P & T Guidelines: Health and Human Performance Department

Draft-not yet approved

Health and Human Performance Department


Information and Guidelines – Draft of 8.25.08

The purpose of this document is to make clear the expectations of the HHP Department Faculty for candidates throughout their tenure and/or promotion process. Candidates should also refer to the Faculty Handbook, Sections 2.7 and 2.8, for eligibility requirements, University-wide criteria and procedures.

Health and Human Performance Mission Statement

The Health and Human Performance Department (HHP) at Plymouth State University provides a learning environment that engages students, supports academic excellence and encourages innovation, outreach, service, and scholarship by both faculty and students. Programs of study are designed to develop knowledgeable and responsible practitioners who appreciate and support the holistic pursuit of a healthy, active lifestyle for and by all across the lifespan.


Tenure for an Assistant Professor is normally applied for at the same time as for promotion to Associate Professor and generally the process begins in the fall of the sixth year of full-time employment. Persons hired as an Associate or Full Professor should see the Faculty Handbook for eligibility rules and discuss their conditions of hire with the Provost.


· Assistant Professor to Associate Professor

Upon initial hiring, the Vice President of Academic Affairs/Provost will review the candidate’s qualifications and indicated the timeline within which the candidate can apply for tenure and/or promotion. When this timeline is less than 6 years, all work in credited years together with years at PSU will be considered in the review process. The successful candidate will document their development and recognition by students and colleagues as being committed to teaching excellence and will provide evidence of efforts and activities in providing learning opportunities for students based in the learner-centered philosophy of PSU, of development as a scholar and of developing service activities to the department, the institution and/or to professional organizations.

· Associate Professor to Full Professor

It is generally expected that promotion to Full Professor will be based on evidence of continued teaching excellence, service to the institution, and a level of scholarly activity that is recognized by colleagues and peers on a regional and/or national level.


1. Indicate in writing to the Department Chair and the Vice President for Academic Affairs (VPAA) the desire to be considered for tenure and/or promotion. This should be done before the April Department meeting and after being notified by the VPAA’s Office of eligibility.

2. Obtain the proper filing forms from the Office of the VPAA.

3. Sign a permission form to allow HHP P&T Committee members to view appropriate Human Resources materials.

4. Submit application materials to the HHP P&T Committee during the next fall semester prior to the October 15th deadline. (See Elements to support Tenure and Promotion)


The P&T Committee shall be an elected committee composed of five tenured Department members. The five members of the P&T Committee shall be elected by the Department in April preceding the P&T process. Committee members should represent as broad a discipline perspective as possible within the Department. The Committee will elect its own Chair who will call meetings and organize interviews with the candidate(s). The committee will determine mechanisms for class visitations and annual meetings with tenure-eligible candidates to provide ongoing feedback and mentoring guidance prior to application for tenure and/or promotion. The Committee will examine relevant materials in the Evaluation Section of the candidate’s personnel file, review all statements and supporting documents/artifacts, conduct interviews with the candidate(s) and develop recommendation statements as per the university P & T action file instructions.


Candidates will prepare and organize statements and supporting evidence of their activities and development in the areas of teaching, scholarly/professional activity and service/outreach. Prompts for statements are included in the action materials provided by the Provost. It is understood that professional activities may span across these areas and candidates are encouraged to note this crossover. The following are general descriptions relative to faculty members in the Health and Human Performance Department. When applying for tenure and/or promotion candidates should supply statements about, and documentation of, activities in all three focus areas. Artifacts which show development over time are desirable.


The Health and Human Performance Department recognizes that teaching is the most important activity of faculty members and that there are numerous approaches to pedagogy. A candidate can demonstrate commitment to excellence in teaching in a number of ways. A statement of philosophy, discussion of teaching activities and strategies and reflection on one’s development as a teacher are appropriate. Several examples of acceptable artifacts are included in Appendix I which follows.

Scholarly and Professional Activity

University faculty members are encouraged and expected to participate in research and professional activities which will serve to inform their teaching and sustain them as contributing professionals in their field of study. In the Health and Human Performance Department, this element of faculty life is necessarily diverse and far-reaching. Some examples of scholarly activities and documentation are included in Appendix I.

Service and Outreach

Health and Human Performance values faculty members who understand that part of the academic life is participation in departmental and institutional governance, local, regional and national organizations, and/or in providing for outreach activities/partnerships to the region. A candidate can participate and demonstrate their involvement in campus, organizational and community life outside the classroom in a number of ways. Several examples of such participation and service are included in Appendix I.


Examples of Activities and Documentation

The following charts include sample activities, targets and documentations that have traditionally been used in application for tenure and promotion in the Health and Human Performance Department. These examples are not intended to be restrictive, prescriptive nor exhaustive, but rather to provide general guidance. Candidates should also refer to the list in the PSU Faculty Handbook, Sect. 2.7.D.

Note the reference to levels of promotion:

· A = Examples pertaining to an applicant for tenure and promotion to associate professor.

· P = Examples pertaining to an applicant for promotion to full professor. (These are also appropriate but not expected for promotion to Associate Professor.)


Candidates can demonstrate their commitment to excellence in teaching in a number of ways, including (but not limited to) 1) gaining and consistently improving expertise in their subject areas, 2) applying the best teaching practices of their discipline, and providing students of all ability levels with support both in class and during office hours. Advising activities should also be documented here.



Target Examples


Course preparation, organization, and presentation

Establishment and assessment of learning outcomes

Teaching methods

Curriculum revision
& development design,

New program design or program revisions


Department and University curriculum committees

NCATE and other accreditation reviewers

A: Course prepared which has previously been taught by others.

A: Syllabi revision and/or update (new text or other information)

A: Introduction or use of alternative teaching methods; group work, case studies, special projects

A/P: Evidence of current scholarship in field integrated into teaching, i.e., use of current references and information/methods.

A/P: Average scoring on student evaluation reaching good to excellent over time.

P: New course development based on current scholarship

· Course Syllabi

· Program descriptions

· Samples of teaching methods and outcomes

· Samples of assessment tools and materials

· Student course evaluations

· Application of feedback from course evaluations through documentation of reflective practice

· Reports from administrative observations; P & T members Chair, VPAA. Etc

· Reports from peer observations

· Program Assessment materials and results

Attendance and participation in teaching workshops, professional conferences, etc


HHP Department,

Professional colleagues

A: Participation in Faculty

Day activities

A/P: Reflective practice group or Teaching & Learning Center activities across time.

· Completion certificates

· Documented implementation into teaching or courses

· Outcomes of professional activities


Undergraduate or graduate students

A/P: Maintaining open and supportive communication with advisees;

A/P” Planned and clearly communicated advising activities.

A: Conducting assessment of advising

P: Assessment of program outcomes

· Advising materials & information

· Advising assessments

· Student feedback

· Program assessment outcomes and subsequent program changes.


Candidates can demonstrate scholarly activity in at least three large areas; writing publications associated with research projects (both individually or as part of a larger research project), providing professional presentations for local, national, or international conferences, writing for informational journals, and being active and taking leadership roles in professional organizations. Some examples follow.




Documentation suggested

Membership and participation in a local, regional or national professional association

Students, colleagues, professional



NATA and others

Grant documentation

Course syllabi

Student reflections on professional conferences

Attendance and participation in teaching workshops, conferences, etc.

Professional colleagues, students, institutions and organizations

A: Attend state, regional, or national professional conferences

P: Planning and organizing programs, leading sessions

Attendance records

Workshop outlines or materials

Colleague or organization documentations

Student reflections

Performance of individual research or participation in/support of multi-member research project.

Professional organizations, education divisions of professional organizations

A/P: Design and implement a research project; qualitative or quantitative

A/P: Develop, implement and assess new innovations in teaching

Abstracts of research results

Reports to sponsors

Submission of research for publication; papers, abstracts, monographs, or books.

Professional journals

A: Submissions

P: Publication in peer-reviewed journal

P: Book or chapter

Transcripts of submissions

Copies of publications

Editor’s/publisher’s letter of acceptance

Participation in research-related conference.

Professional organizations

A/P: Presentation at annual conference.

Letters of acceptance from conference

Conference abstracts, or publications,

Application for grants to support research, from either internal or external sources.

PSU, DOE, RWJF, or other external funding agencies

A: Revising Student Teaching or Internship evaluation systems

P: Research effects of pedagogy

Grant proposals (funded or not)

Direction of undergraduate or graduate student research

Undergraduate students

Graduate students

A: Mentor undergraduate senior research project.

P: Research advisor for M.S. or M.Ed. project

Copies of directed student research projects abstracts

Research for improved curriculum

Development of new course, or redesign/improvement of an existing course.

(may be addressed here or included in teaching area)

Department; undergraduate and graduate students

A: Redesign course or lab/projects

A: Develop a new course for majors or General Education

P: Course analysis for program review to determine teaching proficiencies and competencies being addressed

P: Development of interdepartmental course

Course syllabi

Course notes

Lab manuals

Samples of assignments

Student evaluations

Peer/Chair evaluations

PSU forms

Participate in or develop and lead activities for improved teaching

Colleagues, students

A: Participate in, or lead a reflective practice or faculty day workshop.

P: Lead local, state, and/or regional conferences or workshops.

Documentation of participation from sponsor of the workshop or conference

Workshop documents

Review of another researcher’s work for a professional journal or book.

Professional organizations


A/P: Provide anonymous peer review for a research paper submitted for publication

A/P: Pre-publication book reviews

Letter from the journal editor, requesting the review

Completed reviews

Guest lecturer within PSU community or at an external institution

Industry professionals, local officials, and academia

A/P: Consultation on area of expertise off campus

A/P: Provide services as guest lecturer in a PSU course.

Professional documents

Letter of invitation or thanks, recognition

Participant or sponsor evaluations

Reviews of books, software, curricular and classroom materials

Education professional organizations, education divisions of professional organizations

A: Review of software for use with health education or exercise science course

A/P: Editing of materials

Review acknowledgement letters

Evaluation and assessment of curriculum, pedagogy or educational programs

PSU, Professional organizations, e.g., AAHE, AAEE, PSU, NCATE, NHDOE, education divisions, other institutions

A/P: Develop and conduct assessment of course and program outcomes

P: Conduct self study review

· Presentation at department, university level

· Poster at regional or national conference

· General session at national conference

· Peer reviewed publication

· Self study documents

Administration or supervision of teaching and curriculum

Students, faculty members, Principal

A/P: Department Chair,
Assistant Chair, Program


Assessment Coordinator

· CV

· Administrative outcomes

· Training documents


Involvement in the life of the campus and the community outside the classroom can be demonstrated in several ways such as participating in departmental, PSU, and USNH committees, and task forces, attending and participating in departmental meetings, mentoring student projects or organizations, or serving on boards of community groups on behalf of PSU, leading or participating in community projects as a PSU representative and a variety of other professional outreach activities.

Type of Activities



Documentation Suggested

Participation in PSU committee

Department and University Faculty

A: Serve as member of the Evaluation committee.

A: Serving on Gen Ed committee

P: Mentoring new faculty

P: Serve as chair of a university policy making committee, such as University Planning Committee

CV listing committees you have served on

Chair review of your performance while serving on the committee


Government: State, local or national;

Other external organizations

A/P: Providing expertise for programs, policy development or assessment activities

Letters from groups for whom you have consulted

Publications containing results of group’s work, and/or including acknowledgement of applicant’s contribution

Samples of work provided

Service as a representative of a group or organization

University Faculty

Regional professionals

State government

National organization

A: Representative of individual program within HHP department to a higher-level committee

A/P: Member of a professional standards board

P: Coordinator for a professional symposium

P: NH Professional Standards Board

Letters from groups for whom you serve/have served as a representative

Other professional service

Local Schools

State, regional and national students

Professional organizations

Community organizations

A: Planned and implemented community outreach programming.

A/P: Consultation to schools or community organizations

P: Consulting for professional organizations

§ Letters, newspaper/newsletter clippings, etc., documenting professional service, thank you letters