COASTAL CAROLINA UNIVERSITY
DEPARTMENT OF POLITICS AND GEOGRAPHY
GUIDELINES FOR ASSESSING MERIT PERFORMANCE,
TENURE AND PROMOTION, AND POST-TENURE REVIEW
It is not possible to provide a "checklist" of standards that must be met to be eligible for a favorable merit
decision, tenure and promotion, or a favorable post-tenure review. Rather, the department faculty should
approve an extensive (but most likely not comprehensive) list of activities that will be considered in
reviewing candidates for merit, promotion and tenure, and post-tenure review. Included in the list are
activities that the department would expect all faculty to engage in as well as numerous activities which we
expect or encourage some faculty to engage in. In regards to the latter category, all faculty should engage in
some of the activities, and virtually all of the activities should engage some of the faculty, but under no
circumstances should any of the faculty engage in all of the activities! This document provides several
models of accomplishment that in addition to those expected of all faculty, would be considered sufficient
for favorable merit pay decisions, tenure and promotion, and a favorable post-tenure review. See below for
a rubric of departmental criteria and examples of what would be considered sufficient beyond guidelines
exemplified in the CCU Faculty Handbook.
Procedures
While the evaluation of faculty for merit, promotion/tenure and post-tenure review focuses on teaching,
scholarship, and service, it is important to understand that maintaining collegiality among departmental
personnel is essential in order to foster a climate of openness and trust within the department. Minimizing
disputes helps to avoid a hostile work environment which can adversely impact on the department’s
mission to promote student learning. Thus, it is implicit that collegiality is valued and will be assessed on a
continuing basis.
Materials submitted for the annual evaluation, progress towards tenure and promotion, and post-tenure
review should be submitted to the chair as specified in the university guidelines. For the annual review,
faculty will use the Annual Performance Evaluation Form available on-line at http://www.coastal.edu/
humanities/forms.html. Materials documenting teaching, scholarship and service for merit determination
shall be representative of activities during the current academic year. Portfolios for tenure and
promotion/post-tenure review shall be representative of activities for the appropriate period under
consideration. Materials documenting performance should include the following.
Teaching:
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List of courses taught during evaluation period
List courses you originated
A summary of student evaluations
Honors, awards relevant to teaching
Any other materials relevant to teaching
Student evaluations (numbers and comments)
Scholarship:
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Professional publications (attach title page of publication for portfolios)
Grants – name and purpose
Presentations
Participation at conferences
Participation at workshops
Committee participation for an organization or conference
Refereeing work: including editing, evaluation of proposals, reviews of text proposals
Academic honors, awards, etc.
Membership in professional organizations
Service:
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Department
Edwards College of Humanities and Fine Arts
University
University system
Community
State/National/International Offices and/or Committees
Procedures for Tenure and Promotion/Post-Tenure Review
It is recommended that the department chair and the faculty member review the materials prior to
submitting the material. Faculty will follow checklists and content requirements in the Appendices of the
Coastal Carolina University Handbook as provided on the university website.
Check lists are frequently updated and the chair and faculty member should be aware of said changes to
format, regulations and submission guidelines.
Evaluation Rubric:
Throughout this document exemplary/good characteristics that will be considered in reviewing annual
faculty evaluation as well as applications for tenure and promotion/post-tenure review are marked by an
asterisk (*).
Evaluation for merit, promotion/tenure, and post-tenure review will focus on the following categories:
collegiality, teaching, scholarship, and service. Collegiality is prized since it contributes to overall
harmony within the department and promotes the departmental goal of enhancing student learning. While
teaching clearly is the major focus of evaluating faculty performance (60%), it is important to understand
that scholarship is essential for maintaining currency within the discipline and service (department, college
and university) provides support for the overall university mission.
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A. Collegiality:
Performance Factor
Collegiality
Cooperation
Problem Solving
Exceeds
Treats all members of
the department with
courtesy and respect.
Works collaboratively to
resolve or minimize
disputes. Can disagree
on departmental and
academic issues without
personalizing arguments
or contributing to a
hostile environment.
Exhibits strong team
leaderships skills with
colleagues teaching likecourse content;
coordinates teaching
activities with
colleagues of similar
courses; shares/offers
materials when asked;
assists colleagues with
course content and
assessment when
approached; uses
resources to best
configuration. Strong
writing and speaking
skills; initiates and
shared effective
recruitment tactics for
department.
Demonstrates ability to
think through how an
action could affect
colleagues.
Meets
Treats all members of
the department with
courtesy and respect.
Can disagree on
departmental and
academic issues without
personalizing arguments
or contributing to a
hostile environment.
Does Not Meet
Does not treat all
members of the
department with
courtesy and respect.
Cannot disagree on
departmental and
academic issues without
personalizing arguments
or contributing to a
hostile environment
Identifies and utilizes
resources to accomplish
work; works with a team
and provides support;
keeps others apprised of
issues related to the job;
involved in recruitment
efforts.
Unable or unwilling to
cooperate with
colleagues to
accomplish work; does
not keep others
apprised; chooses to
work independently of
colleagues with likecourse content; does not
apprize colleagues or
mentors of issues related
to the job; does not
communicate well with
others regarding
teaching activities,
content or resources;
unwilling to partake in
effective recruiting
efforts.
Generally understands
how actions will affect
colleagues.
Unable to visualize what
effect actions will have
on colleagues.
Characteristics that Exhibit Exemplary/Good Collegiality in Conjunction to Chart:
1.*
2.*
3.*
4.*
5.*
6.*
Treats all members of the department; faculty, staff and students with respect and courtesy.
Works collaboratively to resolve or minimize disputes.
Shares expertise to assist colleagues with teaching and/or scholarship.
Gives appropriate credit for direct or indirect assistance received from colleagues.
Assists colleagues when needed by covering classes, meetings, etc. for colleagues.
Can agree to disagree on departmental/academic issues without personalizing arguments or
encouraging/contributing to a hostile environment.
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B. Teaching
Performance Factor
Scholarship/Creative
Activities
Cooperation
Problem Solving
Exceeds
Annually reviews and
updates syllabi; remains
current with course
content; demonstrates
scholarship/research in
teaching; utilizes current
and effective text
materials; utilizes
technology where
applicable; regularly
develops new courses
that fit degree content
requirements;
occasionally teaches
honors, independent
study, and special topics
courses; demonstrates
and shares innovative
ideas for teaching and
course development.
Exhibits strong team
leaderships skills with
colleagues; coordinates
teaching activities with
colleagues of similar
courses; shares/offers
materials when asked;
assists colleagues with
course content and
assessment when
approached; uses
resources to best
configuration.
Demonstrates ability to
think through an action
before proceeding;
comes to sound
decisions with little or
no need for mentoring
or supervision; works
with colleagues to
mutually resolve issues
in teaching; exemplifies
professional ethics.
Meets
Syllabi and course
materials meet
minimum university and
accreditation indicators;
text and course materials
are updated at least
every three to five years;
aware of accreditation
requirements; utilizes
some form of
technology in classroom
teaching where
applicable; student
assessment process is
effective.
Does Not Meet
Syllabi are
demonstratively
outdated or unchanged
for several years; text
and course material do
not meet accreditation
standards; does not
incorporate any
technology in teaching;
not participating in
university development
workshops for
technology in teaching;
student assessment
processes are
ineffective.
Identifies and utilizes
resources to accomplish
work; works with a team
and provides support;
keeps others apprised of
issues related to the job;
involved in recruitment
efforts.
Unable or unwilling to
cooperate with
colleagues to
accomplish work; does
not keep others
apprised; chooses to
work independently of
colleagues; does not
apprize colleagues of
issues related to the job;
does not communicate
well with others.
Solves average
problems with minimal
assistance given
reasonable time;
demonstrates
professional ethics.
Unable to visualize what
effect decisions will
have in the classroom or
with colleagues; looks to
others to solve disputes;
does not follow
university policy or
proper procedural
guidelines; has
occasional written
student grievances;
exhibits consistent
harassment tendencies.
Characteristics that Exhibit Exemplary/Good Teaching in Conjunction to Chart:
1.*
2.*
3.*
4.*
5.*
6.*
7.*
Presents effective lectures/discussions and promotes active learning.
Encourages student/faculty contact and cooperation among students.
Provides appropriate and prompt feedback.
Fosters good student work habits, confidence and self-reliance.
Gives homework assignments and examinations that reflect course objectives.
Assigns grades in a reasonable and responsible manner consistent with department/university policies.
Performs academic advising in a conscientious manner, including properly completing graduation
applications and other relevant paperwork in a timely manner.
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8.
9.
10.
11.
12.
13.
14.
Incorporates new technology in teaching.
Engages in the supervision of directed studies.
Develops new programs or significantly revises existing programs.
Develops materials for classes that can be used by other faculty members teaching those classes.
Incorporates new developments in teaching.
Develops new courses or significantly revises existing course content.
Serves as advisor/coordinator to an academic student organization (e.g., Model UN, South
Carolina Student Legislature, Phi Alpha Delta, Pi Sigma Alpha)
C. Professional Activity/Professional Development
Performance Factor
Scholarship and
Creative Activities
Career Development
Exceeds
Shares, publishes and
presents scholarship at
regional, state, national
or international
organizations and
conferences.
Outstanding progress.
Shows high potential for
advancement. Interested
in growing within
organization and taking
on more responsibilities.
Cooperation
Exhibits strong
leadership skills in a
team. Uses resources in
best configuration.
Strong writing and
speaking skills.
Presents job related
materials accurately and
effectively. Facilitates
communication among
others.
Problem Solving
Is able to think an action
through before
proceeding. Comes to
sound decisions with no
need for supervision.
Works with colleagues.
Exemplifies professional
ethics.
Meets
Is successful in
scholarship. Is active
developing plans for
national pursuits.
Does Not Meet
Does little
scholarship/creative
activities related to the
discipline.
Progressing and
developing as expected
based upon outlined
career goals. Seeking
further career
development
opportunities.
Identifies and utilizes
resources to accomplish
work. Works with a
team and provides
support. Communicates
effectively in oral and
written form. Keeps
others apprised of issues
related to the job.
Progress slow. Growth
limited by a lack of
initiative. Apathetic
regarding career
development.
Can solve average
problems with minimal
assistance given enough
time. Demonstrates
professional ethics.
Unable or unwilling to
cooperate with a team to
accomplish work.
Works only
independently of
colleagues and
department as a whole.
Does not keep others
sufficiently apprised of
issues related to the job.
Does not communicate
well in meetings.
Not able to visualize
what effect decisions
will have. Does not
attempt to work out
problems, looks for least
plausible solutions.
Does not follow
university policy and
procedural guidelines.
Characteristics of Exemplary/Good Research Activities in Conjunction to Chart:
1.*
2.*
3.*
4.*
Remains current in field(s) of specialization.
Applies expertise in academic/curricular solving problems.
Participates in scholarship within the disciplines of the department or in education within these
disciplines.
Refereed presentations and/or publications.
5
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Non-refereed publications.
Textbooks or chapters of textbooks.
Presentations to professional organizations.
Incorporation their research into the classroom setting.
Service on a scholarly panel for a panel discussion during a regional or national meeting.
Advisor to students traveling to regional and/or national conferences to present their research.
Gives workshops for other faculty in pedagogy for, or content within, the disciplines.
Serves as a consultant in discipline.
Attends meetings of professional association(s).
Learns and applies new pedagogical programs, software, etc. to teaching.
D. Service
Performance Factor
Professional Outreach
Exceeds
Provides professional
leadership to outside
organizations.
University and College
Service
Supports the mission
and priorities of the
university and academic
community through
active and consistent
participation in
governance and
university initiatives.
Department Service
Supports the mission
and priorities of the
department through
active participation in
volunteered governance
and department
initiatives.
Contributes to
community substantially
or takes a leadership
role in community
activity that enhances
university/community
relations.
Community Service
Meets
Participates in activities
outside the university
community to share
professional knowledge.
Serves the university
and academic
community and service
projects on a fairly
consistent basis. At
least one universitywide or college-wide
committee or service
project every two to
three years.
Serves the department
community and service
projects when available.
Participates in activities
outside the university
community to share
professional knowledge.
Does Not Meet
Does not share
professional knowledge
outside the university
community.
Not interested in serving
the university or
academic community
other than as required by
job. Only becomes
involved if release time
or extra pay is provided.
Consistently fails to
attend committee
meetings.
No interest in
representing the
department community
other than as required by
job. Only becomes
involved if release time
or extra pay is involved.
No interest in
representing the
university favorably in
the community.
Characteristics of Exemplary/Good Professional Service in Conjunction to Chart
1.*
2.*
3.*
4.*
5.
6.
7.
8.
Attends department meetings.
Serves on departmental committees (including search committees).
Serves on college or university committees.
Attends candidate talks and open meetings with candidates for positions in the department.
Serves on extra-departmental search committees.
Attends Faculty Senate or university committee meetings.
Advises student organizations.
Participates in university activities (i.e., Convocation, Graduation, lecture series, etc.).
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