall also
prepare a separate evaluation for each candidate. In those cases in which a
candidate has been recommended for either tenure or termination, the evaluations
of both committee and Dean shall be forwarded to the Chancellor. After the vote
of the committee, the Dean shall meet in a timely manner with each candidate
considered by the school to inform the candidate by memorandum of the
recommendations of both the Dean and the committee.
Section I: Promotion and Tenure Criteria for the School of Technology
3.
5
Chancellor
Following the deliberations of the secondary tenure committee on those cases
recommended for tenure, the Chancellor shall transmit the committee’s
recommendation, along with a separate evaluation by the Chancellor, to the
Provost. The Provost shall make a recommendation to the President, who in turn
shall make a recommendation to the Board of Trustees, which shall make the final
decision. Cases recommended by the secondary tenure committee for continued
tenure-track status or termination shall be forwarded to the Chancellor, who shall
makes the final decision.
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Faculty Handbook for Academic Promotion and Tenure
GUIDELINES AND CRITERIA FOR PROMOTION
It is important to recognize that candidates for promotion are evaluated on their overall
achievement, not merely an inventory of individual accomplishments. In other words, candidates
for promotion are evaluated on the aggregate of professional achievement including its quality,
level, and impact.
Because of the School's strong learning mission, the nature of a faculty member‘s
discovery and engagement may be different from that of other schools in the
University, but no less significant. Therefore, this handbook serves to explain
expected accomplishments for Technology faculty. It also explains the sections of
the promotion document in which those accomplishments should be reported.
Promotion to Associate Professor
Promotion to Associate Professor is based upon actual performance as well as increased
realization of potential. Above all, the individual, while maintaining effectiveness in teaching,
should be growing technically and professionally. Promotion to this rank is based upon
excellence in either teaching or scholarship, together with strength in the other, and with active
participation in service. Promotion to Associate Professor will not normally be considered
before the completion of four years in rank. The Associate Professorship is a rank of high
academic position and in many cases will be a terminal rank.
Promotion to Professor
Promotion to Professor is based on recognition of the individual by professional peers as
an authority in the field of specialization, and by associates and students as a capable teacher. A
candidate will have demonstrated a consistently high level of competence in teaching.
Promotion to this rank is based on excellence in at least one of the three areas together with
strengths in both of the other areas. Where the excellence lies in teaching, the candidate will be
recognized for an outstanding contribution to the University’s educational program through an
effective blend of interaction with students, professional growth, curricular development, and
course content and methodology. Where the excellence lies in scholarly activity, the candidate
will have made important and recognized contributions in scholarly activities and will be
recognized as a leader in educational or professional circles on a state or national level. For
excellence in service, the candidate will be recognized on the campus for outstanding
contributions to the programs of the University and the candidate will have attained a reputation
at the regional, state, or national level for outstanding contributions to professional organizations
or agencies, government, or industry.
Section I: Promotion and Tenure Criteria for the School of Technology
7
Promotion of Clinical/Professional Faculty to Assistant Professor, Associate Professor and
Professor
Rapid advances in theory and practice in every field makes the practitioner’s role more
sophisticated and complex compared to years past. This sophistication and complexity dictate an
expectation that graduates in specialized programs experienced the application of emerging
theory in “best practice” settings. This expectation requires increased faculty supervision and
guidance within carefully chosen clinical/professional environments. These expectations can be
met more effectively if flexibility exists in appointing faculty particularly suited to designing and
maintaining educational programs in clinical/professional settings. Such flexibility gives the
university the opportunity to recruit and retain highly qualified professionals whose career goals
are consistent with the University Mission.
Assistant Professor
Required degrees, qualifications, specialty certification, and experience shall be determined by
the appointing school or department. Successful candidates for promotion must exhibit expertise
in clinical/professional practice and be qualified to participate in the educational program of the
school/department. They must also have a primary commitment to assist the school in meeting
its programmatic need for clinical/professional services and instruction.
Associate Professor
Required degrees, qualifications (e.g. certification), or experience shall be determined by the
appointing school/department. Successful candidates for promotion must demonstrate evidence
of excellence in teaching and clinical/professional practice and have primary commitment to
assist the school/department in meeting its programmatic need for clinical/professional services
and instruction. Promotion to Associate Clinical Professor is based on actual performance as well
as increased realization of potential. It is a rank of high academic position and in many cases will
be the terminal degree.
Professor
Successful candidates must demonstrate an extremely high level of professional
accomplishments in teaching, service and clinical/professional practice and must be recognized
by their peers at the national level. Criteria for Promotion to Clinical/Professional Professor will
be determined by each individual school/department.
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Faculty Handbook for Academic Promotion and Tenure
CRITERIA FOR EXCELLENCE IN LEARNING
Learning is the measure of teaching. Teaching in the School of Technology refers to the
broad area of student-faculty interaction for educational purposes. A faculty member who excels
in teaching, guides and inspires students, maintains scholarship by sustaining breadth and depth
of knowledge, and contributes to the improvement and understanding of the subject matter and
the methods of teaching. For promotion, the focus is on effectiveness of teaching—student
learning.
Achievements in pedagogy are measured on the basis of two dimensions of
student learning: instructional delivery and instructional development. Although
the degree of achievement in the two dimensions will vary, significant
accomplishment in each dimension is always expected.
Instructional Delivery
For all candidates, excellence in effectiveness of instructional delivery must be
demonstrated by a history of student evaluation data. These data must include all courses taught
by the candidate over the past three to five years.
For Promotion to Associate Professor
Student evaluation data are expected to
demonstrate consistent teaching effectiveness.
For Promotion to Professor
Student evaluation data are expected to
continue to demonstrate effectiveness as a
teacher over the evaluation period since the
previous promotion.
While it is allowed for most candidates to use the Purdue University Calumet’s adopted
course/instructor evaluation, it is also recognized that different evaluation instruments are
established and used in some departments. In all cases, the intent is that the candidate
demonstrates the required history of student evaluation data. Student written comments are not to
be included in the promotion document.
Teaching awards are not essential, nor in all cases sufficient; however, they are usually
considered evidence of excellence in instructional delivery.
Being assigned as a course coordinator, course sequence coordinator, or course
supervisor is considered important because it is usually assigned after recognition of superior
contributions, leadership potential, and mastery of instruction. A course coordinator or
supervisor is defined as an individual who is responsible for a course with multiple instructors,
often at multiple locations.
Participation in national and international teaching assignments may also be used to
demonstrate breadth of instructional delivery.
Section I: Promotion and Tenure Criteria for the School of Technology
9
Interdisciplinary and cross-disciplinary cooperation in the delivery of instruction
indicates both versatility and regard for the promotion of a candidate’s instructional expertise.
Faculty members are encouraged to participate in activities and efforts to improve their
instructional delivery (the art of teaching, or the art of teaching within the candidate’s discipline).
Excellence in instructional delivery is necessary but not sufficient to demonstrate
overall excellence in teaching. Excellence in instructional development is also
required (see next subsection).
Instructional Development
Excellence in relevance of instructional development is also necessary to demonstrate
excellence in teaching. Instructional development is defined as those activities that precede,
support, and improve instructional delivery and student learning.
A record of contributions to the continuous improvement of the candidate’s curriculum
and assigned courses is essential to demonstrate overall excellence in instructional development.
The substantial redesign of course content and pedagogy, the implementation of new courses,
and continuous improvement directed to learning assessment are some examples of
accomplishments in instructional development.
For Promotion to Associate Professor
The candidate should demonstrate curriculum
and/or course improvements or development
that have added value to the department and/or
location.
For Promotion to Professor
The candidate should demonstrate how
curriculum and/or course improvements or
development have contributed to their area of
specialization within their department and/or
their national prominence.
Course development and graduate student advisement may be considered as distinctive
evidence of instructional development.
Development of special instructional materials, e.g., study guides, laboratory lessons,
case studies, software tools, and courseware can be considered distinctive and significant.
Each member of the teaching faculty is expected to develop
instructional materials. Therefore, course syllabi, lesson plans, lecture
notes, examinations, and routine visual aids are expected products of
normal class preparation and are not considered special instructional
materials.
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Faculty Handbook for Academic Promotion and Tenure
For Promotion to Associate Professor
For Promotion to Professor
Development of special instructional materials
is considered distinctive whether or not the
materials have been nationally published.
Development of special instructional materials
is usually considered particularly distinctive
only if the materials have been nationally
published. See Criteria for Excellence in
Discovery for more information about this
opportunity.
Some other examples of important and valued instructional development achievements
are: (1) development and delivery of distance learning courses and distance learning extensions
to traditional courses, (2) internationalization of curricula and courses, (3) contributions to
making courses cross-disciplinary and interdisciplinary, (4) contributions to adapting courses to
the specific needs and requirements of other departments within the school or University, and (5)
successful grantsmanship to support curriculum development or pedagogy is also considered
distinctive evidence of instructional development.
Innovation and experimentation in course development, instructional materials, and
instructional delivery are considered important. Evidence of experiments and documentation of
results can be as important as successful outcomes, but should only be cited when it is a
substantial endeavor and experimentally sound.
A history of activities directed to maintaining, improving, and expanding one’s
professional competencies within the discipline is expected of all candidates. It is important to
demonstrate how this professional development has resulted in significant curriculum or course
improvement.
It is recognized that certain professional certifications can contribute to course and
curriculum development; therefore, faculty are encouraged to seek appropriate certifications.
Because the School of Technology operates and maintains a large number of instructional
laboratories, excellence in instructional development is recognized for those faculty members
who conceive, create, and maintain such laboratories. The securing of grants, gifts or donated
equipment (including hardware or software) that result in program improvement is an important
achievement.
Section I: Promotion and Tenure Criteria for the School of Technology
11
CRITERIA FOR EXCELLENCE IN DISCOVERY
The primary focus of the School of Technology is learning. Excellence in teaching and
learning is one essential element of achievement as an educator. Successful educators also
achieve in the areas of discovery and engagement. (For more information on engagement, see the
next section, Excellence in Engagement.)
Discovery is the outcome of creative endeavor, scholarship, and research. Discovery can
be broadly classified into three categories:

Discovery of learning (frequently called “educational scholarship”) focuses on
sharing the results of discovery, and validation of innovations in curriculum
content, pedagogy, and student learning assessment with others in the candidate’s
educational community.

Discovery of application (frequently called “applied research”) focuses on
sharing the results of theory in the application of technology or the candidate’s
area of expertise as applied to industry, government, or public and private
agencies.

Discovery of knowledge (frequently called “basic research”) focuses on sharing
the discovery of new knowledge that may ultimately result in applied research and
educational scholarship.
All candidates for promotion are expected to demonstrate a history of professional growth
and development in one or more of these categories. In the School of Technology, most
successful candidates for promotion will demonstrate excellence in the discovery of learning
and/or the discovery of application. Some candidates may, however, demonstrate significant
accomplishment in discovery of knowledge.
Discovery of Learning
Because of the school's primary teaching and learning mission, most faculty members
will demonstrate excellence in discovery of learning through the results of their educational
scholarship. This discovery of learning is measured by publication and presentation in
appropriate markets and forums. Faculty members are encouraged to share their instructional
innovations with other institutions and peer groups through nationally published textbooks,
journal publications, conference presentations, seminars and workshops, and the mentoring of
junior faculty through co-authorship.
Many faculty develop instructor manuals, tutorials, laboratory manuals, case studies,
casebooks, study guides, projects, workbooks, software, courseware, and the like, which may
ultimately evolve into published or presented works that disseminate instructional concepts and
techniques.
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Faculty Handbook for Academic Promotion and Tenure
Evidence of achievement in the discovery of learning may take any of
the forms described in the remaining paragraphs of this subsection.
Candidates are not expected to demonstrate achievement in all of the
following forms.
National publication and adoptions of printed or electronic textbooks, workbooks, case
studies, tutorials, reference manuals, laboratory manuals, etc. is evidence of impact at both local
and national levels. It is recognized that the publication of such instructional materials often
involves greater sustained effort and time than other types of publications.
For Promotion to Associate Professor
Locally published or custom published
instructional materials indicate the potential or
promise for national publication.
Works in progress may indicate potential or
promise for national publications as evidenced
by agreements to publish the work, percentage
completed, peer reviews, publication
schedules, and the like.
For Promotion to Professor
Nationally adopted published work is
indication of national prominence and impact
as evidenced by published reviews, adoption
lists, market share, number of editions,
international translations, and similar criteria.
Publication of refereed and reviewed articles in sources such as educational journals and
educational conference proceedings is consistent with the mission of sharing curriculum and
instructional innovation with the academic community in one’s discipline. In addition to
describing curriculum ideas, innovations, pedagogy, and process, it is expected that educational
scholarship be focused on improved learning that is demonstrated through accepted methods of
measurement and assessment. Refereed publications such as journal articles are recognized as
stronger scholarly achievements than reviewed or non-refereed publications.
All candidates are also expected to exhibit an appropriate balance of refereed and
reviewed publications exemplifying candidate’s contributions in his/her discipline. Some
evidence of recent refereed journal articles is usually expected for promotion to all ranks.
For Promotion to Associate Professor
For Promotion to Professor
Multiple-authored publications are encouraged;
however, by the time of promotion the
candidate should have some evidence of
primary authorship of publications. Although
not a requirement for promotion, a candidate
should demonstrate development of an area of
expertise within his or her discipline.
Candidates for the rank of Professor should
demonstrate a significant contribution in a
focused area within the candidate’s discipline,
or to students’ learning within the candidate’s
discipline, as evidenced by a sustained,
consistent, and relevant record of scholarship.
Joint publication with graduate students is
Candidates should exhibit a balance of sole and
multiple authorship and demonstrate a clear
progression from multiple to primary
Section I: Promotion and Tenure Criteria for the School of Technology
encouraged.
13
authorship. Sole authorship is an indication of
achievement of national prominence. Multiauthorship with junior faculty and graduate
students is an indication of mentorship.
For graduate faculty, joint publication with
graduate students is expected.
A publication is considered ―refereed‖ when professional peers who
serve on the editorial board of the publication publish the article on the
basis of a blind review of the complete article.
Any other peer review process is considered ―reviewed.‖ Most
conference proceedings are considered reviewed.
Evidence of grant writing related to curriculum, course, and laboratory development is
important to the continuous improvement of School of Technology programs. Normally,
successful grant writing will result in published scholarship as described above.
For Promotion to Associate Professor
Evidence of grant writing can be demonstrated
in a number of ways. Successful funding of
grant activities is highly valued, but may not be
mandatory for promotion to this level.
For Promotion to Professor
The focus of any grant writing activities
presented in a promotion document should be
on projects that were funded and which
resulted in scholarly publications.
Discovery of Application
The school's mission also includes applied research for the purpose of technology
transfer. Faculty can demonstrate excellence in discovery of application through the products of
applied research. The discovery of application, like the discovery of learning, is frequently
measured by publication and presentation in appropriate markets and forums. But applied
research may also result in the development of new products, or publications that help practicing
professionals reproduce the results of application.
At any given time, numerous technologies are emerging that need to be tested in industry
for useful application. Faculty are encouraged to seek out opportunities to engage industry in
projects that will test the limits of these emerging technologies. This applied research must
culminate in publications, presentations, or industrial reports that describe the methods used to
apply the technology, the tangible and intangible results, and recommendations for future
14
Faculty Handbook for Academic Promotion and Tenure
application and applied research. It is expected that applied research ultimately results in
measurement and assessment of value.
Faculty members are encouraged to share their application knowledge and discoveries
with industry and other appropriate peer groups through trade periodicals and journals, industry
and user group conference presentations, and professional seminars and workshops.
Graduate and undergraduate student involvement in applied research projects that result
in theses, directed project reports, and publications is considered distinctive.
Evidence of funded grants and contracts in applied research, either agency- or industryfunded, is considered distinctive, especially if interdisciplinary in nature.
Publication of reviewed articles in sources such as trade periodicals, trade journals,
monographs, white papers, technical reports, technical studies, technical newsletters, and special
interest group publications is consistent with the mission of sharing applied research results and
innovation with industry and professional groups within one’s discipline.
For Promotion to Associate Professor
Publication for professional markets is one
avenue for demonstrating national impact.
Ideally, there should be some evidence of how
the applied research and publication has
positively impacted the candidate’s teaching.
For Promotion to Professor
Publication for professional markets is one
avenue for demonstrating national impact as
evidenced by measures such as editorial
responses, citations in later books or
publications, patents, copyrights, awards,
evidence of industrial or commercial
technology transfer, and other similar criteria.
The development and commercialization of successful, technical products, hardware, and
software reinforce the teaching and technology transfer missions of the school. Patents and
licenses developed are also valuable. It is recognized that development of technical products
often requires substantial effort and may ultimately result in other forms of scholarship such as
publications.
Publications that promote technology transfer for industry, trade groups, and practicing
professionals are other possible products of applied research. Such publications include books
for the professional market, trade journals, technical reference manuals, and tutorials.
For Promotion to Associate Professor
Publication for professional markets is one
indication of the potential for national
prominence and impact.
For Promotion to Professor
Publication for professional markets is one
indication of national prominence and impact
as evidenced by published reviews, market
share, reprints, international translations, and
similar criteria.
Section I: Promotion and Tenure Criteria for the School of Technology
15
Discovery of Knowledge
It is recognized that teaching and applied research sometimes stimulates or results in
discovery of knowledge. The school’s faculty may engage in appropriate funded basic research
that results in publication of the discovery of new knowledge. These activities enhance a
candidate’s credentials for promotion even though the candidate’s primary strengths are in
teaching and service.
Achievements for the discovery of knowledge may take on one of the following forms:
(1) refereed articles published in, or manuscripts submitted to, research-oriented journals or
conference proceedings, (2) published reviews of research books and research papers, (3) invited
research lectures and presentations of research, (4) funded grants for basic research that
contributes to the advancement of knowledge in one’s discipline, (5) directing graduate and
undergraduate student research, and (6) national or international research and creative endeavor.
CRITERIA FOR EXCELLENCE IN ENGAGEMENT
Engagement includes the School’s involvement in service and outreach activities.
Engagement activities are expected of all faculty. In the School of Technology, candidates
should demonstrate excellence in more than one of the following three areas: (1) internal service,
(2) professional association, and/or (3) industry outreach or public service. The school
encourages extension, service, and outreach activities that support the primary mission of the
school.
Internal Service Activities
Internal service activities are those activities that directly support the department, School
or University. Internal service is expected, but not sufficient to warrant promotion or tenure. All
candidates for promotion are expected to contribute to the internal management and operation of
their unit, and to public relations for their unit. Candidates for promotion are evaluated for
accomplishments in the following categories (as applicable to each candidate).
1. Administrative appointments in the department, School or University. Examples
include Department Head, Assistant Dean or other appointments that include an
administrative supplement.
2. Fulfillment of assigned responsibilities at the department, School or University levels,
such as release time provided for special projects.
3. Demonstrated leadership or initiative in assigned or voluntary service roles, for
example chairing a committee.
4. Participation in public relations activities of the unit. Examples include View Purdue
University Calumet, Technology Day, or commencement.
16
Faculty Handbook for Academic Promotion and Tenure
5. Demonstrated leadership in the mentoring of junior faculty (especially important for
candidates seeking promotion to Professor).
6. Significant contribution to, or leadership in, standing department, School or
University committees.
7. Internal participation in and contribution to program marketing, student recruiting,
and retention activities.
8. Internal consulting or work experiences that directly benefit department, School or
University operations and management.
9. Leadership in academic and other University affairs.
10. Participation in activities to promote diversity and representation of underrepresented
groups in the school and University.
11. Academic counseling of students, both formal and informal.
12. Creating or advising student organizations at the department, school, or University
level.
Professional Association and Service
In order to remain current and establish potential or realization of national recognition
and impact, School of Technology faculty should demonstrate both a balance and a record of
activity and service in professional and scholarly societies.
For Promotion to Associate Professor
All faculty members should be members of
appropriate professional societies related to
their discipline
For Promotion to Professor
A track record of contribution to the
organization(s); e.g., regular
attendance/participation, committee
membership, or elected/appointed office, is
highly encouraged and, in many cases,
expected.
Professional involvement in professional and scholarly societies may take one or more of
the following forms:
1.
Presentations, workshops, short courses, or seminars presented.
2.
Participation in conference programs as moderator, chair, or organizer.
3.
Participation in accreditation committees or visits.
Section I: Promotion and Tenure Criteria for the School of Technology
17
4.
Service as an officer, committee chairperson, or committee member at the local, state,
or national level.
5.
Service as an editor, member of an editorial board, or similar activity for the society’s
publications.
Building relationships within one’s professional and scholarly communities should begin
early in a faculty member’s career. Over the course of one’s academic career, a faculty member
will typically interact with many peers. Promotion to all ranks requires peer reviews from
external Professors who can validate the candidate’s national prominence and impact as a
scholar. Networking through professional association contributes significantly to this end.
External Outreach and Public Service Activities
External outreach and public service are those activities in which the faculty and
University engage the public sector and/or contribute to economic development. These activities
are central to the mission of any land grant institution such as Purdue University Calumet.
Examples of outreach and public service activities appropriate to Technology faculty may
include:
1.
Participation in continuing education programs on or off the campus (including
distance learning) by teaching in graduate, undergraduate, or industry courses, either
for credit or no credit.
2.
Activities that implement or support the land grant engagement concept of the
University in such areas as community development, extension teaching, in-plant
courses and other types of field services.
3.
Participation in, or leadership of, sponsored consulting partnerships and international
programs sponsored by the School or University (e.g., Technical Assistance
Program).
4.
Unsponsored consulting engagements or summer work experiences with government,
industry, academia, or not-for-profit organizations on technical and/or leadership
matters.
5.
Participation in local, regional, and state economic development activities.
6.
Participation on committees that promote inter-institutional cooperation.
7.
Consultation to educational institutions outside of Purdue University Calumet.
8.
Participation in activities that contribute to the expansion of the international
dimensions of the University.
9.
Participation in business and industry certification reviews (e.g., ISO 9000 quality
certification).
18
Faculty Handbook for Academic Promotion and Tenure
10. Other industrial interactions (e.g., establishing faculty internships, short courses,
guest lectures, and conferences).
SECTION II
PREPARATION OF THE PROMOTION DOCUMENT
INTRODUCTION
Academic promotion and tenure signify distinctive achievement and progress in the
career of a member of the faculty. Recommendations for promotion and tenure result from an
exhaustive peer review at the department, School, and University levels, as well as external
reviews from individuals who have distinguished themselves in the candidate’s discipline. (See
Section III for a detailed discussion of the peer review and promotion process.1)
In order for a candidate's achievements and potential to be effectively communicated to
the Primary, Area, and University Committees, a comprehensive document must be prepared.
This document should present a thorough and full profile of a candidate, including professional
preparation, as well as achievements in learning, discovery, and engagement.
It is the sole purpose of Section II to guide individuals in the preparation of their
promotion and tenure credentials (commonly referred to as the "Promotion Document"). The
guidelines contained herein are not intended to restrict, constrict, or otherwise limit the latitude
of an individual in developing a document that most appropriately represents a comprehensive
and accurate profile of the candidate’s professional achievements.
The document itself must be prepared in a most professional format following all rules of
grammar and style, and adhere to strict APA guidelines.
Every effort has been made to assure consistency with the aforementioned instructions
for preparation of promotion/tenure documents distributed by the Office of the Provost. A
thorough study of the above referenced instructions should be made prior to preparation of a
document. Provided within this section is information which amplifies and expands the general
instructions distributed by the University, particularly those areas in which the School of
Technology faculty are most commonly involved.
RELATIONSHIP BETWEEN PROMOTION CRITERIA AND THE DOCUMENT
Section I of this handbook describes the School of Technology’s promotion criteria.
These criteria are organized into three categories: (1) excellence in learning, (2) excellence in
discovery, and (3) excellence in engagement.
The promotion document itself is organized into five sections: (a) candidate’s summary,
(b) general information, (c) teaching, (d) creative endeavor, research, and scholarship, and (e)
1
Executive Memorandum, University Promotion Policy with Instructions for Use with
President‘s Form 36)
20
Faculty Handbook for Academic Promotion and Tenure
extension, service, and university outreach. Additionally, promotion to Professor requires peer
reviews from external reviewers who can validate the candidate’s national prominence and
impact as a scholar.
The relationships between the promotion criteria and the sections of the promotion
document are illustrated in the following table. The rows indicate sections of the promotion
document. The columns represent categories of professional accomplishment (or promotion
criteria as defined in Section 1 of this handbook.)
PROMOTION CRITERIA 
LEARNING
DISCOVERY
ENGAGEMENT
 DOCUMENT SECTION
CANDIDATE’S SUMMARY
Highlights only
Highlights only
Highlights only
GENERAL INFORMATION
Not applicable
Not applicable
Not applicable
Significant
achievements in
instructional delivery
Significant or notable
accomplishments in the
discovery of learning
Usually not applicable
Achievements in
instructional
development
Evidence of successful
grantsmanship
TEACHING
CREATIVE ENDEAVOR,
RESEARCH, AND
SCHOLARSHIP
Usually not applicable
Significant
accomplishments in the
discovery of knowledge
Usually not applicable
Evidence of successful
grantsmanship
EXTENSION, SERVICE,
AND UNIVERSITY
OUTREACH
Sponsored activities in
continuing education,
industry training, and
secondary education.
Significant
accomplishments in the
discovery of application
Sponsored activities in
consulting and work force
development.
Participation and
accomplishments in
professional associations
Activities and
accomplishments in
internal service
Achievements in other
types of external activity,
such as consulting, that
results in scholarship
and/or mutually beneficial
partnerships to the School
or University.
Section II: Preparation of the Promotion Document
21
HOW TO USE SECTION II
Section II has been prepared in the form of an outline, with supplemental instructions
offered in boxes. The outline format is recommended for most documents; however, narratives
are typically included within the structure of the outline. Items have been included for the
purpose of providing stimulus to the individual who might overlook important entries. Items are
organized in a manner typical of common practice in order to help the candidate present
information in a consistent format suitable for the review by Primary, Area, and University
Committees.
WHEN TO START
New faculty should begin to document achievements as soon as possible after beginning
employment. Faculty are encouraged to begin by creating a promotion portfolio into which
detailed documentation and samples of their work can be collected for later reference. A single
one-to-three inch binder should suffice.
Some departments may require that this supporting documentation be submitted or made
available to their Department Head and/or Primary Committee on an annual basis for purposes of
progress reviews and for final promotion consideration.
The promotion document “in progress” becomes the first section in such a portfolio.
Most departments require a promotion document be submitted annually for review, starting in the
first or second year of employment. Faculty can expect annual feedback about their progress
towards attaining promotion and tenure.
If a faculty member starts and diligently maintains the promotion portfolio or equivalent,
the preparation of the final promotion document will be greatly simplified. The promotion
document then serves as a summary of their accomplishments that have been collected in their
portfolio.
The remainder of this section includes Promotion Portfolio Hints that will help candidates
determine appropriate information for a portfolio.
PROMOTION DOCUMENT ORGANIZATION
The following elements and sections can be included in a promotion document.
1.
Cover Page—President’s Form 36
22
Faculty Handbook for Academic Promotion and Tenure
The President’s Form 36 becomes the first page of the document when a primary
committee recommends a candidate for promotion. The department head usually
completes this form. The Dean and Provost add information as the promotion
document moves forward through the promotion and tenure process (described in
Section III of this handbook).
2.
Candidate’s Summary
The Candidate’s Summary is page two of the document. Depending on the format
chosen, the entire summary cannot exceed one or two pages in length.
3.
General Information
For most candidates, the General Information section should be limited to two or
three pages. The primary purpose is to introduce the candidate‘s work history,
awards, certifications, and professional interests.
4.
Teaching
The Teaching section of a candidate‘s document is usually the largest. Creative and
scholarly accomplishments that directly reinforce the candidate‘s credentials for
excellence in teaching are typically recorded here, not in a Creative Endeavor,
Research, and Scholarship section.
5.
Creative Endeavor, Research, and Scholarship
A Creative Endeavor, Research, and Scholarship section is included in Technology
documents when appropriate. This section should be included for those candidates
whose creative and scholarly accomplishments have significantly contributed to the
discovery of new knowledge in the candidate‘s discipline, and when the quantity of
creative and scholarly accomplishments contributes substantively to the candidate‘s
likelihood of promotion.
6.
Extension, Service, and University Outreach Activities
Because service and outreach typically represent a secondary strength for most
School of Technology candidates, the Extension, Service, and Outreach section will
usually be smaller than the Teaching section.
7.
Peer Reviews
Promotion requires peer reviews from external peers who can validate the
candidate‘s national prominence and impact as a scholar.
Section II: Preparation of the Promotion Document
23
In all cases, the General Information, Teaching, and Extension, Service, and University
Outreach sections should be completed. The inclusion of a Creative Endeavor, Research, and
Scholarship section depends upon the accomplishments of the candidate, as well as the basis
upon which the individual wishes to be considered for promotion/tenure.
Start each of the above sections on a new page.
SCHOOL OF TECHNOLOGY PROMOTION DOCUMENT STANDARDS
Each candidate for promotion will ultimately use a different subset of entries from the
provided outline, as appropriate, in addition to other entries not specified as examples in the
outline. All entries should be listed in continuous numerical order.
In the years preceding formal nomination and consideration for promotion, it is
recommended that no category of the outline be permanently deleted. Initially, each
outline entry may be set to a default value such as ―No achievements to report at this
time.‖ Consequently, as new professional accomplishments are realized, they can be
added to the appropriate section and category.
Although there are no absolute size restrictions, consistent history suggests that document
size be limited as follows.
Candidates for Associate Professor
20 pages
Candidates for Professor
25 pages
Page limits include the President’s
Form 36 cover sheet as well as the
Candidate’s Summary pages, but
exclude any attachments and
external evaluation letters.
Chronological entries (year only) in all sections should be cited as most recent first. The
following is a sample list:
(1)
1998present
American Society for Engineering Education
(2)
1997
Society for Manufacturing Engineers
(3)
1996-99
Association for Information Technology Professionals
Notice in the above sample that the first date in a range of dates determines its sequence
in the list of chronological entries.
24
Faculty Handbook for Academic Promotion and Tenure
The document should be formatted as follows:

Use 1” margins—top, bottom, left, and right.

Use 12 point Times New Roman font (or equivalent). The only exception to this
rule is for formatting tabular data (such as teaching evaluation scores).

Use single-spacing.
Entries within any major section (e.g., Teaching) should be limited to a maximum of
three levels of hierarchy, with the first level specified with an Arabic number (with a boldfaced
heading), the second with an alphabetic letter, and the third with an Arabic number within
parentheses. For example:
4. Preparation of instructional materials
a.
Textbooks
(1)
[ insert specific textbook citation ]
REDUNDANCY CAUTIONS
While the school recognizes that a specific accomplishment may be representative of
more than one of the promotion criteria, it should only be cited in one section of the document.
Duplicate entries can be misinterpreted as “padding the document,” and influence evaluators to
question the quantity or substance of the candidate’s accomplishments. In such cases, cite the
accomplishment in the section of the promotion document that contributes most to the
candidate’s case for promotion and tenure.
Under no circumstances should a single achievement ever be cited more than once in a
document! For example, if a published paper was also presented at a conference, cite only the
publication, not the presentation, to avoid any perception of duplication.
CONSISTENCY AND DUE CREDIT CAUTIONS
As part of the school’s faculty mentoring initiatives, School of Technology faculty
frequently team in curriculum development and scholarly activities. For this reason, publications
and other achievements may legitimately be cited in multiple documents, possibly documents
considered for promotion in the same academic year. It is exceedingly important that citations
for the same publication or accomplishment be consistent, if not identical.
For example, citations of the same publication in different promotion documents should
cite the same authors, in the same sequence, with the same level of participation or credit, and
the same title, sources, and page numbers. In all cases, the sequence of author names must
precisely match the sequence in the actual publication.
Section II: Preparation of the Promotion Document
25
In some School of Technology courses, laboratory manuals or instructional materials
have been developed over a cumulative number of years by many faculty and staff who have
taught the course. All faculty and staff who have contributed should be cited as authors for such
locally published publications, including those individuals who may no longer be employed by
the school or University.
MENTORING
It is recommended that regular counsel with senior faculty and department heads be done
during preparation of promotion and tenure documents, in addition to planning individual
academic career goals in the School of Technology. Each department within the School
maintains sample documents for review by faculty members. The department head should be
consulted to review these sample documents.
DOCUMENT OUTLINE AND INSTRUCTIONS
The following pages outline each of the possible sections that may be included in a
promotion document. The shaded boxes provide instructions and guidelines for completing the
document.
SAMPLE PROMOTION COVER PAGE
(subject to revision on an annual basis)
28
Faculty Handbook for Academic Promotion and Tenure
CANDIDATE’S SUMMARY
The Candidate‘s Summary immediately follows the President‘s Form 36, and precedes the
General Information section. The candidate must choose one of two approaches to writing the
Candidate‘s Summary: list or narrative.
The traditional approach is to use a list format. It is used for most assistant professor-to-associate
professor documents. The list format summary is restricted to one page. Include one header for
each major section included in the document. For example, if a candidate‘s document includes
only two major sections (e.g., Teaching and Service), the Candidate‘s Summary would also
include only those two headings. After each boldfaced heading, candidates should list their most
significant accomplishments. Each item must be parenthetically cross-referenced to the page
number(s) where the reader can find the detailed information. It is also recommended that the list
be sequenced according to the distinctiveness of the accomplishments. Senior faculty and
administrators can help rank the accomplishments.
An alternate approach is to use a narrative format. It is used for all associate professor-toprofessor promotion documents. The narrative format summary is restricted to two pages. Using
the third person, candidates should tell the story of how their teaching, scholarship, and service
fulfill the expectations of promotion—potential for, or achievement of national prominence and
impact. For full professor candidates, the narrative should initially describe on what basis the
candidate is nationally prominent or has achieved national impact. Subsequently, the narrative
should focus on those activities and accomplishments that substantiate the claim of national
prominence or impact. It should also describe the value of their intramural contributions as
faculty members.
Regardless of format, the summary should be written to reinforce the consistent growth and
increased recognition that is the basis for all promotions. In other words, write a statement that
exhibits a history, flow, and a pattern of professional growth and achievement. In other words, the
summary should define the candidate and communicate the candidate‘s contribution to his/her
department, the School, the University, the discipline(s), and society.
GENERAL INFORMATION
Start this section on a new page.
The General Information section must be included in all documents. For most candidates, the General
Information section should be limited to two or three pages. The primary purpose is to introduce the
candidate‘s work history, awards, certifications and registrations, and professional and academic interests.
1.
Academic appointments other than within present department
Include academic appointments within and outside of Purdue University Calumet. If part-time, indicate FTE
level (e.g., 0.5 FTE).
a.
Teaching appointments
(1)
b.
Laboratory or research appointments
(1)
c.
Dates; institution; department; title
Extension, service, or outreach appointments
(1)
2.
Dates; institution; department; title
Dates; institution; department; title
Industrial, business, and governmental positions
This section documents your non-consulting, full-time work experience. Details about your responsibilities,
accomplishments, or performance should not normally be included.
Note: Consulting engagements are recorded in the Extension, Service, and University Outreach section of
the promotion document.
a.
Company; location(s)
(1)
3.
Dates; position held
Licenses, registrations, and certifications
List only currently active licenses, registrations, or certifications, or those that are directly relevant to the
candidate‘s area of expertise. Graduate faculty certification should not be listed.
Promotion Portfolio Hint: Include copies of the licenses, registrations, and certifications in the portfolio.
a.
Date, name of license, registration, or certification, and if applicable, any
recertification dates
(Optional: brief description of certification process or significance)
30
4.
Faculty Handbook for Academic Promotion and Tenure
Citations in biographical works
Do not include Who‘s Who citations, or any citations for which a fee is paid.
Promotion Portfolio Hint: Include the title page and citation page(s) in the portfolio.
a.
5.
Date, citation
(Optional: brief description of significance)
Awards and honors
Include any relevant awards or honors not cited elsewhere in the document. Do not include teaching awards
in this section.
Note: Teaching awards are cited in the Teaching section (only) of the document.
Promotion Portfolio Hint: Include documentation of the award or honor in the portfolio.
a.
6.
Date, award, awarding agency
(Optional: brief description of significance)
Major teaching and scholarly interests
a.
Brief description
Section II: Preparation of the Promotion Document
31
TEACHING
Start this section on a new page.
Most candidates are nominated based on a primary strength in teaching that must be documented in this
section along with creative endeavor and scholarship in support of their teaching excellence. Consistent with
that strength, most faculty members are encouraged to couple their development as a teacher with their
development as a scholar. To that end, most Technology faculty members focus their creative development on
educational scholarship and the discovery of learning. Such endeavor is reported in this ―Teaching‖ section
rather than the ―Creative Endeavor, Research, and Scholarship‖ section.
1.
Courses taught during past three years
a.
Semester, year
(1)
Course number, course title, number of sections, enrollment
Current courses should be listed first. Significant independent study
courses should be deferred to ―Contributions to Curriculum and
Course Development.‖
Continuing education, industry training, and other life-long learning
courses should be deferred to the Extension, Service, and University
Outreach Activities section of the promotion document.
b.
Other courses taught at Purdue University Calumet
For courses taught prior to the above three-year window.
(1)
c.
Courses taught at other institutions while in faculty status at Purdue University
Calumet
(1)
d.
Course number, title, institution, location; years taught
International courses taught while in faculty status at Purdue University Calumet
(1)
2.
Course number, title, years taught
Course number, title, institution, location, years taught
Recognition received from students and other evidence of impact on students
a.
Teaching awards
Only report those teaching awards received—not nominations.
(1)
Date, award, selection method
Indicate whether awards were student or faculty selected.
32
Faculty Handbook for Academic Promotion and Tenure
b.
Student evaluations
Candidates must provide instructor evaluation data for each course taught for the past three years
to demonstrate their performance in the classroom. Preface the data with an explanation of the
evaluation instrument, evaluation process, and evaluation scale.
All courses should be consolidated into a single table. Smaller fonts can be used to minimize the
physical size of the table. Each offering of each course should be included in a separate column—
do not consolidate multiple courses into a single column. Different semester offerings of the same
course should be in adjacent chronological columns for easy comparison. Multiple sections of the
same course should be consolidated into a single column.
The number of items to be included in the teaching evaluation is determined by the expectations of
each department‘s primary committee. The school‘s area committee expects to see more than the
university core items. Some primary committees may require that copies of instructor evaluations
in the binder.
The following spreadsheet format is to be used to summarize instructor evaluation. Smaller fonts
are typically used in the table to conserve space. Do not group multiple courses into any column.
Report multiple semesters for a single course in adjacent columns (as suggested in the template).
Do not include your averages for questions, courses, or semesters since averages of averages are
statistically irrelevant.
For core questions only, you should report averages for other instructors who have taught the same
course.
Course Number(s) Taught
Semester and Year
SOT
101
Sem/yr
SOT
101
Sem/yr
SOT
101
Sem/yr
SOT
202
Sem/yr
SOT
303
Sem/yr
SOT
303
Sem/yr
Course Enrollment
Total Number of Respondents
#
#
#
#
#
#
Individual or Department Question 1
score
score
Score
score
score
score
Individual or Department Question 2
score
score
Score
score
score
score
Individual or Department Question 3
score
score
Score
score
score
score
Individual or Department Question 4
score
score
Score
score
score
score
Individual or Department Question 5
score
score
Score
score
score
score
Old University Core Question 1
score
score
Score
score
score
score
Old University Core Question 2
score
score
Score
score
score
score
Old University Core Question 3
score
score
Score
score
score
score
Old University Core Question 4
score
score
score
score
Old University Core Question 5
score
score
score
score
New University Core Question 1
Score
score
New University Core Question 2
Score
score
Section II: Preparation of the Promotion Document
33
Note 1: University core questions were changed beginning {sem/yr}
At the time of this handbook edition‘s development, the University was
transitioning from the Purdue University Cafeteria System instrument to a new
assessment and evaluation of teaching system. During this transition period,
many faculty will have a history of evaluations that included each instrument.
The above table demonstrates how core questions of each instrument can be
consolidated into a single table.
When using any evaluation instrument, the core items must be included.
Additional items should be included in accordance with the expectations of the
candidate‘s primary and area committees.
If necessary, the data may be followed up with any explanatory comments. An
explanation of low, declining, missing, or unusual scores is encouraged.
Improving scores should probably also be briefly noted.
c.
Other accomplishments or significant information that demonstrates effectiveness
as an educator
(1)
Dates, evaluation description, and significance
Use this item for any type of evaluations other than student evaluations (e.g.,
distinctive excerpts from unsolicited alumni comments.)
Student comments and excerpts from evaluations are not permitted.
d.
Regional, national, and international recognition of teaching excellence
(1)
3.
Dates, description, significance
Courses for which candidate has administrative or supervisory responsibility
a.
Year(s) of responsibility, course number, course title, number of
instructors supervised, number of locations
(optional brief statement of significant supervisory accomplishments)
List only those courses for which the candidate has supervised the delivery of more than
one instructor or location, or course sequences for which you have administrative or
coordination responsibilities.
Faculty members do not have supervisory or administrative responsibility when they are
the only instructor for the course.
Do not include curriculum committee assignments here. Do not include supervision of
student graders here.
If significant, describe duties or accomplishments; but do not include routine items such
as syllabus preparation, textbook selection, or lecture material sharing.
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4.
Faculty Handbook for Academic Promotion and Tenure
Contributions to curriculum and course development
This is one of the most important credentials for demonstrating excellence in teaching. Candidates should
clearly explain their significant contributions to graduate and undergraduate curriculum and course
development. Possible contributions include conceptualization, implementation, needs assessment,
structuring content changes, pedagogy, and (re)development.
Development of instructional materials or laboratories should be deferred until ―Preparation of Instructional
Materials and Laboratories.‖
a.
Teaching philosophy
Optional: This is an opportunity to describe one‘s approach to teaching or learning, only
if significant, unusual, or otherwise distinctive. To maximize the effect, this third person
narrative should be limited to one or two paragraphs.
b.
Curriculum development and improvement
(1)
Subject area
Narrative description and significance
Candidates should use this section to describe their overall
curriculum impact and contributions—meaning contributions that
span more than one course. Examples might include creating a new
course sequence or curriculum specialization or track. The
significance of the contribution should be clearly explained.
Promotion Portfolio Hint: Include any significant position papers,
white papers, and curriculum documents in your binder.
c.
Course number, title
Repeat as necessary for each course developed or improved.
(1)
Narrative description of significant contribution
Each entry for a course describes a significant contribution or
improvement to a specific course. The importance of the contribution
or improvement should be clearly explained. Many of the evaluators
will not be familiar with the candidate‘s professional area of
expertise; therefore, it is important to define any discipline-specific
terminology to the promotion committee reviewers.
Promotion Portfolio Hint: Include recent syllabi and any
substantiating documentation for contributions in your binder.
5.
Preparation of instructional materials and teaching laboratories
Entries in this section often reinforce the secondary strength in educational creative endeavor and
educational scholarship.
Section II: Preparation of the Promotion Document
35
Items in this subsection can be resequenced to maximize the strength of a candidate‘s overall contributions
(e.g., cite ―laboratory development‖‖‖‖ first).
a.
Custom published textbooks, workbooks, and other instructional materials
Custom published textbooks, workbooks, and other instructional materials may be
published by national or regional publishers but they are subjected to little or no external
peer review. This differentiates them from more traditional, mass-produced works of a
similar nature. Custom published works are frequently published for and by a specific
Purdue University Calumet course and instructor; however, they may be adopted or
further customized for other educational institutions. Custom published works are
frequently stepping-stones to more traditional published works after they are subjected to
a more rigorous developmental edit and external peer review process.
Note: More traditional, reviewed and developed textbooks and instructional materials
are reported in, ―Teaching, #9. Refereed and reviewed publications related to teaching
and educational scholarship.‖
You must use the enhanced APA citation style1 to cite all locally or custom published
materials. Pay careful attention to APA-styled capitalization of titles. For all materials
with more than one author, the candidate‘s specific contributions should be summarized.
In the APA citation, the last names of the principal author or authors should be
asterisked. For example, ―
Smith*, J., Jones*, L., and Williams, V. (2000) …
suggests that Smith and Jones were equal, principle authors and that Williams was a
secondary author. It is extremely important to cite all co-authors, including graduate
students, and to list the authors in the same sequence they were cited in the actual
publication.
(1)
APA citation
Optional annotation—briefly describe any special significance of the
publication, or individual contributions relative to a team of authors
b.
Locally published textbooks, workbooks, and other instructional materials
Examples of locally published instructional materials include textbook manuscripts not
yet contracted to any national publisher, study guides, case studies, substantive projects,
software tools, tutorials, instructor guides, laboratory manuals, casebooks, workbooks,
and other courseware. Local duplicating shops or printing shops typically duplicate these
materials for use in the course taught by the instructor/author.
Locally published works are frequently stepping-stones to more traditional published
works after they are subjected to a more rigorous developmental edit and external peer
review process.
1
American Psychological Association (2001). References. In Publication manual of the American
Psychological Association (5th ed., pp. 215-281). Washington, DC: Author.
Note: The above citation demonstrates 5th edition APA style for a reference to a chapter in a book. The APA
reference formats for different types of publication and media are constantly updated. See
http://www.apa.org/journals/faq.html for the latest updates to citation styles.
36
Faculty Handbook for Academic Promotion and Tenure
Note: More traditional, reviewed and developed textbooks and instructional materials
are reported in, ―Teaching, #9. Refereed and reviewed publications related to teaching
and educational scholarship.‖
You must use the enhanced APA citation style2 to cite all locally or custom published
materials. Pay careful attention to APA-styled capitalization of titles. For all materials
with more than one author, the candidate‘s specific contributions should be summarized.
In the APA citation, the last names of the principal author or authors should be
asterisked. For example, ―
Smith*, J., Jones*, L., and Williams, V. (2000) …
suggests that Smith and Jones were equal, principle authors and that Williams was a
secondary author. It is extremely important to cite all co-authors, including graduate
students, and to list the authors in the same sequence they were cited in the actual
publication.
(1)
APA citation
Optional annotation—briefly describe any special significance of the
publication, or individual contributions relative to a team of authors
In many School of Technology departments, published instructional
materials such as laboratory manuals are continuously updated by
the faculty assigned to a course. It is extremely important that all
previous instructors who contributed to the work be properly cited as
co-authors. Authors should be listed from ‗most recent‘ to ‗initial
author.‘ In general, no single author should be singled out as
principle author. The candidate‘s individual contributions to the
work should be briefly described in the annotation immediately after
the citation.
Promotion Portfolio Hint: Include samples of instructional materials
published, covers, tables of contents, advertising brochures, software
disks, reviewer comments, adoption data, etc., in the binder.
c.
Laboratory development and advancement
Examples of significant contributions to laboratory development include: 1) laboratory
apparatus designed, constructed, and installed; 2) instructional equipment gifts, grants,
and awards (include name of benefactors and the value of the gifts and grants); and 3)
laboratory proposals submitted but not [yet] funded.
In cases where multiple individuals were responsible for a laboratory grant or gift, all
responsible individuals must be credited and the candidate‘s specific role should be
explained. The order of listing of individuals‘ names must be consistent with the original
document.
2
American Psychological Association (2001). References. In Publication manual of the American
Psychological Association (5th ed., pp. 215-281). Washington, DC: Author.
Note: The above citation demonstrates 5th edition APA style for a reference to a chapter in a book. The APA
reference formats for different types of publication and media are constantly updated. See
http://www.apa.org/journals/faq.html for the latest updates to citation styles.
Section II: Preparation of the Promotion Document
Promotion Portfolio Hint: Include gift and loan reports, proposals, grant documentation,
or other relevant documentation in the binder.
(1)
Laboratory or apparatus conceived, (re)designed, (re)developed,
implemented, or reconfigured.
Brief narrative description of significance to curriculum improvement.
(2)
Description of gift or gift-in-kind
Date of gift or gift-in-kind:
Total value of gift or gift-in-kind:
Candidate’s role in securing gift or gift-in-kind:
If co-solicitor, total funding for which candidate is directly responsible:
Examples of correctly formatted gifts.
Description of Gift:
Date of Gift:
Total value of gift:
Candidate’s role:
Biotechnology Spectrometers
Fall 1998
$475,305
Sole solicitor. Negotiated curriculum integration
expectations for this gift.
If co-solicitor, total funding for which candidate is responsible: NA
Description of Gift:
Women in Technology scholarships
Date of Gift:
2003-2007
Total value of gift:
$250,000 total ( $50,000 per year)
Candidate’s role:
Principle solicitor and initiative manager.
If co-solicitor, total funding for which candidate is responsible: $175,000
NOTE: Do not include gifts secured but never integrated in the curriculum.
d.
Instructional materials for distance delivery and learning
(1)
Course number and title
Description of instructional materials developed and appropriate
measures of impact and success.
These entries should be restricted to conversion of entire courses to support
distance delivery and learning. Publication to the web of course syllabi, lecture
notes, and ordinary visual aids are expected products of normal class
preparation and, therefore, are not usually considered distinctive enough to
demonstrate excellence in distance delivery and learning.
e.
Other distinctive or significant, but unpublished, course materials
(1)
Dates, course number, description, and significance
Examples include study guides, major projects and solutions, case studies and
solutions, unpublished software tools, unpublished multimedia courseware, etc.
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Faculty Handbook for Academic Promotion and Tenure
Course syllabi, lecture notes, examinations, and ordinary visual aids are
expected products of normal class preparation and, therefore, are not usually
considered distinctive enough to demonstrate excellence in development of
instructional materials. Such achievements should not be reported.
6.
Experimentation in teaching methods and techniques
Legitimate experiments (as conducted and documented below) are often confused with course improvements
that might best be documented as ―Contributions to Curriculum and Course Development‖ as described in
an earlier subsection under Teaching.
a.
Experiment name or description
(1)
Problem statement
(2)
Solution hypothesis
(3)
Solution implemented
(4)
Results and conclusions
Reference any publications (cited elsewhere in the promotion document) that
resulted from the experiment—Do not duplicate the APA citation here.
Section II: Preparation of the Promotion Document
The next two sections (7 and 8) are frequently confused. Both deal with special activities completed by the candidate for the
purpose of professional development and improvement. The best way to distinguish between the two categories is as follows.
―Special activities that have contributed to improving teaching effectiveness‖ should be used to describe activities and events
that contribute to the development of content and pedagogy. The audience usually consists of other educators.
―Special activities that have contributed to maintaining competency in the candidate‘s technical or professional discipline‖
should be used to describe activities and events whose primary audience consisted of industry practitioners. While other
educators may also be in attendance, the majority of the audience consisted of non-academic practitioners.
7.
Special activities that have contributed to improving teaching effectiveness
The purpose of this section is to demonstrate what the candidate has done to remain competent and current
as an educator. Accordingly, this section reports activities that focus on the art, techniques, and practice of
―teaching‖ and ―teaching within one‘s discipline.‖
These activities are those that are typically attended by other educators. The events focus on the improvement
of the educational process, in general or within the candidate‘s discipline or subject areas.
Activities related to improving the teaching abilities of others are not reported in this section. Accordingly,
do not document presentations in this section. This section is to focus on activities related to your personal
professional development as an educator.
Note: This subsection is limited to one page of entries. Candidates are encouraged to consolidate similar
entries where appropriate. If necessary, cite only the most significant activities in order to reduce document
size.
a.
Educational conferences attended
(1)
Dates, activity or event name, location
Consolidate annual attendance of the same conference into a single entry with
a range of dates to minimize size of this section.
b.
Educational seminars attended
(1)
c.
Teaching workshops completed
(1)
d.
Dates, activity or event name, location
Education-focused short courses completed or audited
(1)
f.
Dates, activity or event name, location
Education-focused courses completed or audited
(1)
e.
Dates, activity or event name, location
Dates, activity or event name, location
Other activities intended to improve teaching effectiveness
(1)
Dates, activity or event name, location
39
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8.
Faculty Handbook for Academic Promotion and Tenure
Special activities that have contributed to maintaining competency in the
candidate’s technical or professional discipline
The purpose of this section is to demonstrate what the candidate is doing to remain professionally or
technically current and competent in his/her discipline and area of expertise. These activities and events are
typically focused on technology and/or the practice of the candidate‘s discipline, not the teaching of that
discipline. These activities are typically targeted to an audience of practicing industry professionals.
Academic attendees participate to bring said professional or technical currency back into the classroom.
Activities related to improving the technical competencies of others are not reported here. This section is to
focus on activities related to your personal, professional and technical competencies.
It can be useful to annotate some entries to briefly describe how a special activity resulted in specific
curriculum or course improvement.
Hint: This section is restricted to one page of entries. Candidates are encouraged to consolidate similar
entries where appropriate. If necessary, cite only the most significant activities in order to reduce document
size.
Also, associate professors should report only those activities since their last promotion and conclude with an
entry that indicates activities prior to the last promotion were omitted to demonstrate continuing professional
development.
a.
Professional or technical conferences attended
(1)
Dates, activity or event name, location
Consolidate annual attendance of the same conference into a single entry with
a range of dates.
b.
Professional or technical seminars attended
(1)
c.
Professional or technical workshops
(1)
d.
Dates, activity or event name, location
Professional or technical short courses completed or audited
(1)
f.
Dates, activity or event name, location
Professional or technical courses completed or audited
(1)
e.
Dates, activity or event name, location
Dates, activity or event name, location
Self-taught technical competencies that have enabled or improved teaching or
curriculum development
(1)
Dates, activity or event name,
Curriculum impact
Section II: Preparation of the Promotion Document
g.
Professional or technical summer institutes
(1)
h.
Sabbatical experiences
(1)
i.
Dates, activity or event name, location
Externships completed
(1)
j.
Dates, activity or event name, location
Dates, activity or event name, location
Significant industrial visits completed
(1)
Dates, activity or event name, location
Consider a summary narrative statement of the number of such visits completed
with a few examples (no dates and locations).
k.
Industrial shows attended
(1)
Dates, activity or event name, location
Consider a summary narrative statement of the number of such visits completed
with a few examples (no dates and locations).
l.
Independent study and self-education activities
(1)
Dates, activity, significance and curriculum impact
41
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9.
Faculty Handbook for Academic Promotion and Tenure
Refereed or reviewed publications related to teaching and educational scholarship
For most School of Technology faculty, their scholarship and publications are in the area of educational
scholarship that reports the discovery of learning. Accordingly, they are cited here instead of in the
―Creative Endeavor, Research, and Scholarship‖ section of the document.
You must use the enhanced APA citation style3 to cite all locally or custom published materials. Pay careful
attention to APA-styled capitalization of titles. For all materials with more than one author, the candidate‘s
specific contributions should be summarized. In the APA citation, the last names of the principal author or
authors should be asterisked. For example,
Smith*, J., Jones*, L., and Williams, V. (2000) …
suggests that Smith and Jones were equal, principle authors and that Williams was a secondary author. If all
authors were equal contributors, each last name should be asterisked. It is extremely important to cite all coauthors, including graduate students, and to list the authors in the same sequence they were cited in the
actual publication.
Dates should only be included if the publication has actually been published and is available. Otherwise,
substitute the publication‘s status in place of the date. For example:
(in review)
(accepted)
(in press)
(under contract)
A very brief explanation of the distinctiveness of a publication may be included just beneath a few
appropriate citations. For example:
This paper was selected as the best paper of the conference.
-orThis paper has been cited in 23 subsequent papers written by 13 different scholars from other
universities and research centers.
To improve the impact, do not annotate every (or most) publication(s)! See http://apastyles.org for reference.
Promotion Portfolio Hint: Include copies or samples of all publications and manuscripts in the binder. For
larger publications, include a copy of the cover and table of contents, and perhaps a representative chapter.
a. Reviewed textbooks and instructional materials
Reviewed textbooks and instructional materials are those that have been subjected to the
publisher‘s developmental process as well as an external review by the author‘s
professional, academic peers.
This is contrasted to custom or locally published textbooks and instructional materials
that have not been subjected to this developmental process or external, peer reviews. See
Teaching, #5(a), for instructions for citing custom published works.
(1)
3
Ibid.
APA citation
ISBN #
Section II: Preparation of the Promotion Document
43
Optional: Brief description of specific contributions, translations, awards, market
share, adoption data, distinctive published reviews, or distinctive information
regarding the publication.
b.
Refereed journal articles
(1)
APA citation
Optional: Brief annotation to describe anything distinctive about the
publication such as reprints, number of times cited in other authors‘
publications, etc. Do not overuse annotations.
A publication is considered ―refereed‖ when professional peers who
serve on the editorial board of the publication publish the article on
the basis of a blind review of the complete article, not merely an
abstract for a complete article to be written later.
Any other peer review process is considered ―reviewed.‖ Most
conference proceedings are considered as reviewed.
c.
Refereed conference proceedings
(1)
APA citation
Optional: Brief annotation to describe anything distinctive about the
publication such as reprints, awards, etc. Do not overuse annotations.
A publication is considered ―refereed‖ when professional peers who
serve on the editorial board of the publication publish the article on
the basis of a blind review of the complete article, not merely an
abstract for a complete article to be written later.
Any other peer review process is considered ―reviewed.‖ Most
conference proceedings are considered as reviewed.
d.
Reviewed conference proceedings (with presentation)
(1)
APA citation
Optional: Brief annotation to describe anything distinctive about the
publication such as reprints, awards, etc. Do not overuse annotations.
This category is appropriate for papers that were either: (1) not blind
reviewed, or (2) were accepted for publication based only a review
committee or panel review, or were accepted only on the basis of an
abstract. If the final paper is never written, and only the abstract is
published, report in item #i below.
e.
Reviewed conference proceedings (without presentation)
44
Faculty Handbook for Academic Promotion and Tenure
(1) APA citation
Optional: Brief annotation to describe anything distinctive about the
publication such as reprints, awards, etc. Do not overuse annotations.
This is the same as #d above; however, a presentation of the paper
was never made, or was made by a co-author.
f.
Invited papers (with or without presentation)
(1)
APA citation
Optional: Brief annotation to describe anything distinctive about the
publication such as reprints, awards, etc. Do not overuse annotations.
Only use this category for papers written in response to a personal
invitation based on the candidate‘s expertise. Examples might
include an invited position statement, conference theme paper, or
paper to accompany a keynote address.
A response to a ―call for papers‖ is not considered ―invited, even if a
moderator or colleague encourages you to submit.
g.
Published abstracts in refereed journals
This section is intended to report published abstracts in response to a
refereed paper that the journal elected not to publish despite having
been accepted.
(1)
h.
APA citation
Published reviews
(1)
APA citation
This category is for published reviews of the scholarly publications
or instructional materials written by others.
i.
Other scholarly publications related to teaching
This is for other reviewed or refereed publications accepted for
publication, but which were not published for some reason (e.g.,
conference or track cancellation).
Do not report manuscripts submitted for review but rejected for
publication.
(1)
APA citation
Section II: Preparation of the Promotion Document
10.
Invited presentations, lectures, or talks presented at meetings of educational
societies, conferences, and other educational institutions
Invited presentations are considered especially distinctive and should be so noted. The term ―invited‖ means
that a personal invitation was extended based on the presenter‘s unique expertise or credentials. It does not
include responses to a ―call for papers‖ or a ―call for participation.‖
Presentations of papers cited elsewhere in the document should not be cited here to avoid the perception of
redundancy. In such cases, a publication takes precedence over its presentation.
Include competitively selected workshops and panel participation at conferences.
Especially distinctive citations may include a brief annotation to that effect. This should not be overdone.
Promotion Portfolio Hint: Include copies of formal letter(s) of invitation, as well as programs or flyers, in the
binder.
a.
International
(1)
Date, title, society or conference or institution name
Optional annotation.
b.
National
(1)
Date, title, society or conference or institution name
Optional annotation.
c.
Regional
(1)
Date, title, society or conference or institution name
Optional annotation.
d.
Local
(1)
Date, title, society or conference or institution name
Optional annotation.
45
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11.
Faculty Handbook for Academic Promotion and Tenure
Evidence of grantsmanship activities related to instructional development and
delivery
Typically, grantsmanship activities by Technology faculty members are in support of teaching or
instructional laboratory development and should be located in this section. Do not include experiment-based
research activities that are not directly related to teaching in this section – these grantsmanship and award
activities should be included in the ―Creative Endeavor, Research, and Scholarship‖ section. In all cases,
include award, agency, date, principal investigators, amount, and a brief description of the purpose and
outcome.
The format for reporting grant activities has been prescribed by the Office of the Provost.
a.
External Grant Activity
Examples of externally-funded/proposed grantsmanship include projects funded by
agencies, such as NSF, industry and corporate foundations.
Examples of correctly-formatted external grant activity are shown below. The first
example is for an agency-funded grant. The second example is for an industryfunded grant.
Agency/Title of Grant: NSF: Bioengineering Technology Literacy
Duration of funding:
Three (3) years
(1993-1996)
Total amount of award: $180,000
Candidate’s role:
PI
If Co-PI, total funding for which candidate is directly responsible: NA
Agency/Title of Grant: Acme Satellite, Inc.: Teaching High Definition
Television Technologies in Computer Graphics
Technology
Duration of funding:
Two (2) years
(2001-2003)
Total amount of award: $725,000
Candidate’s role:
Co-PI
If Co-PI, total funding for which candidate is directly responsible: $450,000
(1) Funded Grants
Agency/Title of Grant:
Duration of funding:
Total amount of award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
(2) Proposed Grants
Agency/Title of Grant:
Duration of funding:
Total amount of proposed award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
(3) Unfunded Grants
Section II: Preparation of the Promotion Document
Agency/Title of Grant:
Duration of funding:
Total amount of proposed award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
b.
Internal Grant Activity
Examples of internally-funded/proposed grantsmanship activities include projects funded
by special institutional grant competitions, such as Summer XL Grants and PRF.
Examples of correctly-formatted internal grant activity are shown below:
Agency/Title of Grant:
Summer XL Grant: Aviation Security Instruction
Duration of funding:
One (1) summer (2000)
Total amount of award:
$12,000
Candidate’s role:
PI
If co-PI, total funding for which candidate is directly responsible: NA
Agency/Title of Grant:
PRF: The New PC Literacy
Duration of funding:
One (1) year
(2003)
Total amount of award:
$8,000
Candidate’s role:
Co-PI
If Co-PI, total funding for which candidate is directly responsible: $3,000
(1)
Funded Grants
Source/Title of Grant
Duration of funding:
Total amount of award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
(2)
Proposed Grants
Agency/Title of Grant:
Duration of funding:
Total amount of proposed award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
(3)
Unfunded Grants
Agency/Title of Grant:
Duration of funding:
Total amount of proposed award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
47
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12.
Faculty Handbook for Academic Promotion and Tenure
Evidence of involvement in graduate student education
Do not report that you are certified as a graduate faculty member.
a.
M.S. students for which the candidate is or has served as major professor
(1)
b.
Student name, graduate program completed/pursued, thesis or directed
project title, graduation date or anticipated graduation date
Other graduate students’ committee activity
Only report the number of committees served on, not the names of the students.
i.
Number of M.S. committees on which the candidate has served (or
committee chair)
Must have been bibliographically cited by other scholars.
13.
Textbook developmental reviews commissioned by publishers
a.
APA citation for a published textbook
Provide a complete APA citation of the textbook or textbook chapters reviewed. Include only the
number of final pages or manuscript pages for the portion reviewed. If the authors‘ names were not
disclosed, indicate ―Authors‘ names withheld by publisher‖ in place of the actual authors‘ names.
14.
Other evidence of teaching excellence
a.
Participation in University international outreach teaching programs.
(1)
b.
Dates, outreach program name, level of involvement, accomplishments,
any special significance
Mentoring faculty
(1)
Dates, faculty member name, significant results
Mentoring includes activities to improve teaching or educational scholarship.
Include only distinctive, formal mentoring of faculty and the results.
15.
Summary statement of excellence in teaching (optional)
This is a brief (one or two paragraph) narrative summary of the candidate‘s credentials supporting
excellence in teaching. Omit if either 1) the narrative format was used in the Candidate‘s Summary, or 2) the
summary merely restates the facts in this section. This section can be written in first person and italicized.
Section II: Preparation of the Promotion Document
CREATIVE ENDEAVOR, RESEARCH, AND SCHOLARSHIP
Start this section on a new page.
In most cases, the creative endeavor, research, or scholarship of a School of Technology candidate is more
closely related to teaching and instructional development and is, therefore, documented in the "Excellence in
Teaching" section. Because the primary mission of the School of Technology is focused on the teaching of
technology, candidates are generally better served to focus creative development on the mission of teaching
and instructional development. Activities that should be listed in this section of the document are those that
contribute uniquely to the development or creation of the technical knowledgebase and practice of one's
discipline. The utilization, dissemination, or practical application of new technical procedures and practices
in one's discipline should be reported in either "Excellence in Teaching" or in the "Excellence in Extension,
Service, and Outreach" section. In no case should activities be cited in more than one section of the
document.
1.
Publications
For most Technology faculty, scholarship and publications are directly related to teaching and educational
activities, as opposed to research. Accordingly, they are typically cited in the "Teaching" section of the
document instead of here. Major scholarly publications related to the creation or development of the
technical knowledgebase and practice of one's discipline, and not directly related to teaching, should be cited
in this section of the promotion document.
It is extremely important to use APA citation style 4 and conventions. For all materials with more than one
author, the candidate‘s specific contributions should be summarized. In the APA citation, the last names of
the principal author or authors should be asterisked (e.g., ―Smith*, J., Jones*, L., and Williams, V.‖). If all
authors were equal contributors, each last name should be asterisked. It is extremely important to cite all coauthors, including graduate students, and to list the authors in the same sequence they were cited in the
actual publication.
Articles are not considered refereed unless professional peers who serve on the editorial board of the
publication publish the article as a result of a blind review process.
Include only published or in-print materials in this section. Publications in this section are typically
significant scholarly works, not directly related to teaching, which may be cited, cataloged, and accessed
through libraries or other public or private sources such as major publishing houses, bookstores, or
professional societies. Non-refereed or non-reviewed publications should be cited in Teaching or Extension,
Service, and Outreach sections, as appropriate.
Promotion Portfolio Hint: Include samples of published materials, book covers, tables of contents,
advertising brochures, journal article reprints, etc. in the binder.
a.
Refereed serial journal articles
(1)
APA citation
Optional annotation.
4
American Psychological Association (2001). References. In Publication manual of the American
Psychological Association (5th ed., pp. 215-281). Washington, DC: Author.
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Faculty Handbook for Academic Promotion and Tenure
b.
Refereed conference proceedings (with presentation)
(1)
APA citation
Optional annotation.
A publication is considered ―refereed‖ when professional peers who
serve on the editorial board of the publication publish the article on
the basis of a blind review of the complete article, not merely an
abstract for a complete article to be written later.
Any other peer review process is considered ―reviewed.‖ Most
conference proceedings are considered as reviewed.
c.
Refereed conference proceedings (without presentation)
(1)
APA citation
Optional annotation.
A publication is considered ―refereed‖ when professional peers who
serve on the editorial board of the publication publish the article on
the basis of a blind review of the complete article, not merely an
abstract for a complete article to be written later.
Any other peer review process is considered ―reviewed.‖ Most
conference proceedings are considered as reviewed.
d.
Reviewed conference proceedings (with presentation)
(1)
APA citation
Optional annotation.
This category is appropriate for papers that were either: (1) not blind
reviewed, or (2) were accepted for publication based only a review
committee or panel review, or were accepted only on the basis of an
abstract. If the final paper is never written, and only the abstract is
published, report in item #i below.
e.
Reviewed conference proceedings (without presentation)
(1)
APA citation
Optional annotation.
This is the same as #e above; however, a presentation of the paper
was never made, or was made by a co-author.
Section II: Preparation of the Promotion Document
f.
Refereed serial journal abstracts
(1)
APA citation
Optional annotation.
g.
Books and book contributions
For (inter)nationally published books, also include ISBN numbers
and number of pages at the end of the APA citation. You may also
include any adoption data, market share, relevant review excerpts,
and/or other explanations of significance. Examples in this category
include major books or book chapters in the candidate's area of
technical expertise, contributions to research published in book form,
book or manuscript reviews, and technical research reports. This
category should include only works that are in print or available
through library sources.
(1)
APA citation
Optional annotation.
h.
Published reviews of research books, research papers, or other scholarly works
(1)
APA citation
Optional annotation.
i.
Unpublished work
Items in this section should include only completed manuscripts that
are awaiting publication or have been submitted for review. If under
contract but still in manuscript form, substitute status in place of the
publication date (e.g., "in review", or "in press"), and substitute
manuscript pages for page numbers (e.g. "500 msp").
(1)
APA citation
Optional annotation.
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Faculty Handbook for Academic Promotion and Tenure
Other evidence of creative excellence
Include only items that were developed while in faculty status. Typically, include only active or current patent
or copyright information. Older patents or copyrights should be excluded unless they have some relationship
to or bearing on the candidate's area of expertise as a faculty member. Do not cite patents owned wholly by a
former employer.
Promotion Portfolio Hint: Samples of patent drawings, certifications, or other official materials showing the
application(s) or significance of patents and copyrights may be included in the binder.
a.
Patents
(1)
b.
Copyrights
(1)
c.
Date, title or brief description
Other
(1)
3.
Date, title, publisher or agency
Applied Creativity
(1)
d.
Date, title, significance, current status (“active” or “expired”)
Date, title, or brief description
Invited lectures/exhibitions presented to international, national, or regional
professional societies, organizations, and institutions
Invited lectures or presentations are considered distinctive and should be so noted. The term "invited" means
that a personal invitation was extended by a society or organization based on the presenter's unique expertise
or accomplishments. "Invited speaker" does not include responses to a ―call for papers‖ or ―call for
participation‖ and "invited‖ presentations are not peer reviewed. Generally, local organization
presentations, such as Rotary Club, Kiwanis, or secondary School presentations should be listed under
"Extension, Service, and Outreach.‖
a.
Invited presentations/exhibitions - international
(1)
b.
Invited presentations/exhibitions - national
(1)
c.
Date, title, professional society or institution name
(optional annotation)
Date, title, professional society or institution name
(optional annotation)
Invited presentations/exhibitions - regional
(1)
Date, title, professional society or institution name
(optional annotation)
Section II: Preparation of the Promotion Document
4.
Research grantsmanship and awards
Formally-funded, proposed, and unfunded experiment-based research activities that are not directly related
to teaching may be considered here. Grantsmanship and award activities in support of teaching or
instructional laboratory development should be located in the "Teaching" section. In all cases, include
award, agency, date, principal investigators, amount, and a brief description of the purpose and outcome.
The format for reporting grant activities has been prescribed by the Office of the Provost.
a.
External Grant Activity
Examples of externally-funded/proposed grantsmanship include projects funded by industry,
corporate foundations and agencies, such as NSF.
Examples of correctly-formatted external grant activity are shown below. The first example is for
an agency-funded grant. The second example is for an industry-funded grant.
Agency/Title of Grant:
NSF: Challenging Software Quality Metrics
Duration of funding:
Three (3) years
(1993-1996)
Total amount of award:
$250,000
Candidate’s role:
PI
If Co-PI, total funding for which candidate is directly responsible: NA
Agency/Title of Grant:
Acme Laboratories: A New DVD Encryption Algorithm
Duration of funding:
Two (2) years
(2001-2003)
Total amount of award:
$1.3 million
Candidate’s role:
Co-PI
If Co-PI, total funding for which candidate is directly responsible: $125,000
(1) Funded Grants
Agency/Title of Grant:
Duration of funding:
Total amount of award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
(2) Proposed Grants
Agency/Title of Grant:
Duration of funding:
Total amount of award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
(3) Unfunded Grants
Agency/Title of Grant:
Duration of funding:
Total amount of award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
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Faculty Handbook for Academic Promotion and Tenure
b.
Internal Grant Activity
Examples of internally-funded/proposed grantsmanship include projects funded
by special institutional grant competitions, such as Summer XL Grants and
PRF.
Examples of correctly-formatted internal grant activity are shown below:
Agency/Title of Grant:
Summer XL Grant: Reinventing the Wheel
Duration of funding:
One (1) summer (2002)
Total amount of award:
$4,000
Candidate’s role:
PI
If Co-PI, total funding for which candidate is directly responsible: NA
Agency/Title of Grant:
PRF: Disaster-Fire Retardation in Massive
Building Structures
Duration of funding:
One (1) year
(2003)
Total amount of award:
$5,000
Candidate’s role:
Co-PI
If Co-PI, total funding for which candidate is directly responsible: $2,500
(1) Funded Grants
Source/Title of Grant:
Duration of funding:
Total amount of award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
(2) Proposed Grants
Source/Title of Grant:
Duration of funding:
Total amount of award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
(3) Unfunded Grants
Source/Title of Grant:
Duration of funding:
Total amount of award:
Candidate’s role:
If Co-PI, total funding for which candidate is directly responsible:
Section II: Preparation of the Promotion Document
5.
Unsponsored research activities
This category includes formal or documentation of informal activities in which the candidate has actively
worked with faculty and graduate students. This may include departmental research or interdisciplinary
research.
a.
Interdisciplinary
(1)
Date, title, collaborators, percentage participation, specific role
(optional annotation)
"Interdisciplinary" refers to collaborative activities with other departments, Schools, agencies, or
institutions.
b.
Departmental
(1)
c.
Graduate student research advisement
(1)
d.
Date, title, collaborators, percentage participation, specific role
(optional annotation)
Other unsponsored research evidence
(1)
6.
Date, title, collaborators, percentage participation, specific role
(optional annotation)
Date, description
(optional annotation)
Other evidence of international, national, or regional recognition in research
Items in this category deal exclusively with formal recognition in creative endeavor and/or research. Major
responsibilities in the area of elected offices or appointed duties in (inter)national professional societies are
considered distinctive. A brief description of the candidate's accomplishments in these areas should be
included. Other types of duties dealing with professional organizations would be listed in "Service
Extension.‖
Promotion Portfolio Hint: Include samples of documentation including programs, certificates, flyers, ballots,
or other official acknowledgments in the binder.
a.
Dissemination of research
(1)
b.
Date, title, society or conference, location
(optional annotation)
Featured or keynote speaker at research-focused convention or conference
(1)
Date, title, society or conference, location
(optional annotation)
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Faculty Handbook for Academic Promotion and Tenure
c.
Other awards or formal recognition for research and scholarship
(1)
7.
Date, title of award or honor, organization
(optional annotation)
Activities as editor of a research journal
In this category, major activities as editor of (inter)nationally published professional journals are considered
distinctive. Each issue should be cited in the APA format.
Promotion Portfolio Hint: Sample copies of professional journals in which the candidate served as editor
should be included in the binder.
a.
Responsibilities and accomplishments
List the journal, its purpose and nature, and specific responsibilities and
accomplishments as an editor.
b.
Journal citation
(1)
Purdue University Calumet enhanced APA citation for the journal for each
issue
Include only issues for which the candidate served as the principal editor.
8.
Activities as a referee of research-focused publications
List only activities on which you have served as an appointed or elected review board member or reviewer.
Include the agency or organizations retaining your services for this activity. Commissioned reviews of
textbooks should be listed in the "Teaching" section.
a.
Serial research journal articles reviewed
(1)
b.
Research proposals reviewed
(1)
c.
Term, journal name, number of articles reviewed, nature of expertise
(optional annotation)
Dates, agency, number of proposals reviewed, nature of expertise
(optional annotation)
Research-related book manuscripts reviewed
(1)
APA citation
Provide a complete APA citation of the book or book chapters reviewed.
Include only the page numbers or manuscript page count for the portion
reviewed.
Section II: Preparation of the Promotion Document
(2)
57
Dates, description of other reviewed materials, number of pages
This category is provided for reviews of a prospectus, or ―blind‖ reviews of
research manuscripts. In all cases, indicate the number of pages reviewed (e.g.,
50 msp)
9.
Summary statement of excellence and achievement in creative endeavor, research,
and scholarship (optional)
This is a brief (one or two) paragraph narrative summarizing the significance of the Candidate's credentials
and accomplishments in creative endeavor, research, and scholarship. Omit this section if either 1) the
statement duplicates the narrative statement from the Candidate's Summary, or 2) the summary merely
restates or lists the facts in this section. This section can be written in first person and italicized.
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Faculty Handbook for Academic Promotion and Tenure
EXTENSION, SERVICE, AND UNIVERSITY OUTREACH ACTIVITIES
Start this section on a new page.
School of Technology candidates for promotion are expected to share their knowledge and expertise with others. The
nature of the service activity will necessarily be very diverse, but typically falls into three distinct categories. These are
service to the University, School, and department; professional associations; and other outside agencies and groups.
Candidates should include only the activities in this section that are not reported in the previous sections of the
document.
This template presents categories in the order of perceived value to the institution and promotion committees. The
section may be re-sequenced to best represent the candidate‘s distinctive Extension, Service, and Outreach activities.
For example, academic administrators may report internal service first.
In previous versions of the Promotion Document Handbook, service and outreach typically represented secondary
strengths for most School of Technology candidates and as a result, the Extension, Service, and Outreach section may
have been smaller than the Teaching section.
In view of the University‘s and College‘s emphasis on the importance of Engagement, for those candidates basing their
promotion solely or partially on Engagement, this section should provide substantial documentation of the impact of
these engagement activities. This documentation of this impact should be segmented according to the beneficiary of the
impact. (i.e., Classroom/courses, department, college, university, corporation or organization, or government agency).
This section should also contain citations for activities related to the scholarship of engagement. For example,
conference proceedings, journal articles, technical reports related to engagement activities should be cited here rather
than in the teaching or research sections of the promotion document.
1.
Involvement and achievements in sponsored external engagement and partnerships
on behalf of Purdue University Calumet
Use this section to report participation in and achievements in University, school, department, and statewide
location projects that engage secondary education and/or industry to promote and enhance economic
development.
Do not double cite from item # 4 in this section of the document.
a.
Sponsored consulting or applied research projects
Examples of sponsored consulting engagements include participation in Technical
Assistance Projects (TAP), or industry-sponsored projects awarded to the University or
an academic unit in partnership with industry.
For each project:
(1)
Dates, clients, project title, role of the candidate on the project
i. Narrative: Brief project description and impact summary
ii. Detailed statistics on impact to client
Section II: Preparation of the Promotion Document
59
Examples include: # of jobs created or saved; dollars saved or invested, market share
increases. For industry sponsored research, describe not only the potential impact to the
sponsoring industrial client, but further potential impact to an overall industry or society
as a whole.
iii. Scholarship related to this project
1. Technical Reports for the client
a. Author(s), Title, #pages
Provide short annotated comments here regarding the technical sophistication, intended
audience, intended usage, and importance of this report. What types of follow on
activities did this report enable? Was the report published or shared in any way? Was a
formal presentation done for governmental or corporate executives?
iv. Benefits to School of Technology or the University
1. Short description of how this engagement activity had a
positive impact on courses, laboratories, teaching techniques
that would benefit the department or the university. Other
potential benefits could include: # of internships (student or
faculty) created, gifts-in-kind received from client, scholarships
received from client, intellectual property developed as an
outcome of the engagement
Promotion Portfolio Hint: For each project, create a section in your promotion portfolio
including a copy of any technical report (unless restricted by client confidentiality), TAP
(or other) evaluations of project impact, letters of reference or thanks from client, news
articles from local papers.
b.
Sponsored industry training, education, or work force development projects
Sponsored training and work force development projects are those managed by and for
the University or an academic unit in partnership with industry.
For each project:
(1)
Dates, clients, project title, role of the candidate on the project
i. Narrative: Brief project description and impact summary
ii. Detailed statistics on impact
Examples include: # of students attending courses, impact of coursework on promotion of
individuals or on organizations as a whole, dollars received by the department or the
university. What were the individuals who attended the training able to do as a result of
attending? (# of crimes solved that wouldn‘t have been)
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Faculty Handbook for Academic Promotion and Tenure
iii. Scholarship related to this project (Preparation of course materials)
1. Description of course materials prepared
2. Description of distinctive or innovative teaching techniques
employed
iv. Benefits to School of Technology or the University
1. Short description of how this engagement activity had a
positive impact on courses, laboratories, teaching techniques
that would benefit the department or the university
Promotion Portfolio Hint: For each course, create a section in your promotion portfolio
including a copy of any course materials developed, course evaluations, and any letters of
reference or thanks from client, news articles from local papers.
c.
Sponsored programs for secondary or post-secondary education
Sponsored educational projects are those managed by and for the University for the
purpose of enhancing K-12 education or other levels of post-secondary education. These
types of activities are especially important for recruiting purposes, particularly for
recruiting of under-represented constituencies in the School of Technology.
For each project:
(1)
Dates, clients, project title, role of the candidate on the project
i.
Narrative: Brief project description and impact summary
ii. Detailed statistics on impact
Examples include: # of students attending courses, impact of coursework on promotion of
individuals or on organizations as a whole, dollars received by the department or the
university. How many of the K-12 students served applied to or intended to apply to the
School of Technology? What difference did this training make in the lives of the K-12
students who attended?
iii. Scholarship related to this project (Preparation of course materials)
1. Description of course materials prepared
2. Description of distinctive or innovative teaching techniques
employed
iv. Benefits to School of Technology or the University
1. Short description of how this engagement activity had a
positive impact on courses, laboratories, teaching techniques
that would benefit the department or the university
Section II: Preparation of the Promotion Document
Promotion Portfolio Hint: For each course, create a section in your promotion portfolio
including a copy of any course materials developed, course evaluations, and any letters of
reference or thanks from client, news articles from local papers.
2.
Involvement and achievements in scholarly and professional societies
a.
Dates of official membership, name of professional society (acronym)
List each society membership uniquely with its letter in descending order of significance,
―a.‖ being the membership with greatest significance. Include only official ―individual‖
memberships, not ―institutional‖ memberships. Completely list service and recognition
items for a society in one place immediately following the society membership listing.
(1)
Term or dates; office, activity, or award; description
(optional annotation)
Category listings per membership include but are not limited to the following.










Elected office or position
Volunteer office
Accreditation activity
Editor of society journal
Editorial board advisor
Chair or significant role in an organized conference
Presentation, workshop, seminar, or short course leader
Presentation, workshop, seminar, or short course attendee
Awards and special recognition
Other major activities and services
Promotion Portfolio Hint: Include any detailed documentation that describes
the above activities and accomplishments. Include original copies of
commendation letters in their entirety.
3.
Internal service to the University, School or Department
a.
Administrative role or appointment
This category is reserved exclusively for the listing and description of paid administrative
positions (for example: assistant dean, department head, or other appointments that
include an administrative supplement).
(1) Dates, position or role, responsibilities and accomplishments
(optional annotation)
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Faculty Handbook for Academic Promotion and Tenure
b.
University committee membership
This category is not to be an exhaustive list but rather a listing of significant committee
membership and service. Do not report committees that never met. Optional annotation
may be used to document distinctive accomplishments as a member of a committee.
(1)
Dates, committee, state if chair, responsibilities and accomplishments
(optional annotation to describe distinctive contributions)
c.
School committee membership
This category is not to be an exhaustive list but rather a listing of significant committee
membership and service. Do not report committees that never met. Optional annotation
may be used to document distinctive accomplishments as a member of a committee.
(1)
Dates, committee, state if chair, responsibilities, and accomplishments
(optional annotation to describe distinctive contributions)
d.
Department committee membership
This category is not to be an exhaustive list but rather a listing of significant committee
membership and service. Do not report committees that never met. Optional annotation
may be used to document distinctive accomplishments as a member of a committee.
(1)
Dates, committee, state if chair, responsibilities, and accomplishments
(optional annotation to describe distinctive contributions)
e.
Other internal activities and services
List each activity uniquely with its letter in descending order of significance.
The sequence of entries should ideally present a theme or history of
significant service. Categories include but are not limited to the
following.
 Promotional activities for the University, School, department, and/or
location
 Interdepartmental and School publications
 Conducting tours and demonstrations on a regular basis
 Minority recruiting and retention efforts
 Advising, counseling, and student recruiting and retention
 Advising student organizations
 Co-op coordinator
 Internship coordinator
 Student placement activities
 Major changes and accomplishments under the candidate‘s
leadership regarding faculty and staff, curriculum, student
enrollments, facilities and equipment
 Conducting studies needed to support educational programs
 Internal consulting to the University (state FTE release time)
Section II: Preparation of the Promotion Document
63
Promotion Portfolio Hint: Include samples of distinctive accomplishments
(e.g., publications, reports, written evaluations, etc.).
(1)
Dates; activity; role or duties
(optional annotation to describe distinctive contributions)
4.
Other external outreach activities and achievements
Use this section for non-sponsored activities and achievements, meaning those not formally sponsored and managed on
behalf of the University, school, department, or statewide location.
Do not double cite from item #1 in this section of the document.
a.
Activities on an editorial board of a practitioner based (meaning non-academic)
publication
(1)
b.
Dates, publication name, publication purpose and nature, specific
responsibilities and accomplishments
Publications for industry or in magazine/trade journals/newspaper
For most Technology faculty, scholarship and publications are directly related to teaching and educational
activities as opposed to external outreach. Accordingly, they are typically cited in the "Teaching" section of
the document instead of here. This section is intended for citing publications that are primarily intended for
practitioners in the candidate‘ field of expertise. Examples include articles and editorials written for trade
publications or trade journals.
It is extremely important to use APA citation style 5 and conventions. For all materials with more than one
author, the candidate‘s specific contributions should be summarized. In the APA citation, the last names of
the principal author or authors should be asterisked (e.g., ―Smith*, J., Jones*, L., and Williams, V.‖). If all
authors were equal contributors, each last name should be asterisked. It is extremely important to cite all coauthors, including graduate students, and to list the authors in the same sequence they were cited in the
actual publication.
PROMOTION PORTFOLIO HINT: Include samples of published materials in the binder.
(1)
APA citation
(Optional annotation to describe significance. Do not overuse.)
5
American Psychological Association (2001). References. In Publication manual of the American
Psychological Association (5th ed., pp. 215-281). Washington, DC: Author.
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Faculty Handbook for Academic Promotion and Tenure
c.
Conference presentations
(1)
Date, presentation event, role
(description of program, course, role and assessment)
d.
Independent, non-sponsored industry training activities
This category includes presentations, workshops, seminars, and short courses. Include only activities in
which the candidate had an active role.
Promotion Portfolio Hint: Include a copy of the event’s publicity in the portfolio.
(1)
Date, presentation event, role
(description of program, course, role and assessment)
e.
Independent community, public, or government professional or technical service
Include only activities in which the candidate had an active role that was directly related to the candidate‘s
professional discipline. Do not include general altruistic community activities such as scout leader, etc.
Promotion Portfolio Hint: Include a copy of any publicity or news of the service in the portfolio.
(1)
Date, activity, role as related to discipline
(optional annotation)
f.
Independent, non-sponsored consulting activities that have bearing upon the
candidate for promotion
Faculty consulting activities that are not administered by TAP (Technical Assistance Program) or Purdue
University Calumet Sponsored Programs are considered Independent Consulting and are not performed on
behalf of Purdue University Calumet. While the direct benefit of the Independent Consulting engagement is
financial payment to the individual faculty member, indirect benefits of such consulting can have a positive
impact on the consulting faculty member‘s department, college, and the University. Such indirect benefits
should be cited in the Promotion and Tenure document highlighting the aforementioned impact. For
reporting purposes, follow guidelines in Section 1., Involvement and achievements in sponsored external
engagement and partnerships on behalf of Purdue University Calumet.
For each project:
(1)
Dates, clients, project title, role of the candidate on the project
i. Narrative: Brief project description and impact summary
ii. Detailed statistics on impact to client
iii. Scholarship related to this project
1. Technical Reports for the client
Section II: Preparation of the Promotion Document
65
a. Author(s), Title, #pages
Provide short annotated comments here regarding the technical sophistication, intended
audience, intended usage, and importance of this report. What types of follow on
activities did this report enable? Was the report published or shared in any way? Was a
formal presentation done for governmental or corporate executives?
iv. Benefits to School of Technology or the University
1. Short description of how this engagement activity had a
positive impact on courses, laboratories, teaching techniques
that would benefit the department or the university. Other
potential benefits could include: # of internships (student or
faculty) created, gifts-in-kind received from client, scholarships
received from client, intellectual property developed as an
outcome of the engagement
Promotion Portfolio Hint: For each project, create a section in your promotion portfolio
including a copy of any technical report (unless restricted by client confidentiality), TAP
(or other) evaluations of project impact, letters of reference or thanks from client, news
articles from local papers.
g.
Other specific external activities not sponsored by the University, School or
Department
Repeat each significant activity with its own ―letter‖; for example,
f. User group participation
g. Substantial citations of candidate‘s work in trade journals, newsletters, etc.
(1)
Date, activity, role
(optional annotation)
5.
Summary Statement (optional)
This is a brief (one or two) paragraph narrative summarizing the significance of the candidate's credentials and
accomplishments in extension, service, and University outreach. Omit this section if either 1) the statement duplicates
the narrative statement from the Candidate's Summary, or 2) the summary merely restates or lists the facts in this
section. This section can be written in first person and italicized.
PEER REVIEWS
Promotion to Professor and Associate Professor requires peer reviews from external full
professors (for those going for full professor), full or associate professors (for those going to
associate professor), industry leaders, and officers from professional organizations who can
validate the candidate‘s national prominence and impact as a scholar.
Evidence of recognition requires that persons be contacted for external reviews and assessment by
the department head or primary committee chair. No less than five external peer reviews should
be appended to the document. Candidates should be consulted to determine a list of candidate
reviewers and the department head or primary committee chair should also seek reviewers not
recommended by the candidate. Candidates should not solicit their own letters, and solicitation of
letters from present students, present employees, major advisors, postdoctoral advisors, or
personal friends is not acceptable. It is the candidate‘s responsibility to recommend reviewers
from distinguished and appropriate persons who can attest to the significance of creativity and
innovation associated with accomplishments. Reviews from appropriate industry or academic
leaders or publishers may supplement these academic reviewers. All letters received must be
included in the promotion document. A sample of the solicitation letter as well as the credentials
(no more than one paragraph per reviewer) and relationship to the candidate for all letter writers
must be included in the nominee‘s document.
In preparation for this requirement for peer reviews, membership and strong, consistent volunteer
activity in national professional organizations are strongly recommended to establish
―networking‖ with prominent peers who can ultimately write knowledgeably about the
candidate‘s accomplishments and potential.
Letters should speak to the following:

The candidate‘s distinctive contributions to the discipline and the teaching of the
discipline

How the candidate‘s accomplishments compare relative to others in comparable
positions in the candidate‘s discipline

The originality of the candidate‘s work and impact, both nationally and
internationally

Whether the candidate‘s work indicates intellectual evolution or growth over
time

The candidate‘s potential for continued productivity and significant contributions

Any additional insights that may be helpful in evaluating the candidate‘s
prominence and/or impact
These are not letters of recommendation, but rather, assessments of the candidate‘s qualifications
and contributions in scholarship and/or professional service.
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Faculty Handbook for Academic Promotion and Tenure
SECTION III
PROCEDURES FOR CONSIDERATION OF PROMOTION AND TENURE
A great deal of work, achievement, and professional career progress review takes place
during the years preceding a recommendation for promotion and/or tenure by a Primary
Committee. A recommended procedure commonly used by departments of the School of
Technology which provides regular feedback to the faculty member from the peer review
process is shown schematically in the following flowcharts.
It is important that a new faculty member, at the time of appointment, establish a personal
plan for professional development, scholarly endeavor, and excellence in teaching. All
candidates should prepare their document in consultation with their Department Head and/or
senior faculty mentors.
It is very important that faculty members prepare a promotion document during their first
year of employment and update it annually. Each academic department has specific deadlines for
submission of updated documents for the purpose of progress and contract renewal review.
When faculty members’ achievements warrant review by their Primary Committee for
recommendation regarding promotion and/or tenure, evaluation of achievements is made through
codified policies and procedures of the University that govern this review process.
Figures are provided in Section III to highlight and graphically represent the chronology
and decision making of this review process.