P and T guidelines - Music, Theater and Dance Department

Computer Science and Technology Department

Tenure and Promotion Guidelines

September 11, 2008

The main purpose of this document is to clarify and articulate as best we can what the University-wide tenure and promotion criteria look like when viewed through the lens of the Computer Science and Technology Department.

As you read about the three areas (teaching, scholarship and service), we encourage you to recognize some potentially useful blurring and overlap among them. We also commit to recognizing that each candidate will have individual areas of strength which may vary.

We encourage new faculty to review this information with the department chair and with any senior faculty to ask questions, get clarification, solicit feedback, etc. The P&T Committee will use these guidelines to help quantify and justify their decisions regarding promotion and tenure.

RANKS

Assistant to Associate

We are looking for someone who is an excellent teacher. The candidate must be intellectually alive and pursuing scholarly interests. In addition, this person must demonstrate a collegial willingness and disposition to become involved with and contribute to the department and wider institutional communities.

Associate to Full

In addition to continuing to meet the criteria for Associate Professor, a candidate for Full Professor should additionally demonstrate accomplishment in his or her field at a regional and/or national level.

Teaching

DEPARTMENTAL VALUES:

As professionals in the field of Computer Science and Technology, we are required to engage in constant learning about our rapidly changing field. Excellence in teaching in the field, therefore, requires the ongoing incorporation of new content, skills and technologies into the classroom environment. In addition, since we often learn these new skills and technologies via hands-on experience, students benefit by similar hands-on learning. As such, excellence in teaching requires the use of active learning techniques as much as possible. Faculty in Computer Science and Technology can demonstrate their commitment to the value of creating up-to-date, active learning-based curricula in a number of related and overlapping ways. Because teaching is of primary importance to PSU, the successful faculty member will engage in all of the following:

1. Demonstrated expertise, interest and on-going learning in the subject areas being taught.

2. Currency and/or innovation in content and/or methodology; curricular revision and development (changing what you do to meet the evolving needs of the students and the curriculum).

3. Demonstrated pedagogical concern for active student engagement (for example, designing and using effective hands-on lab exercises).

4. Demonstrated ability to tailor instruction to students at a variety of levels and in the various degree programs offered by the department.

5. Demonstrated provision of individualized feedback on student work.

6. Active engagement in the supervision of senior projects and other independent student work (simply signing on as an advisor is not active engagement); although it is often not possible to be an expert in the particular content area of project, faculty should be willing and able to help students move forward toward completion.

7. Clearly organized and planned classes. Course materials should clearly reflect the goals of the course in a curricular context.

8. Clear and consistent criteria for assessment of student performance. These criteria should allow the faculty member to effectively and accurately evaluate student mastery of the course content and the skills. Assignments and other materials to be graded should help students achieve the stated goals of the course.

9. Availability to students both during and outside of class. In the same way that we ask our students to not merely "occupy space" in our classrooms and have that count as good class participation, we demand of ourselves a high level of engagement with our teaching work.

10. Effective advising and mentoring, in official and unofficial capacities. At the minimum, a good advisor helps students to plan their curricula so that they are able to graduate on time and meet their professional goals. An excellent advisor is engaged in student learning and encourages students to publish work, pursue internships, etc. Advising student organizations, which might also fall under "service," has pedagogical value as well.

11. Reflection concerning one’s teaching. Faculty should seek out opportunities for professional development that are oriented towards teaching and participate in fostering a climate where talk about teaching is common, productive, lively, etc.

Supporting Evidence to Provide to Tenure/Promotion Committees

Course Evaluations

Self-evaluations

Classroom Observations (by administrator such as the VPAA, chair, and colleagues, etc.)

Syllabi

Assignments with clearly stated learning objectives

Samples of Student Work

Samples of commentary on student work

Samples of reflection on teaching (teaching journals, etc.)

Documented participation in professional development activities related to teaching (conference programs, letter from reflective practice colleague, etc.)

Samples of revised course materials that demonstrate innovation based on new developments in the field

Scholarship

DEPARTMENTAL VALUES:

PSU is a university where teaching excellence is central; therefore, the Computer Science and Technology Department values the presence and contributions of active intellectuals who constantly seek out new information in their field so that their classrooms are stimulating and relevant. As scholars, we strive to be active practitioners of what we teach; we also strive to be learners while pursuing our own intellectual agendas, thereby serving as models for our students of what it might mean to be "intellectually alive." We also recognize that there are many different ways (traditional and otherwise) to engage in and model what is broadly defined as scholarship. Our definition of scholarship involves the following criteria: 1) the work requires a high level of discipline-related expertise; 2) the work and its results are documented and disseminated; and, 3) the work is reviewed and judged to be meritorious and significant by a panel of one’s peers. To demonstrate scholarly engagement, the successful faculty member will participate in several of the following:

1. Ongoing research related to one's field of study or to teaching in one's field of study.

2. Publication in peer-reviewed scholarly journals.

3. Presentations at local, regional, national and international conferences.

4. Active membership, participation, and/or leadership in professional organizations (paying dues alone does not provide sufficient evidence of active participation).

5. Writing grant proposals, competing for awards, etc. The act of putting together a grant proposal demonstrates a degree of in-depth scholarly engagement with the field, regardless of the final outcome.

6. Editing and reviewing activities relevant to areas of study/research/teaching.

7. Presentation of work at Society for Scholarly Dialogue or other PSU workshops, events, etc.

8. Professional consultancies (judging at programming contests or AP exams, for example).

9. Consulting based on professional reputation.

10. Preparation of professional articles for conferences and publication.

11. Development of curricular materials (such as textbooks, lab materials, etc.) that will be used by others both within and beyond the department.

Supporting Evidence to Provide to Tenure/Promotion Committees

CV listing various publications, presentations, etc. (with dates)

Photocopies of publications, papers, conference programs, etc.

Letters (acceptance of papers/presentations at conferences, from journal editors, etc,)

Copies of curricular materials and letters from others using them

Grant Proposals (accepted and/or rejected)

Evidence of submitting work for review/publication

Copies of promotional materials from Society for Scholarly Dialogue talks

Thank you letters

Copies of works-in-progress -- new work that has yet to be published or presented

Service

DEPARTMENTAL VALUES:

Collegial service has many dimensions -- departmental, institutional, community-wide, and national. While we are interested in supporting faculty service of all different kinds, when it comes to tenure and promotion, we are especially interested in seeing service to the department and school, and service somehow connected to teaching and scholarship. Involvement matters to us; we value faculty who are actively involved in supporting our students and our community by contributing time, thought and creativity to build a better curriculum, department and institution. Service, too, can take a variety of forms and be demonstrated in a variety of ways. The successful faculty member will engage in most of the following:

1. Active participation on committees, task forces, councils, etc.

2. Attending and participating in faculty meetings/faculty governance.

3. Attending and participating in department meetings.

4. Service on departmental subcommittees as needed.

5. Mentoring/advising student clubs, groups, organizations; attending and supporting student activities (especially as they connect to teaching and scholarship).

6. Informally sharing ideas and meeting with colleagues (within and beyond the Computer Science and Technology Department) to improve courses and programs; informally meeting to discuss curriculum, etc.

7. Participation in formal sharing of ideas to improve curricula (Work on new General Education program implementation, work on WAC, attendance at Frost Faculty Center workshops, etc.).

8. Attending such functions as commencement, convocation, etc.

9. Community outreach (off-campus workshops, public programs, etc.)

10. Service on community boards as it promotes the University. (A majority of your service, but not every bit of it, should be connected to your field, PSU, the department, etc.)

Supporting Evidence to Provide to Tenure/Promotion Committees

CV -- list of committees served on at PSU

Letters/emails from student groups you have advised or mentored

Letters/emails from colleagues with whom you have served on committees, etc.

Letters/emails from individuals, organizations, etc., which document service

Promotional materials for workshops you've organized

C. PROMOTION AND TENURE POLICIES

C.1, Supplementary Department Guidelines and Professional Standards for Promotion and Tenure:

These guidelines are intended to supplement the University criteria contained in the Faculty Handbook. They are meant to clarify within the department what will generally be interpreted as fulfillment of the faculty and University System norms.

Plymouth State University's current system of faculty governance is based on the assumption that professionals have the capacity to police their own ranks, rather than respond to primarily administrative, and usually authoritarian, supervision. This implies the grave responsibility of disciplining the activities of our colleagues with tact and respect for individuality and academic freedom.

A. Teaching. It is not intended here to contribute to the discussion about the identification and measurement of "good teaching." But teaching also involves presence on campus, availability to students, and involvement with department and University activities related to the academic programs. The priority of the teaching role at PSU demands a wholeheartedly full-time commitment to the department and to the University.

While attempts at rigorous definition of full-time commitment would not be useful, members of this department expect all their colleagues to demonstrate on a continuing basis that their energies are expended primarily for professional activities. For example, the University schedule makes it technically possible to be on campus only two or three days a week. From time to time it is helpful to arrange such a schedule to provide time for a particular research project, or some other professional activity, or to accommodate other needs of a temporary character. As a general rule such arrangements should not be considered as constituting full-time presence on campus on a long-term, continuing basis.

B. Professional Growth. The normal manifestations of professional growth are research activity which is directed at least in part toward judgment by and dialogue with professional peers, as is the case with refereed publications and scholarly papers. Participation in post-doctoral programs and institutes, and in the work of professional societies, also serves the purpose.

In some fields applied, clinical, and practical work may contribute; however, this will generally not necessarily assure, and therefore replace, scholarly endeavor toward continued learning.

C. Service. The service norm calls for substantial involvement in the work of the governance committees at all levels, but primarily that of the university. It means that department members seek to share the problems of institutional change and demands for improvement, and that governance is based on the assumption of broad sharing of its burdens.

Work with other special projects and activities may make significant contributions to the department and the University, and should therefore be taken into consideration. Such other activities, however, will not as a rule be deemed to compensate for inadequate participation in institutional governance tasks. (March 1984)

C.2, Department Promotion and Tenure Committee:

The Department Promotion and Tenure Committee will be comprised of 5 faculty including, when necessary, one non-tenured faculty member. Committee members will be elected during the spring semester and will serve two-year staggered terms. (February 1989)

All tenured faculty other than the Chair and Assistant Chair are expected to serve in turn. Both members of a married couple cannot serve on the same committee. (April 1999)

Membership of the Committee will be on a rotational basis determined by the alphabetical order of the faculty. Service will begin with those at the beginning of the alphabet and proceed through the entire list after which it will again return to the first part of the alphabet. (November 1989) All tenured faculty are expected to serve in turn. (April 1999)

It shall be the policy of the department that the Department Promotion and Tenure Committee consult with and consider the opinions of faculty members of the candidate's discipline. (February 1989)

Membership of the Promotion and Tenure Committee shall always consist of at least one person in the same discipline as the promotion and/or tenure candidate. In all events the total number of members must conform to requirements of the Faculty Handbook, sec. 2.8, Procedures for Promotion and Tenure. (March 1997)

C.3, Faculty Visits to Classes:

The department faculty endorse the concept of the open classroom which is designed to encourage the interaction of faculty within and between disciplines and to improve the quality of teaching. It is also intended to foster innovation in method and content.

As part of this policy, the process of observation for faculty applying for promotion and/or tenure shall include the option of the discipline coordinator and others within the discipline to arrange visits to the faculty member's classes.

Notification of such visits shall be made in a timely manner and shall allow the faculty member to determine which class sessions are most appropriate for these visits. The procedure in no way precludes visits by the chair and members of the Department Promotion and Tenure Committee, nor does it replace or supersede any university-wide promotion and tenure requirements of this nature. (March 1989)

C.4, Tenure and Promotion Procedures and Guidelines:

a. Committee members shall meet prior to considering applications for promotion and/or tenure and shall review the College promotion and tenure guidelines in the Faculty Handbook, 2.7 and 2.8, as well as the policies in Section C. of the Department Policy.

b. Promotion and Tenure applications should be provided in a single binder and should include material the candidate believes will best support his/her case for a favorable outcome. The following items are most appropriate for the application binder: table of contents; application forms; the candidate’s statements about teaching, service and scholarship; curriculum vita; letters of recommendation; and summary of students evaluations. Supporting materials, such as student evaluation forms and copies of published material, should be packaged separately and should be summarized or described in the primary binder.

c. Should a candidate wish to include new materials in the binder or support package subsequent to their submission to the Committee but prior to the Committee’s formulating a recommendation, she/he may do so personally in the presence of the Committee chair.

d. The Committee may ask candidates for additional material.

e. Each Committee member should review carefully at least the primary folder and personnel folder of each candidate before deliberations begin.

f. Evidence of professional reputation (regional, national or international) might include, but would not necessarily be limited to, those enumerated in the Faculty Handbook, 2.7. Taking coursework or completing degrees away from the University would not, per se, be evidence of a professional reputation. (April 1999)

g. The Committee recommendation and statement form should be completed by the committee in consultation with all members and each member shall sign the form or shall submit a separate statement which shall be considered part of the Committee’s recommendation package to all higher levels of review.

h. Upon the request of a Department member anticipating candidacy for promotion or tenure in the near future, the Committee shall perform a review of the materials provided, shall identify strengths and weaknesses and shall make helpful recommendations. (April 1999)

C.5, All searches for full-time faculty positions shall be national searches conducted by the department committee formed for that purpose.

The Search Committee shall consist of:

1. all continuing full-time faculty in the discipline/program

2. two full-time faculty members from other disciplines in the department to be elected by the department disciplines not involved in the search

3. one full-time student majoring in a program within the discipline who members of the discipline unanimously agree upon

4. one non-voting advisor from the Human Resources Office to be appointed by the Director of that Office.

The entire Committee shall:

1. write the description for the search

2. review applications

3. interview candidates

4. make recommendations to the Provost and Vice President for Academic Affairs

All Search Committee members shall have equal voting rights.

(September 2000)

Plymouth State University

Department of Languages and Linguistics

Tenure and Promotion Guidelines

As referred to in the PSU Faculty Handbook, the following discipline-specific guidelines for promotion and tenure are in reference to the required evidence in the areas of teaching, scholarship and service.

· As a candidate seeks tenure and promotion from the rank of assistant professor to associate professor, he or she must demonstrate consistent evidence, gathered over several consecutive years, of excellence in teaching by means of course/teacher evaluations and class observations; ongoing scholarship that includes, but is not limited to, annual publications and/or conference presentations that have received positive external and/or peer review at the regional, national, and/or international levels; and a record of meaningful service provided to the department and our university.

· As a candidate seeks promotion from the rank of associate professor to full professor, he or she must demonstrate consistent evidence, gathered over several consecutive years from the time of his or her promotion to the rank of associate professor, of continued excellence in teaching; continual scholarship that includes, but is not limited to, annual publications and/or conference presentations that demonstrate noteworthy accomplishment in his or her field at the national and/or international levels that enhance the academic reputation of our university; and a record of continued meaningful service provided to the department and our university.

In accordance with current university policy, these promotion and tenure guidelines, established 2008 in consultation with the provost/vice president for academic affairs, will be reviewed and revised (as necessary) at least every five years.

I. Guidelines: Expectations for Teaching (in addition to those offered in the faculty handbook):

Instructors are:

expected to be competent and effective teachers. Teaching must be student/learner- centered, with students functioning as active participants.

Instructors must:

possess expertise and skills in the subject areas they teach and must seek out and incorporate additional materials into their courses in order to keep course content and methodologies up to date and of relevance to the lives and educational goals of their students; design their courses and class meetings to achieve specific and clear objectives and goals, and provide adequate and realistic assessments; ensure that all course assignments are clear and specific, are relevant to the stated course learning goals, and include adequate and appropriate criteria by which student submissions will be evaluated.

Instructors are:

required to hold all classes, including those of finals week, in accordance with our university’s established credit-to-contact-hour ratio and to meet for the entire class meeting time.

Suggested Evidence that Demonstrates Excellence in Teaching:

Compiled Results of Student Course Evaluations

Annual Evaluation Letters from the Department Chair

Reports of Annual Class Observations by the Department Chair

Reports of Classroom Visits by the Provost/Vice President for Academic Affairs (and/or his or her designee)

Reports of Classroom Visits by Other Departmental or University Colleagues with Relevant Expertise, if applicable

Annual Faculty Reports

Teaching Materials such as Sample Syllabi, Assignments, Tests, etc.

Evidence of Engagement in Continued Professional Development (such as course work, workshops, certification seminars, etc.)

Evidence of Noteworthy Innovation in Pedagogy and/or Class Materials

Evidence of Student Success or Exemplary Student Work

Specific Information Pertaining to Teaching that Must be Included in the Promotion and Tenure Folder (Beyond the Application Itself):

· A Complete List of All PSU Languages and Linguistic Courses

· Taught from the Time of Initial Appointment or Last Promotion (as appropriate)

· Summaries of all Course Evaluations from the Time of Initial Appointment or Last Promotion (as appropriate)

· All Annual Evaluation Letters from the Department Chair from the Time of Initial Appointment or Last Promotion (as appropriate)

· All Reports of Classroom Observations by the Department Chair from the Time of Initial Appointment or Last Promotion (as appropriate)

· All Reports of Classroom Observations by the Provost/Vice President for Academic Affairs (and/or his or her designee) from the Time of Initial Appointment or Last Promotion (as appropriate)

· Copies of All Annual Faculty Reports Prepared by the Candidate from the Time of Initial

Appointment or Last Promotion (as appropriate)

II. Guidelines: Expectations for Scholarship (in addition to those offered in the faculty

handbook):

As a general guideline (and at a minimum), faculty members in the Department of Languages and Linguistics are expected to publish at least one peer-reviewed/ competitively selected journal article or review each year (as sole author or first author) and/or present at least one conference paper/ presentation each year. Additional scholarly output and/or additional forms of scholarship, in addition to this minimum requirement, are desirable and strongly encouraged.

· As a candidate seeks tenure and promotion from the rank of assistant professor to associate professor, he or she must demonstrate consistent evidence, gathered over several consecutive years, of annual publications and conference presentations that have received positive external and/or peer review at the regional, national, and/or international levels.

· As a candidate seeks promotion from the rank of associate professor to full professor, he or she must demonstrate consistent evidence, gathered over several consecutive years from the time of his or her promotion to the rank of associate professor, of annual publications and/or conference presentations that demonstrate noteworthy accomplishment in his or her field at the national and/or international levels and enhance the academic reputation of our university.

Suggested Evidence that Demonstrates Successful Scholarship:

Published Academic Books Written by the Candidate

Published Academic Textbooks Written by the Candidate

Published Academic Books Edited by the Candidate

Published Peer-Reviewed Academic Journal Articles

Published Peer-Reviewed/Competitively Selected Academic Anthologized Essays

Published Peer-Reviewed/Competitively Selected Academic Book Chapters

Academic Conference Presentations at the Regional, National, and/or International Levels

Published Reviews in Refereed Journals

Ongoing Research Related to One’s Academic Area(s) of Specialization/Expertise

Research and/or Editing Activities Relevant to One’s Academic Area(s) of Specialization/Expertise

Presentation of Research Findings at Campus Events or Workshops (e.g., Society for Scholarly Dialogue Presentations, etc.)

Photocopies of Scholarship-Related Award Certificates

Copies of Submitted Grant Proposals

Copies of Scholarly Works in Progress (completed but not yet published or presented)

Specific Information Pertaining to Scholarship that Must be Included in the Promotion and Tenure Folder (Beyond the Application Itself):

· Current and Complete Curriculum Vitae that Includes all Relevant Information Pertaining to Academic Publications, Academic Conference Presentations, and Related Scholarship Activities (with dates);

· Photocopies of Cover, Table of Contents, and Sample Chapter(s) of Books/Textbooks Written by the Candidate or Books Edited by the Candidate (if applicable)

· Photocopies of Representative Sample Journal Articles, Anthologized Essays, and/or Book Chapters

· A Minimum of Six Current Internal and External Letters of Support (at least three internal/PSU and at least three external/non-PSU) that Assess the Quality and Impact of the Candidate’s Accomplishments in Scholarship (exclusively and/or in relation to the candidate’s related teaching and/or service accomplishments)

III. Guidelines: Expectations for Service (in addition to those offered in the faculty handbook):

Substantial meaningful service to the department and the university is essential each year. The amount and quality of service is expected to increase at each rank. Additional types of service (e.g., to the profession, to the University System of New Hampshire, to the community, etc.) are desirable and encouraged.

Suggested Evidence that Demonstrates Successful Service:

Organizing, Attending, and/or Actively Participating in Departmental Activities and Events

Attending and Actively Participating in Faculty Meetings and Faculty Governance

Evidence of Meaningful Involvement in Departmental Planning/Curriculum Development

Evidence of Meaningful Contributions to Faculty Committees, Councils, and/or Task Forces

Serving in a Leadership Role in Professional/Scholarly Organizations (beyond simply being a registered member)

Serving as a Administrator/Coordinator of Academic Programs

Serving as an Active and Enthusiastic Advisor to Student Organizations, Clubs, and/or Groups

Actively Participating in Convocation, Commencements, and Other Important University Events

Actively Participating in University New-Student Orientation/Schedule Planning Sessions, Open Houses, First- Class Sessions, etc.

Evidence of Consulting Activities in Your Area(s) of Professional Expertise

Evidence of Outreach Efforts that Enhance our University’s Image in the Community

Specific Information Pertaining to Service that Must be Included in the Promotion and Tenure Folder (Beyond the Application Itself):

· Current and Complete Curriculum Vitae that Includes all Relevant Information Pertaining to Service Activities (with dates)

· Supporting Documentation of Meaningful Service Activities (as most relevant to the candidate’s individual service accomplishments, such as promotional materials pertaining to events the candidate has organized, articles or press releases pertaining to the candidate’s service activities, letters from individuals with whom the candidate has served on committees or to whom the candidate has provided other meaningful forms of service, etc.)

Education Department Promotion and Tenure Guidelines

Teaching

Faculty members in the Education Department demonstrate their commitment to successful teaching. It is the role of the faculty member seeking promotion and/or tenure to provide evidence that his or her teaching:

· Demonstrates planning, preparation and organization.

· Uses a variety of methods that focus on and accommodate to student learning thereby helping students acquire and apply desired knowledge, skills and dispositions.

· Reveals a faculty member’s dedication to staying current in content knowledge related to the courses he or she teaches.

· Helps students apply research and theory to contemporary educational settings.

· Is complemented by sound assessment processes that take into account the varied ways that students learn.

· Assists students through advice and guidance as they seek to achieve academic and professional goals.

· Illustrates that the instructor understands his/her role in contributing to the effectiveness of the overall program of study for which he/she and colleagues are responsible.

· Promotes a climate of respect among students.

· Relies and builds upon personal reflection and the constructive feedback of others.

Scholarship

Faculty members in the Education Department demonstrate productive scholarship. It is the role of the faculty member seeking promotion and/or tenure to provide evidence that his or her scholarship:

· While taking a singular or varied approach, maintains a recognizable thread that exhibits connectedness of purpose relevant to the faculty member’s established or emerging role in the department and university.

· Is characterized by creativity (the freedom to present information in a variety of ways) and openness to new information.

· Chooses depth over breadth and quality over quantity in research and study.

· Demonstrates consistent and sustained growth and development around a body of scholarly work.

· Informs teaching.

· Is disseminated in multiple and various ways.

Service

Faculty members in the Education Department demonstrate their commitment to service. It is the role of the faculty member seeking promotion and/or tenure to provide evidence that he or she:

· Actively engages in activities associated with the evolution and governance of the department and the university.

· Supports and contributes to the efforts of individual students and student groups.

· Contributes to peer growth and development in collegial and collaborative ways both at the department and university levels.

· Enhances the well being of communities internal and external to the university through the sharing of one's time, professional expertise and leadership abilities.

September, 2002

EDUCATION DEPARTMENT

Mentoring, Promotion and Tenure Committee

Composition and Duties

P & T Application Format and Guidelines

To Supplement the Faculty Handbook

Committee Composition: The Mentoring, Promotion, and Tenure Committee is composed of five tenured members of the Education Department, elected by the department to staggered three-year terms.

Committee Duties: The Mentoring, Promotion, and Tenure Committee will fulfill the usual functions and responsibilities of a departmental promotion and tenure committee as described in the Faculty Handbook. That is, the committee will receive and evaluate applications for promotion and tenure and pass its recommendations to the department chair. In addition the committee will assume mentoring functions including, but not necessarily limited to, those described below.

Mentoring of Untenured Faculty. The Mentoring, Promotion, and Tenure Committee will meet at least once a year (probably in the spring) with each untenured faculty member. The purpose of this meeting will be to keep the junior colleague aware of the department’s promotion and tenure procedures and criteria, to review the junior colleague’s role in the department and the College, and to discuss how within that role, the individual is progressing toward tenure. The Mentoring, Promotion, and Tenure Committee has a special responsibility to convey to junior colleagues the department’s expectation of teaching excellence and to play a supportive role in the individual’s progress toward that goal. That supportive role might include encouraging the junior colleague to participate in a reflective practice group or take advantage of other on-campus opportunities for faculty development. The role might also include assigning a member of the committee to serve as a teaching mentor for the junior colleague. The mentor or other members of the committee might attend classes taught by the junior colleague in order to provide supportive feedback, guidance, or written evaluations which the colleague might choose eventually to submit as part of a Promotion & Tenure application. The committee may also advise the candidate on activities that will contribute to establishing reputation as a scholar, on ways of demonstrating service to the department and college, and on ways of developing, defining, or expanding upon his or her role in the department.

Mentoring of Candidates for Promotion or Tenure. The Mentoring, Promotion, and Tenure Committee will meet with any member of the department contemplating applying for promotion or tenure one year prior to that application. The department chair will also attend this meeting. An important purpose of this meeting will be for the committee, candidate, and chair to discuss the candidate’s role in the department and the college, and to discuss how the department’s criteria for the promotion or for tenure can be fulfilled within that role. Because it is important that all parties agree as to the candidate’s role, following this meeting, the candidate will be asked to submit to the committee and the department chair, a written summary of what has been agreed is that role. Should either the committee or the chair disagree with this statement, additional discussion will be held until the issue is resolved. This meeting will also be an opportunity for the committee to advise the candidate about what needs to be accomplished in the final year prior to application and about how to prepare the application. Should the committee be of the opinion that the candidate will not be ready to apply in a year’s time, the committee will so advise the candidate and offer its guidance as to what the candidate can do to overcome deficiencies.

Application Format and Guidelines

In addition to application procedure that is described in the Faculty Handbook, the Education Department has set guidelines for the format of the application.

I. The candidate should submit to the Chair of the M,P&T Committee by October 15^th the following materials:

One (1) complete, original copy of the Personnel Action Folder

Five (5) copies of the Personnel Action Folder

One (1) set of supporting documentation

II. The Personnel Action Folder and its copies should be in 3-ring binders and should include the following:

· Initial Request

· Candidate’s Employment and Education Summary

· Statement on Teaching

· Statement on Scholarly/Professional Activity

· Statement on Service

· Copies of letters of support (indexed):

o Addressed to the chair of the M,P&T Committee,

o From individuals qualified to speak to promotion and tenure,

o Typically not from subordinates or current students

· Copies of evaluation and reappointment letters from the Department Chair and Vice President

· Curriculum Vitae

III. Supporting Documentation is presented preferably in boxed, hanging folders, and not in binders or plastic envelopes. It should be organized by teaching, scholarship, and service. Materials typically include:

· Student course evaluations

· Illustrative course syllabi, assignments, etc.

· Documentation of scholarly presentations/publications

· Documentation of service activities

· Letters written about the candidate’s contributions, thank you letters, etc.

IV. Because the Personnel Action Folder is reviewed not only by the MP&T Committee, but also by individuals who may not be personally familiar with the candidate’s background and qualifications, the Committee recommends the following:

A. It is the responsibility of the candidate to clearly indicate how he/she has met the guidelines for promotion or tenure as stated in the Faculty Handbook. To that end, the candidate must indicate how each piece of evidence relates to specific promotion and tenure guidelines.

B. The candidate must understand that no documentation presented to the committee is considered “self evident.” The degree and nature of involvement in any activity presented must be clearly expressed.

V. In response to the charge that each department make clear what it regards as objective outside evaluation of scholarly/professional activity, the Committee states:

A. Objective outside evaluation is defined as evaluation from individuals external to Plymouth State College who have been direct observers or consumers of scholarly/professional activities conducted by the candidate.

B. Value shall be given to outside evaluators without regard to geographic perspective (local, state, regional, national, etc.).

C. What shall be considered in determining the value of outside evaluation are the following:

1. The individual’s opportunity to observe or consume the scholarly/professional activity in a direct, personal, and in depth fashion. The evaluation must be one which specifically addresses the work of the individual faculty member and is not merely “standardized” feedback given to members of a given group (for example, a letter sent by the President of an Association to all individuals who presented papers at a conference.)

2. The individual’s qualifications to evaluate scholarly/professional activities. Qualifications are not limited to academic degrees. However, it is the responsibility of the candidate to establish the qualifications of an individual who is not certified or otherwise academically qualified in the area of expertise.

VI. In response to the charge that each department develop examples of acceptable activities and criteria which may be used in the evaluation of scholarly/professional activity, the Committee states:

A. Examples of acceptable activities and criteria are listed in the Faculty Handbook. This list is adequate. Although members of the Education Department more commonly perform some of these activities (e.g., classroom research, scholarly activity with local visibility, professional consultations, publications) than others, all activities listed are viewed as equally valuable and thus given equal consideration.

B. Within a given category of activity, it is the mutual responsibility of the Committee and the candidate to differentiate among activities and to assign relative value accordingly. (For example, within the category of publication, requested material funded by the publisher, would be valued higher than self-promoted material funded by the candidate.)

Application Review Procedure

It is the practice of the MP&T Committee to read the application within two weeks of the October 15 deadline, and then meet with the candidate. This meeting is an opportunity for the Committee to seek clarification of details. The Committee may invite or recommend minor revisions of the application at this meeting, these to be made before the Committee makes its final decision and passes the application to the Department Chair.

Draft-not yet approved

Health and Human Performance Department

PROMOTION AND TENURE

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

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.

PROMOTION

· 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.

CANDIDATE RESPONSIBILITIES IN INITIATION OF P&T PROCESS

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 15^th deadline. (See Elements to support Tenure and Promotion)

THE PROMOTION AND TENURE COMMITTEE

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.

ELEMENTS SUPPORTING TENURE AND PROMOTION

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.

Teaching

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.

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.)

TEACHING

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.

SCHOLARSHIP/PROFESSIONAL ACTIVITIES

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.

SERVICE

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.

Department of Communication and Media Studies

Plymouth State University

Tenure and Promotion Guidelines

The following guidelines are intended to offer the Department of Communication and Media Studies’ discipline-specific perspectives on topics discussed in the faculty handbook, as they pertain to tenure and promotion expectations with regard to the specific areas of teaching, scholarship, and service. Guidelines as to what evidence must be provided to promotion and tenure committees with regard to each of these three areas are also included.

As a candidate seeks tenure and promotion from the rank of assistant professor to associate professor, he or she must demonstrate consistent evidence, gathered over several consecutive years, of excellence in teaching; ongoing scholarship that includes, but is not limited to, annual publications and conference presentations that have received positive external and/or peer review at the regional, national, and/or international levels; and a record of collegial and meaningful service provided to the department and our university.

As a candidate seeks promotion from the rank of associate professor to full professor, he or she must demonstrate consistent evidence, gathered over several consecutive years from the time of his or her promotion to the rank of associate professor, of continued excellence in teaching; continual scholarship that includes, but is not limited to, annual publications and conference presentations that demonstrate noteworthy accomplishment in his or her field at the national and/or international levels and enhance the academic reputation of our university; and a record of continued collegial and meaningful service provided to the department and our university.

In accordance with current university policy, these promotion and tenure guidelines, established initially in November 2005 in consultation with the provost/vice president for academic affairs, will be reviewed and revised (as necessary) at least every five years.

Teaching

Guidelines About Expectations for Teaching (in addition to those offered in the faculty handbook):

Instructors are expected to be very competent and effective teachers. Accordingly, accomplishments in scholarly/professional activity and/or service cannot outweigh any serious deficiencies in one’s teaching abilities.

Teaching must be learner-centered, with students functioning as active participants in the creation of knowledge and courses being designed to include adequate rigor.

Instructors must possess adequate expertise in the subject areas they teach and must seek out and incorporate additional materials into their courses (as necessary) in order to keep course content and methodologies up to date and of relevance to the lives and educational goals of their students.

Instructors must design their courses and class meetings to achieve specific objectives and learning outcomes.

Instructors must ensure that all course assignments are clear and specific, are relevant to the stated course learning goals, and include adequate and appropriate criteria by which student submissions will be evaluated.

Instructors are required to hold all classes, including those of finals week, in accordance with our university’s established credit-to-contact-hour ratio and to meet for the entire class meeting time.

The department requires minimum average (mean) scores of 4.00 and higher on criteria #1-6 and #8-9 of our current, departmentally standardized course evaluation questionnaire — and a minimum average (mean) score of 3.00 and higher on criterion #7 — to indicate student satisfaction with the performance factors being assessed by each of those criteria as well as an acceptable level of instructor performance in those areas.

Guidelines as to What Evidence is Possible to Demonstrate Excellence in Teaching:

Compiled Results of Student Course Evaluations

Annual Evaluation Letters from the Department Chair

Reports of Classroom Visits by the Department Chair

Reports of Classroom Visits by the Provost/Vice President for Academic Affairs (and/or his or

her designee)

Reports of Classroom Visits by Other Departmental or University Colleagues with Relevant

Expertise

Annual Faculty Reports

Comprehensive Self-Evaluation by the Faculty Member

Teaching Materials such as Sample Syllabi, Assignments, Tests, etc.

Evidence of Noteworthy Innovation in Pedagogy and/or Class Materials

Evidence of Success in Advising

Evidence of Student Success or Exemplary Student Work

Specific Information Pertaining to Teaching that Must be Included in the Promotion and Tenure Folder (Beyond the Application Itself):

Results of All Communication and Media Studies Student Course Evaluations from the Time of

Initial Appointment or Last Promotion (as appropriate)

All Annual Evaluation Letters from the Department Chair from the Time of Initial Appointment

or Last Promotion (as appropriate)

All Reports of Classroom Visits by the Department Chair from the Time of Initial Appointment

or Last Promotion (as appropriate)

All Reports of Classroom Visits by the Provost/Vice President for Academic Affairs (and/or his

or her designee) from the Time of Initial Appointment or Last Promotion (as appropriate)

Copies of All Annual Faculty Reports Prepared by the Candidate from the Time of Initial

Appointment or Last Promotion (as appropriate)

Complete List of All PSU Communication and Media Studies Courses Taught from the Time of

Initial Appointment or Last Promotion (as appropriate)

Scholarship

Guidelines About Expectations for Scholarship (in addition to those offered in the faculty handbook):

As a general guideline (and at a minimum), faculty members in the Department of Communication and Media Studies are expected to publish at least one peer-reviewed/ competitively selected journal article or anthologized essay each year (as sole author or first author) and to present at least two conference papers each year (as sole author or first author). (Essays that are automatically included in conference proceedings do not fulfill this publication requirement, as they typically are not peer-reviewed or competitively selected.) Additional scholarly output and/or additional forms of scholarship, in addition to this minimum requirement, are desirable and strongly encouraged.

As a candidate seeks tenure and promotion from the rank of assistant professor to associate professor, he or she must demonstrate consistent evidence, gathered over several consecutive years, of annual publications and conference presentations that have received positive external and/or peer review at the regional, national, and/or international levels. Such candidates should strive to achieve a meaningful and coherent research program and increase the prestige of his or her publication outlets as time progresses.

As a candidate seeks promotion from the rank of associate professor to full professor, he or she must demonstrate consistent evidence, gathered over several consecutive years from the time of his or her promotion to the rank of associate professor, of annual publications and conference presentations that demonstrate noteworthy accomplishment in his or her field at the national and/or international levels and enhance the academic reputation of our university. Such candidates are expected to have clearly established a meaningful and coherent research program. (Any candidate who feels that he or she has not adequately achieved this level of accomplishment is strongly encouraged to consider applying for promotion to full professor at a later time.)

Guidelines as to What Evidence is Possible to Demonstrate Successful Scholarship:

Published Academic Books Written by the Candidate

Published Academic Textbooks Written by the Candidate

Published Academic Books Edited by the Candidate

Published Peer-Reviewed Academic Journal Articles

Published Peer-Reviewed/Competitively Selected Academic Anthologized Essays

Published Peer-Reviewed/Competitively Selected Academic Book Chapters

Academic Conference Presentations at the Regional, National, and/or International Levels

Published Reviews in Refereed Journals

Ongoing Research Related to One’s Academic Area(s) of Specialization/Expertise

Research and/or Editing Activities Relevant to One’s Academic Area(s) of Specialization/

Expertise

Presentation of Research Findings at Campus Events or Workshops (e.g., Society for Scholarly

Dialogue Presentations, etc.)

Photocopies of Scholarship-Related Award Certificates

Copies of Submitted Grant Proposals

Copies of Scholarly Works in Progress (completed but not yet published or presented)

Specific Information Pertaining to Scholarship that Must be Included in the Promotion and Tenure Folder (Beyond the Application Itself):

Current and Complete Curriculum Vitae that Includes all Relevant Information Pertaining to

Academic Publications, Academic Conference Presentations, and Related Scholarship

Activities (with dates);

Photocopies of Cover, Table of Contents, and Sample Chapter(s) of Books/Textbooks Written by

the Candidate or Books Edited by the Candidate (if applicable)

Photocopies of Representative Sample Journal Articles, Anthologized Essays, and/or Book

Chapters

A Minimum of Seven Current Internal and External Letters of Support (at least three

internal/PSU and at least three external/non-PSU) that Assess the Quality and Impact of

the Candidate’s Accomplishments in Scholarship (exclusively and/or in relation to the

candidate’s related teaching and/or service accomplishments)

Service

Guidelines About Expectations for Service (in addition to those offered in the faculty handbook):

Substantial meaningful and collegial service to the department is essential each year, as is ongoing meaningful and collegial service to our university on an annual basis. The amount and quality of service is expected to increase at each rank. Additional types of service (e.g., to the profession, to the University System of New Hampshire, to the community, etc.) are desirable and encouraged.

Guidelines as to What Evidence is Possible to Demonstrate Successful Service:

Organizing, Attending, and/or Actively Participating in Departmental Activities and Events

Attending and Actively Participating in Faculty Meetings and Faculty Governance

Evidence of Meaningful Involvement in Departmental Planning/Curriculum Development

Evidence of Meaningful Contributions to Faculty Committees, Councils, and/or Task Forces

Serving in a Leadership Role in Professional/Scholarly Organizations (beyond simply being a

registered member)

Serving as an Active and Enthusiastic Advisor to Student Organizations, Clubs, and/or Groups

Actively Participating in Convocation, Commencements, and Other Important University Events

Actively Participating in University New-Student Orientation/Schedule Planning Sessions, Open

Houses, First-Class Sessions, etc.

Evidence of Consulting Activities in Your Area(s) of Professional Expertise

Evidence of Outreach Efforts that Enhance our University’s Image in the Community

Specific Information Pertaining to Service that Must be Included in the Promotion and Tenure Folder (Beyond the Application Itself):

Current and Complete Curriculum Vitae that Includes all Relevant Information Pertaining

to Service Activities (with dates);

Supporting Documentation of Meaningful Service Activities (as most relevant to the candidate’s

individual service accomplishments, such as promotional materials pertaining to events the candidate has organized, articles or press releases pertaining to the candidate’s service activities, letters from individuals with whom the candidate has served on committees or to whom the candidate has provided other meaningful forms of service, etc.)

Social Work Department

Tenure and Promotion Guidelines

Introduction

The purpose of this document is to provide the department’s perspective on teaching, scholarship, and community service in relation to the university-wide promotion and tenure criteria and process (see Faculty Handbook, 2.7 and 2.8). These guidelines should be used to support consistency and fairness in the process and support the department’s mission and goals.

We recognize that there will be different balances among and within the three areas; each candidate will have individual areas of strength which may vary. This is not a simple checklist; rather, an articulation of different ways faculty can demonstrate their work in teaching, scholarly and professional activity, and service. We encourage faculty to review this information with the department chair and P&T Committee to ask questions, get clarification, and solicit feedback. The P&T Committee will use these guidelines to mentor junior faculty and help them with decisions regarding promotion and tenure.

Department Mission Statement (edited)

Our mission is to prepare students with knowledge, skills, and values for entry-level generalist practice and to educate students to support and enhance human well-being, understand mechanisms of oppression, discrimination, and inequality, and apply strategies of advocacy and social change to promote social and economic justice. Our purpose is also to educate students to respect human diversity in the practice of social work, develop a strengths-based approach to intervention, and advance social work practice through the development and use of research, knowledge, and skills.

We support and value human rights, human diversity, and self-determination. Individual and group differences based on race and ethnicity, national origin, culture, gender, sex, sexual orientation, economic status, family type, religion, age, and physical and mental abilities are respected. We oppose social and economic injustice, prejudice and discrimination, and violence. The Social Work Program and its curriculum are rooted in these principles. (revised 2/22/06)

Department Goals

Primary Goal: To prepare students to become competent entry-level social work practitioners in a wide range of settings, with emphasis on direct service.

Secondary Goal: To provide the foundation knowledge, skills, and values (BSW curriculum) that prepare students for graduate study in social work.

Secondary Goal: The Social Work Program’s faculty and students should engage in continual professional development and activity that supports and enhances the delivery of social services and the practice of social work, particularly in New Hampshire.

Teaching, Scholarly/ Professional Activity, and Service

Assistant to Associate Professor

For promotion to Associate Professor, we seek a strong record of teaching, evidence of scholarly and professional activity and accomplishments, and community service at the department, institution, and local/ regional level “such that the candidate can

be judged to be well-launched on a career in the field” (Faculty Handbook). Service includes collegial participation in meeting student needs and supporting the Social Work program’s mission and goals.

Associate to Full Professor

For promotion to Full Professor, we seek a strong record of teaching, evidence of scholarly and professional activity and accomplishments, and community service at the department, institution, and regional/national/international level “such that the candidate can be judged to have attained maturity and experience in the field” (Faculty Handbook). Service includes collegial participation in meeting student needs and supporting the Social Work program’s mission and goals.

Teaching

While we do not subscribe to one pedagogical approach above all others, the department values learner-centered teaching and teaching that involves students as active participants. It also values teaching that is rooted in ecological/systems theory and the strengths perspective. As a Social Work program, we value teaching that enhances the department’s ability to deliver the five foundation areas in the BSW curriculum (human behavior and the social environment, social welfare policy and services, social work practice, research, and field practicum) and infuses content on critical thinking, social work values and ethics, diversity, populations-at-risk, and social and economic justice.

Faculty in Social Work can demonstrate their commitment to teaching in a number of related and overlapping ways:

Demonstrated expertise and interest in the subject area being taught

Currency and/or innovation in content and/or methodology; curricular revision and development (changing what you do to meet students' and curriculum's evolving needs)

Willingness and ability to enhance and tailor instruction to students at a variety of levels; and willingness to provide individualized feedback on student work

Clearly organized classes and assignments and clear and consistent criteria for assessment of student performance. Course materials should clearly reflect the goals of the course in a curricular context -- assignments should help students achieve the stated goals of the course

Availability to students not only during class, but outside of class; just as we expect students to actively participate in class, we seek faculty engagement in teaching.

Advising and mentoring, in official and unofficial capacities, are also ways of "teaching." A good advisor/mentor is engaged in student learning, encourages students to publish work, pursue community service, etc. Advising student organizations, which might also fall under "service," has pedagogical aspects, as well.

Engagement in reflective teaching and pursuit of professional development activities that inform and improve teaching.

Supporting Evidence for Promotion and Tenure

Course Evaluations

Self-evaluations and Annual Faculty Reports

Annual evaluation letters from dept. chair

Annual classroom observations of teaching (by Provost/ VPAA, department chair, colleagues)

Syllabi, reading lists, and other teaching materials

Course assignments; samples of revised course materials; innovation in teaching methodology

Samples of student work or samples of commentary on student work

Examples of student success, such as presentation or publication of student work, participation in conferences, or other professional activities stemming from course assignments or academic projects

Samples of reflection on teaching (teaching journals, etc.)

Documented participation in professional development activities related to teaching (conference programs, letter from reflective practice colleague, etc.)

Development of WEBCT courses and/or course websites

Any other materials which demonstrate the candidate's work as a teacher

Scholarly/ Professional Activity

PSU is a university where teaching excellence is central. However, faculty members in the Social Work program are also expected to engage in the development and dissemination of research, scholarship, or other creative activities. As scholars, we strive to be active practitioners of what we teach. We encourage faculty to connect research and scholarship to teaching. We strive to serve as models for our students as social work educators and practitioners actively engaged in professional development.

Faculty in Social Work can demonstrate their commitment to scholarly and professional activity in a number of related and overlapping ways:

Ongoing research in field of practice or teaching in field of practice

Submission of proposals for conferences and manuscripts for publication

Grant writing and seeking external funding for scholarly and professional activity

Presentations at local, regional national, and/or international conferences

Invited training or consultation at or for professional workshops, in-service training and education for local, regional, or national agencies or organizations (including practicum training for our field instructors)

Development of professional tools for use with social work clients/ professionals

Active participation and leadership in professional organizations, especially CSWE, NASW, BPD or other professional social work associations/ organizations (state and national committees, governance boards, appointed leadership positions)

Funded contract or grant from external source

Regular active work as consulting editor for scholarly/ professional journal

Regular active membership on Editorial Board of scholarly/ professional journal

Article or book reviews for scholarly publication

Reviewer for local, state, or national granting agency

Publication in anthologies, monographs, scholarly collections of essays

Publication in peer-reviewed scholarly journals

Published chapter in edited textbook or book

Publication of book (with a scholarly/ professional press)

Editor-in-Chief of scholarly/ professional journal

Consulting based on expertise or reputation in field of practice (accreditation, program reviews, etc.)

Recognition awards and honors based on scholarly/ professional expertise or reputation

Supporting Evidence for Promotion and Tenure

Curriculum vitae (with citations of scholarly/ professional activity)

Letters of acceptance for published works or presentations

Examples/excerpts of submitted works

Examples/excerpts of published works

Examples/excerpts of conference programs/brochures and/or proceedings

Examples/excerpts of grant proposals

Examples/excerpts of funded contracts or grants

Letters of nomination, appointment, recruitment, contract for scholarly/ professional activity

Citation of published works in scholarly/ professional publications

Any other materials which demonstrate the candidate's work as a scholar/professional

Service

Faculty members in the Social Work program are expected to provide service and leadership within the profession and academic community. Service to the department and institution are both important. However, as an applied discipline, service to the larger community and profession are also important and contribute to the program’s mission and goals.

Faculty in Social Work can demonstrate their commitment to service in a number of related and overlapping ways:

Active participation in department meetings, and department activities for students (Annual Senior Center Dinner, Annual Student Award Ceremony) and program development (Advisory Board, accreditation Self Study and site visit)

Mentoring/ advising Student Social Work Club (or other student organizations on campus)

Participation in PSU faculty meetings and faculty governance, as well as major academic events (commencement, convocations)

Contributions to university/ faculty governance by serving on campus committees, task forces, councils, and other appointed or elected task groups

Community outreach (such as off-campus workshops, training, and education), organizing (such as EngAGING NH), and/or advocacy (such as social and legislative action committees)

Service on local community service governance boards (Domestic Violence Task Force, Whole Village, Pemi Bridge House, etc.) or state, regional, and/or national governance boards

Active participation and leadership in professional organizations, especially CSWE, NASW, BPD or other professional social work associations/ organizations (state and national committees, governance boards, appointed leadership positions)

Consultation services to local, state, regional, and/or national groups to enhance service delivery, training, program evaluation, etc.

Supporting Evidence for Promotion and Tenure

Curriculum vitae (with information about service activities)

Letters of support from students/ student groups you have advised or mentored

Letters of support from academic, research and practice colleagues

Letters of acknowledgement, recognition, and support from community service and professional organizations

Letters of support from community leaders, advocates and experts

Any other materials which demonstrate the candidate's work in service to the department, university, community, or social work profession

Department Procedures

A. Promotion &Tenure Committee Selection

All tenured full-time faculty members in the Social Work Department will serve as members of the committee. This policy will be in effect until and if the number of such faculty is fewer than 5 tenured full-time faculty. The department chair will consult with the Provost/ VPAA to identify potential faculty from other depts. to serve as committee members. The dept. faculty will vote for the additional external members. Ideally, the additional external members will be recruited from related academic or professional disciplines such as Counselor Education or Health & Human Performance.

B. Promotion & Tenure Folders

Promotion and tenure materials should be provided in no more than two (2) binders. Typically, candidates provide one binder with a table of contents, the candidate’s statements about teaching, scholarly/ professional activity, and service, curriculum vitae, annual faculty reports, annual evaluation letters, annual reports of classroom observations, and letters of support, typically from external reviewers, but especially for promotion to full professor. The second binder typically includes interpretations and summaries of all student evaluations which are attached to the raw data and supplementary materials (sample syllabi, publications, letters, etc.).

Letters of support

The candidate will provide the P&T committee with the names and contact information of individuals who can serve as external reviewers; the committee will also identify at least one external reviewer for the candidate’s application for promotion and/or tenure. The external reviewers are contacted by the chair of the committee (See Appendix A for a sample contact letter.) Letters of support will be available for review by the candidate.

C. Ongoing Feedback to Candidates

Annually, the dept. chair and/or dept. P & T Committee will review the candidate’s dossier and progress toward tenure and/or promotion and provide feedback on areas of strength and/or weakness in the areas of teaching, scholarly/ professional activity, and service. Recommendations for improvement or professional development and practical guidance for future efforts (without promises or guarantees) shall be offered.

Approved by dept. 5/9/07

HERBERT H. LAMSON LIBRARY

Plymouth State University

Guidelines for Promotion and Tenure for Library Faculty

This document is intended to serve as a supplement to the PSU guidelines outlined in the Faculty Handbook. While librarians have faculty status at PSU, the expectations and responsibilities differ in many ways. Criteria and evidence for documentation of librarianship rather than teaching are the main points of departure. Differences in criteria for scholarship are due to differing workloads as addressed under Scholarship in these guidelines.

Procedure for Selecting the Departmental Promotion & Tenure Committee

Library faculty will follow the Faculty Handbook guidelines for committee selection. Committee members will be voted on by tenured library faculty.

Guidelines and Criteria for Librarianship, Scholarship, and Service, including Evidence, Materials and Documentation

For promotion from assistant professor to associate professor, and tenure

A library faculty member may apply for promotion and tenure following the time and eligibility in rank specifications outlined in the PSU Faculty Handbook. Tenure shall be granted to those faculty members whose professional record provides evidence they have and will continue to serve with distinction in their appointed roles. Tenure considerations will take into account the mission of the Library unit and the individual librarian’s contribution to that mission. A candidate for tenure should demonstrate superior performance and accomplishment in the categories of librarianship, scholarship, and service.

Criteria for Librarianship:

The candidate should be foremost an effective and knowledgeable librarian in his/her specific position held. Activities and criteria for evaluation of librarianship may include, but are not limited to the following:

· Reference service, interactions with Library users, interpretation of the Library’s collections, procedures, and services to users, or related public service functions.

· Identification, selection, evaluation, acquisition and preservation of materials for the Library collections, and online information resources.

· Awareness and utilization of current forms of information management and technology, delivery and communication.

· Analysis and classification of materials to provide access to the collections.

· Organization, retrieval, and manipulation of data in print, non-print, and electronic formats.

· Supervision and management of units within the Library which perform services and functions.

· Administrative functions, including budgeting, planning, policy-making, goal-setting, and analysis.

· Teaching students essential research skills as part of the Library’s Information Literacy program.

· Development of instructional materials.

· Participation in instructional lectures and workshops for library user education.

· Presentation of workshops, lectures, and orientations on the resources, services and procedures of the Library.

· Superior oral and written communication skills.

· Any other responsibilities of the specific position within the Library.

Evidence and documentation for evaluation of Librarianship.

Library faculty work in a public and/or collaborative environment where daily coordination with colleagues is the norm. Reference work with students and the public do not permit individual user evaluations as in a closed classroom setting. Forms of evidence and documentation for the above criteria may include, but are not limited to the following:

· Annual Faculty Reports submitted as a summary record of activities during each academic year.

· Annual faculty evaluation letters as submitted by the immediate supervisor, if applicable, and/or the Library Director.

· Student evaluations from specific classes taught.

· Letters of evaluation from eligible faculty as part of the candidate’s promotion and tenure application.

· Annual salary letters which include merit or recognition.

· Awards, grants, or other forms of recognition for librarianship.

· Unsolicited or solicited letters acknowledging activities or services provided by the candidate as a librarian.

· Documents illustrating activities, such as bibliographic aids, instructional materials, web pages, internal documents written as part of assigned duties, special projects, etc.

Criteria for Scholarship.

Library faculty differ from departmental classroom faculty primarily in that they have responsibilities for librarianship year-round, between semesters in winterim and summer sessions. As such, this precludes sufficient time for scholarship activities expected of regular teaching faculty. Still, librarianship has a role in the creation and dissemination of knowledge for the advancement of the mission of the institution. Activities and criteria for evaluation of scholarship may include, but are not limited to the following:

· Active participation in professional organizations and learned societies, including program administration, lectures, papers, workshops, panel discussions, etc.

· Annotated bibliographies, directories, anthologies.

· Creative works, exhibits, digital resources.

· Publication of articles, book and media reviews, literature reviews etc. in either peer-reviewed or other professional publications.

· Guides to the literature, and bibliographic essays.

· Entries in encyclopedias, biographical dictionaries, or similar reference works.

· Writing, securing of grants.

· Consulting services in specific area of librarianship or academic discipline.

· Editorships or serving on editorial boards.

Documentation of scholarship includes the following:

· Annual faculty reports that list accomplishments in scholarship and professional contributions.

· Copies or reprints of published works, program flyers, conference papers, letters of acceptance from publishers.

· Printed representation of electronic works, with date and URL.

· Reviews of candidates work published or disseminated by other scholars or professionals.

· Letters solicited from eligible PSU faculty or professional peers at other institutions.

· Awards, grants, or other forms of recognition of scholarship or professional achievement.

· Evidence of citation by other scholars, professionals, or practitioners.

Criteria for Service.

Participation in service activities enhances the value of the librarian as a member of the university and library community, and advances the mission of both. Activities and criteria for the evaluation of service include, but are not limited to the following:

· Membership or leadership on Library committees and task forces.

· Membership or leadership on University or USNH committees and task forces.

· Membership or leadership in local, state, regional, national, or international professional or academic associations.

· Teaching activities performed for departments or agencies outside the Library.

· Administrative work for the Library.

· Active participation in campus activities such as convocation, commencement, orientation, registration, and advising.

· Application of professional expertise in service to the outside community. Service outside the area of expertise will be considered, if it enhances the image of PSU in the community.

Documentation for Service includes the following:

· Annual faculty reports listing service activities and contributions. Committee service should include the scope of the committees charge, description and relevance of actual tasks or projects carried out.

· Annual review letters by supervisors and the Library Director acknowledging service contributions.

· Letters of acknowledgement from professional or scholarly associations, or community groups.

· Awards or other forms of recognition of service

Criteria for promotion from Associate Professor to Professor

To be considered for promotion from Associate Professor to Professor, a librarian must show evidence of advanced levels of librarianship, a second masters or other advanced degree is required. A reputation in the profession or other area of scholarly expertise at the regional or national level must be evident. This would include publications in peer-reviewed journals, active participation in professional organizations, outstanding achievement in areas of librarianship, and outstanding service to PSU, the region and the state.

LibPT

draft

11/07

English Department

Tenure and Promotion Guidelines

The main purpose of this document is to put an English department spin on what's already in the faculty handbook -- that is, to clarify and articulate as best we can what the University-wide tenure and promotion criteria look like when viewed through the lens of our English Department. We hope to give lots of examples, which should help candidates prepare. This loose rubric will help us be consistent and fair when it comes to promotion and tenure; it will also support our core values as a department.

As you read about the three areas (teaching, scholarship and service), we encourage you to recognize some potentially useful blurring/overlap. We also commit to recognizing that there will be different balances among different areas and within different areas; each candidate will have individual areas of strength which may vary.

We encourage new faculty to review this information with the department chair and with any senior faculty to ask questions, get clarification, solicit feedback, etc. The P&T Committee will use these guidelines to help quantify and justify their decisions regarding promotion and tenure.

RANKS

Assistant to Associate

We're looking for someone who is an excellent teacher, who is intellectually alive and pursuing scholarly/artistic interests and who has shown a collegial willingness and disposition to become involved with and contribute to the department and wider institutional communities. (local and regional)

Associate to Full

In addition to continuing to meet the criteria for Associate Professor, a candidate for Full Professor should additionally demonstrate some accomplishment in his or her field at a regional and/or national level.

Teaching

DEPARTMENTAL VALUES:

While we do not subscribe to one pedagogical approach above all others, the English Department values great teaching. By great teaching, we mean teaching which is learner-centered, where learners are active participants in the creation of knowledge. This is a stated institutional value as well, and our department (via our courses) should reflect and support that value. Faculty in English can demonstrate their commitment to this value in a number of related and overlapping ways:

Demonstrated expertise and interest in the subject area being taught

Currency and/or innovation in content and/or methodology; curricular revision and development (changing what you do to meet students' and curriculum's evolving needs)

Willingness and ability to enhance and tailor instruction to students at a variety of levels; willingness to provide individualized feedback on student work

Classes and assignments should be clearly organized; criteria for assessment of student performance should be clear and consistent. Course materials should clearly reflect the goals of the course in a curricular context -- assignments should help students achieve the stated goals of the course

Faculty are available to students not only during class, but outside of class. In the same way that we ask our students to not merely "occupy space" in our classrooms and have that count as good class participation, we demand of ourselves a high level of engagement with our teaching work

Advising and mentoring, in official and unofficial capacities, are also a way of "teaching." A good advisor/mentor is engaged in student learning, encourages students to publish work, pursue internships, etc. Advising student organizations, which might also fall under "service," has pedagogical faces as well.

Faculty should strive to be reflective about teaching and seek out opportunities for professional development that are oriented towards teaching. Faculty should participate in fostering a climate where talk about teaching is common, productive, lively, etc.

Supporting Evidence to Provide Tenure/Promotion Committees

Course Evaluations

Self-evaluations

Course Observations (by vp, chair, colleagues, etc)

Syllabi, Descriptions

Assignments

Samples of Student Work

Samples of commentary on student work

Samples of reflection on teaching (teaching journals, etc.)

Documented participation in professional development activities related to teaching (conference programs, letter from reflective practice colleague, etc.)

Samples of revised course materials; innovation

Scholarship

DEPARTMENTAL VALUES:

PSU is a university where teaching excellence is central; therefore, the English Department values the presence and contributions of active intellectuals who constantly seek out new information in their field so that their classrooms are stimulating, and relevant. As scholars, we strive to be active practitioners of what we teach; we also strive to be learners while pursuing our own intellectual agendas, therefore serving as models for our students of what it might mean to be "intellectually alive." We encourage faculty to connect research and scholarship to teaching; systematic teacher inquiry into classroom practice which aims for improved pedagogy in English is valued. We also recognize that there are a variety of faces to scholarship, and there are many different ways (traditional and otherwise) to enact and model what is gathered under the broad umbrella of scholarship:

Ongoing research related to one's field of study or to teaching in one's field of study

Ongoing artistic work (creative writing)

Publication in peer-reviewed scholarly or artistic journals

Presentations at local, regional and/or national conferences

Active membership, participation, and/or leadership in professional organizations (paying dues alone does not provide sufficient evidence of active participation)

Writing grant proposals, competing for awards, etc. The act of putting together a grant proposal demonstrates a degree of in-depth scholarly engagement with the field, regardless of the final outcome.

Editing and reviewing activities relevant to areas of study/research/teaching

Presentation of work at Society for Scholarly Dialogue or other PSU workshops, events, etc.

Professional consultancies (judging writing contests, for instance)

Consulting based on professional reputation

Commissioned artwork; invited readings; book group discussions in the area of expertise outside of the institution

Preparation of professional articles for conferences and publication (regardless of outcome)

Supporting Evidence to Provide Tenure/Promotion Committees

CV listing various publications, presentations, etc. (with dates)

Photocopies of publications, papers, conference programs, etc.

Letters (acceptance of papers at conferences, from journal editors, etc,)

Programs from gallery shows, featured readings, book signings, etc.

Videotapes of presentations at conferences

Grant Proposals (accepted and/or rejected)

Evidence (even rejection notes) of submitting work for review/publication

Copies of promotional materials from Society for Scholarly Dialogue talks

Thank you letters

Copies of works-in-progress -- new work that has yet to be published or presented

Service

Collegial service has many dimensions -- departmental, institutional, community-wide, and national. While we are interested in supporting faculty service of all different kinds, when it comes to tenure and promotion, we are especially interested in seeing service to the department and school, and service somehow connected to teaching and scholarship. Involvement matters to us; we value faculty who are actively involved in supporting our students and our community by contributing time and thought and creativity to build a better curriculum, department and insitution. Service, too, can take a variety of forms and be demonstrated in a variety of ways:

Active participation on committees, task forces, councils, etc.

Attending and participating in faculty meetings/faculty governance

Attending and participating in department meetings

Mentoring/advising student clubs, groups, organizations; attending and supporting student activities (especially as they connect to teaching and scholarship)

Supporting English Department student activities and events (MESA Fall Social, Biedermans readings, Poets & Writers Events, Clock Events, English Department Award Ceremony, etc.)

Informally sharing ideas and meeting with colleagues (in and beyond the English Department) to improve courses and programs; informally meeting to discuss curricula, etc.

Participation in formal sharing of ideas to improve curricula (Work on new General Education program implementation, work on WAC, attendance at Frost Faculty Center workshops, etc.)

Attending such functions as commencement, convocation, etc.

Community outreach (off-campus workshops, public library programs, etc.)

Service on community boards, (Domestic Violence, PETA, etc.), as it promotes the University. (A majority of your service, but not every bit of it, should be connected to your field, PSU, the department, etc.)

Supporting Evidence to Provide Tenure/Promotion Committees

CV -- list of committees served on at PSU

Letters/emails from student groups you have advised or mentored

Letters/emails from colleagues with whom you have served on committees, etc.

Letters/emails from individuals, organizations, etc., which document service

Promotional materials for workshops you've organized