P &T Guidelines: CEAPS DEPARTMENT

CEAPS DEPARTMENT

PROMOTION AND TENURE GUIDELINES

(Approved by CEAPS: 12/05/05 )

The purpose of this document is to make clear the expectations of the CEAPS 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. These guidelines shall be reviewed every five years by an ad hoc Department P&T Committee.

PROMOTION

Assistant Professor to Associate Professor

The individual wishing to be promoted will have established him or herself as a teacher recognized by students and colleagues as devoted to making every effort to excel. Evidence of scholarly activity is necessary. There should also be a record of service to the Department and University.

Associate Professor to Full Professor

To reach the Full Professor level, it is generally expected that the individual will have continued toward excellence as a teacher while also achieving some measure of recognition beyond the local and state boundaries for their scholarly work.

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 teaching experience. Persons hired as an Associate or Full Professor should see the Faculty Handbook for eligibility rules. In the first full semester of employment a mentor will be assigned to the new faculty member to assist him/her in meeting the expectations of the department and University leading to tenure. Said mentor will be selected from the CEAPS Department by mutual agreement among the new faculty member, the mentor and the Department Chair.

CEAPS VALUES

The Department has identified a set of values as guidelines for prospective P&T candidates (see Appendix I) so that they are aware early on about what kinds of activities and behaviors will most likely result in a positive recommendation from their colleagues and the Department Chair. The values are not exclusive and the candidate should feel free to discuss with the Department Chair regarding additional appropriate activities during the period leading up to candidacy.

The Department believes that the traditional values of Plymouth State University; Teaching, Scholarship and Service all express a different form of scholarship. These can best be defined as the following forms of scholarly activity: Teaching Scholarship, Research Scholarship and Service Scholarship and we have chosen to use this nomenclature for our promotion and tenure guidelines.

Teaching Scholarship

The CEAPS Department recognizes that there are numerous approaches to pedagogy. But great teaching is certainly the most important aspect of faculty performance and without it no P&T application is likely to be successful. A candidate can demonstrate their commitment to excellence in teaching in a number of ways. (See Appendix I for examples.)

Research Scholarship

As a member of the University community and the scientific community, every faculty member is expected to participate in scholarly activities and make original contributions to his/her field or fields of expertise. Research Scholarship directed toward issues of the New England region is particularly encouraged but not to the exclusion of other scholarly activities. A candidate can demonstrate a commitment to scholarship in a number of ways. (See Appendix I for examples.)

Service Scholarship

CEAPS values faculty who understand that part of the academic life is participating in activities such as department and campus governance and outreach, such as providing workshops for community teachers and the public or consulting with regional institutions in matters relating to science. A candidate can show their involvement in campus and community life outside the classroom in a number of ways. (See Appendix I for examples.)

In all three focus areas above it is desirable to provide as much documentation as possible. Appendix I suggests various possible types of documentation.

MENTORING PROCESS

The mentor and faculty member shall meet at least once a month during the first academic semester. Each fall the mentor should help the new faculty member to create or modify his/her professional development plan (PDP) with goals for the coming academic year. The mentor will also advise the new faculty member on the development of a folder (portfolio) which will serve as a record of all teaching, research and service activities and contain all of the appropriate documentation. Toward the end of the third year the mentor and faculty member will meet with the Department Chair to review the faculty member’s portfolio to make sure that he/she is on track and making appropriate progress.

CANDIDATE RESPONSIBILITIES IN INITIATION OF P&T PROCESS

1. Indicate in writing to the Department Chair and the Vice President for Academic Affairs (VPAA) their 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 their eligibility.

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

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

4. Submit application materials to the CEAPS P&T Committee during the next fall semester, no later than October 15.

PROMOTION AND TENURE COMMITTEE

The P&T Committee shall be an ad hoc committee composed of five tenured Department members and constituted when one or more faculty members indicate their candidacy for promotion and tenure in writing to the Department Chair. 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 many disciplines as possible within the Department. One additional non-tenured faculty may sit on the committee and participate in discussions without a vote.

The P&T Committee should be informed by the Department Chair in September when one or more candidates are to be considered in that fall term. The Committee will elect its own Chair who will call meetings and organize interviews with the candidate(s) and the remaining Department Faculty. The Committee will examine relevant material in the Evaluation Section of the candidate’s file in the Human Resource Office.

APPENDIX I

EXAMPLES OF ACTIVITIES AND APPROPRIATE DOCUMENTATION FOR TEACHING, RESEARCH, AND SERVICE SCHOLARSHIP

The following are broad categories of service, examples of each, and suggested documentation for inclusion in the candidate’s promotion and tenure folder. Please also see the list in the PSU Faculty Handbook, Sect. 2.7.D.

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 SCHOLARSHIP

Candidates can demonstrate their commitment to excellence in teaching in a number of ways, including (but not limited to) gaining and consistently improving expertise in their subject areas, applying the best teaching practices of their discipline, and providing students of all ability levels with help -- both in class and during office hours. Classroom materials should be well organized, ensuring that course goals and assignments are clearly stated. Candidates should also be engaged in advising and mentoring majors and graduate students, and overseeing internships. This table outlines several avenues for excellence in teaching scholarship, but is not intended to be either exhaustive or prescriptive.

Type of Activities

Audience

Example(s)

Suggested Documentation

Participation in a National Education Program

National/Graduate

P: ESSEA Earth Systems Science online courses for K-12 teachers

Grant documentation

Course syllabi

Student evaluations

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

Undergraduate/departmental

A: Redesign weather labs.

Course syllabi

Course notes

Lab manuals

Samples of assignments

Student evaluations

Peer/Chair evaluations

PSU forms

Undergraduate/departmental

A: Develop a new course for non-majors.

Undergraduate University wide

P: Develop interdepartmental course in “Art and Geosciences.”

Attendance and participation in teaching workshops, conferences, etc..

Professionals in K-16 education

A: Participate in reflective practice workshops.

Attend state, regional, or national conferences for science teachers.

Documentation of participation from sponsor of the workshop or conference

Professionals in K-16 education

P: Lead state, and/or regional conferences for science teachers. Present at national conferences.

Guest lecturer within PSU community or at an external institution.

Local officials and town residents

A: Provide technical input for a local community development effort.

Letter of thanks or recognition from the hosting organization

Letter of invitation or thanks from the hosting professor

Participant or sponsor evaluations

Undergraduate / graduate

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

Industry professionals, local officials, and academia

P: Present groundwater short courses or workshops.

RESEARCH SCHOLARSHIP

Candidates can demonstrate commitment to research in many ways, such as engaging in research in their scientific discipline (both individually or as part of a larger research project), publishing in peer-reviewed journals, presenting at local, national, or international conferences, and being active – perhaps as a leader – in professional organizations (not just paying dues). This table outlines several avenues for excellence in research scholarship, but is not intended to be either exhaustive or prescriptive.

Type of Activities

Audience

Example(s)

Suggested Documentation

Reviews of books, software, curricular and classroom materials

Education professional organizations, education divisions of professional organizations

A: Review of Red Shift planetarium software

Copies of Publication

Evaluation and assessment of curriculum or educational programs

CEAPS, PSU, NCATE, NHDOE, education divisions of professional organizations

A/P: Effect of small group work on Gen Chem. students attitudes toward chemistry

P: Course analysis of NCATE program review to determine teaching proficiencies

Presentation at department, university level

Poster at regional or national conference

General session at national conference

Peer reviewed publication

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

Education professional organizations, education divisions of professional organizations

P: Use of new ACS program in Gen Chem. courses

Abstracts of research results

Reports to sponsors

NSF, NOAA, NHDOT, DOD, EPA, etc.

A/P: Study ice conditions on NH highways.

Publication of research papers, abstracts, monographs, or books.

professional organizations

A/P: Publication in peer-reviewed literature.

Copies of publications

Editor’s/publisher’s letter of acceptance

Participation in research-related conference.

professional organizations

A/P: Presentation at annual AMS conference.

Letters of acceptance from conference organizers

Conference programs, abstracts, or publications, demonstrating participation

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

PSU, NSF, DOD, EPA, NOAA, NASA, or other external agencies

A: Revising Student Teaching at PSU

P: Research isotope concentrations in New England Watersheds.

Grant proposals (funded or not)

Direction of undergraduate or graduate student research.

Undergraduate

A: Mentor an undergraduate completing his/her senior research project.

Copies of directed student research projects

Graduate

P: Serve as research advisor or committee member for a graduate student completing M.S. in Applied Meteorology.

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

Professional organizations

A/P: Provide anonymous peer review for a paper submitted to Weather and Forecasting.

Letter from the journal editor, requesting the review

Completed reviews

SERVICE SCHOLARSHIP

A candidate can show their involvement in the life of the campus and the community outside the classroom in several ways, such as participating in departmental, PSU, and USNH committees, and task forces, attending and participating in departmental meetings, mentoring student organizations, or serving on boards of community groups on behalf of PSU. The following list includes several suggestions, but is not meant to be either exhaustive or prescriptive.

Type of Activities

Audience

Example(s)

Suggested Documentation

Participation in PSU committee.

Department and University Faculty

A: Serve as member of CEAPS P&T committee.

A: Society for Scholarly Dialogue

P: Mentoring new faculty

CV listing committees you have served on

Chair review of your performance while serving on the committee

University Faculty

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

Consultation.

Government: State, local or national

A/P: Technical consultation for State task force on highway ice conditions.

Letters from groups for whom you have consulted

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

Samples of work provided

Service as a representative of a group or organization.

University Faculty

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

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

Regional professionals

P: Coordinator for the Symposia: Water Quality in NE

State government

P: NH Professional Standards Board

National organization

P: Member of the ACS teacher preparation committee

Other professional service

Local Schools

A: Plymouth Elementary School – Preparing for Severe Weather

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

State, regional and national students

A: Advisor to student science fair project

Local and regional community

A: Judge – Envirothon

P: Coordinator of Envirothon

A: Planetarium shows

University community

A/P: Coordination of weather/meteorological services to the PSU community.

APPENDIX II

SAMPLE PROFESSIONAL DEVELOPMENT PLAN (PDP)

The following sample PDP is not intended as either an exhaustive or prescriptive checklist. The items listed are intended as examples. Each candidate, with the assistance of his or her mentor, should develop, periodically revise, and implement their own PDP, based on the candidate’s interests and opportunities. Ideally, the mentor should be from within the candidate’s discipline, and will assist the candidate in setting, assessing progress towards, and achieving the goals set forth in the PDP.

YEAR ONE

Goal – Teaching and planning for future advancement should be the first priorities. The candidate should:

Develop a PDP

Make progress toward terminal degree (if appropriate)

Teaching Scholarship

  • Organize and teach assigned courses
  • Revise current courses based on student and faculty feedback for year two
  • Plan for year two

Service Scholarship

  • Participate in Departmental committees,
  • Become available for campus committees
  • Seek election for campus committees
  • Get involved with local schools or organizations

Research Scholarship

  • Join a PSU “Reflective Practice” group
  • Attend PSU T&LC activities
  • Develop research plan if appropriate
  • Participate in professional organizations
  • Attend conferences
    • Local, regional or national

YEAR TWO

Teaching Scholarship

· Improve courses - Gen Ed or majors – this might include:

o Reorganization of a course for new general ed standards,

    • Adding “real time” data collection to a lab vs. “canned” lab manual data.
    • Adding new “best practice” pedagogies or assessment techniques as defined by the professional organization of the discipline
  • Develop courses - Gen ed or majors (w/in department)

Service Scholarship

  • Participate in Departmental committees
  • Become Available for campus committees
  • Seek election for campus committees
  • Participate in PSU campus initiatives
  • Participate in PSU clubs or chapters
  • Get involved with local schools or organizations

Research Scholarship

  • Get involved in grant proposals (departmental, campus, local)
  • Participate in professional organizations
  • Attend conferences (local, regional and national)
  • Assist in undergraduate and/or graduate research
  • Begin Implementation of research plan

YEAR THREE

At this point the teaching aspect of the faculty member should be stabilized. CEAPS encourages and expects its faculty members to continually evaluate and improve their teaching.

Goal – Improve involvement in service and research scholarship

Teaching Scholarship

  • Improve Courses
    • Gen ed or majors
  • Develop Courses
    • Gen ed or majors (w/in department)

Service Scholarship

Participate in Departmental committees,

  • Participate in Campus committees
  • Participate in PSU campus initiatives
  • Participate in PSU club or chapter participation
  • Become involved with local and regional schools or organizations

Research Scholarship

Be successfully involved with grant proposals (departmental, campus, local)

  • Be active and have a leadership role in professional organizations
    • Committee work
  • Present talks (campus, local, regional)
  • Publish (campus, local)
  • Attend and/or present workshops (campus, local, regional)
  • Attend conferences
  • Participate in conferences (local or regional)
    • Presentations
    • Poster sessions
    • Planning and implementation
  • Assist in undergraduate and/or graduate research
  • Document research progress

YEAR FOUR

Goals – Assume leadership roles in service scholarship and increase level of research scholarship

Teaching Scholarship

  • Improve courses.
    • Gen ed or majors
  • Develop courses
    • Gen ed or majors (w/in department)

Service Scholarship

  • Assume a leadership role on
    • Departmental committees
    • Campus committees
    • Election for campus committees
    • PSU campus initiatives
    • PSU club or chapter participation
    • Local and regional schools or organizations

Research Scholarship

  • Be successfully involved with grant proposals
    • Departmental, campus, Local, regional
  • Be active and have a leadership role in professional organizations
    • Committee work
  • Present talks (campus, local, regional, national)
  • Publish (campus, local, regional)
  • Attend and/or present workshops (campus, local, regional)
  • Attend conferences
  • Participate in conferences (local or regional)
    • Presentations
    • Poster sessions
    • Planning and implementation
  • Assist in undergraduate and/or graduate research
  • Document research progress

YEAR FIVE

Goals – Increase sphere of research exposure and leadership roles in research; prepare P&T materials

Teaching Scholarship

  • Improve courses
    • Gen ed or majors
  • Develop courses
    • Gen ed or majors (w/in department)

Service Scholarship

  • Assume a leadership role on
    • Departmental committees
    • Campus committees
    • Election for campus committees
    • PSU campus initiatives
    • PSU club or chapter participation
    • Local and regional schools or organizations

Research Scholarship

  • Be Involved with grant proposals as PI or Co-PI
    • Departmental, campus, Local, regional
  • Participate and assume leadership role in professional organizations
    • Committee work
    • Leadership position (regional, national)
  • Present talks (campus, local, regional, national)
  • Publish (campus, local, regional, national)
  • Attend and present workshops (campus, local, regional, national)
  • Attend conferences
  • Participate in conferences (local, regional, national)
    • Presentations
    • Poster sessions
    • Planning and implementation
  • Assist in undergraduate and/or graduate research
  • Document research progress

Associate to Full Professor – In addition to continuing to meet the criteria for promotion to Associate Professor, the candidate should also demonstrate growth and accomplishment in all areas at the regional and national levels.

P & T Guidelines: DEPARTMENT OF BIOLOGICAL SCIENCES

Department of Biological Sciences:

Promotion and Tenure CRITERIA AND GUIDELINES

(Approved by department vote May 21, 2007)

The purpose of this document is to make clear the expectations of the Department of Biological Sciences 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. These guidelines shall be reviewed at least every five years by an ad hoc Department P&T Committee.

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 teaching experience. Persons hired as an Associate or Full Professor should see the Faculty Handbook for eligibility rules. In the first full semester of employment, a mentor will be assigned to the new faculty member to assist him/her in meeting the expectations of the department and university leading to tenure. Said mentor will be selected from the Department of Biological Sciences by mutual agreement among the new faculty member, the mentor and the department chair.

DEPARTMENT OF BIOLOGICAL SCIENCES VALUES

The Department of Biological Sciences has identified a set of values as guidelines for prospective P&T candidates (see Appendix I) so that they are aware early on about what kinds of activities and behaviors will most likely result in a positive recommendation from their colleagues and the department chair. The values are not exclusive and the candidate should feel free to discuss with the department chair additional appropriate activities during the period leading up to candidacy.

The department believes that the traditional values of Plymouth State University all express a different form of scholarship. These traditional values are Teaching, Scholarship and Service. These can best be defined as the following forms of scholarly activity: Teaching scholarship; research scholarship; service scholarship. We have chosen to use this nomenclature for our promotion and tenure guidelines.

TEACHING:

Quality undergraduate teaching has been and will continue to be the focal point here at PSU. In the upcoming years teaching at the graduate level will also be involved, at least with some faculty. For the promotion to Associate Professor excellence in teaching will be of foremost importance. The judgment of teaching performance will center upon the teaching evaluations over the 5 year period. Classroom results should be reflected in these student evaluations of the course and teaching effectiveness. A standardized evaluation form will be used by all faculty in the department. Additional ancillary evaluations of the courses taught will also be accepted if desired by the candidate.

Additional criteria are included in the list below:

Summary of criteria that may be used to evaluate teaching effectiveness:

· Student evaluations, both standardized and customized

· Course and curriculum development

· Performance assessment

· Involvement in student-oriented research

· Collaborative teaching within and outside the department

· Teaching awards

· Effort in institutional curriculum development/change

· Involvement in the Teaching and Learning Center

· Participation in First Year Seminar or First Class or Reflective Practice groups

· Demonstrated innovation in pedagogy or other aspects of course delivery

RESEARCH/SCHOLARLY ACTIVITY:

Continued scholarly activity is considered an intrinsic trait of professionals in biology. The heart of science is a curiosity about the world. In terms of biology this encompasses an enormous spectrum of topics ranging from molecular and cellular biology to environmental issues of global proportion. All members of the Department of Biological Sciences should have active interests in biology beyond the scope of the classroom. PSU is in a major transition and the level of research expectations will be higher in the future. These expectations, of course, will be tempered by the reality of the strong element of teaching in this department. With current teaching loads research expectations will be modest. If reduced loads become the norm in upcoming years then higher research output and graduate mentoring will be expected. As such, the department will need to revisit this aspect of promotion and tenure, and an important guideline in determining the criteria for any biology faculty must be the job expectation at the time of being hired.

Criteria for judging research/scholarly achievement:

  • Research resulting in publication in international peer-reviewed journals.
  • Continued research over a period of years resulting in recognition as an authority in the given discipline. (This is more pertinent to promotion to full professor)
  • Collaborative research efforts
  • Research with undergraduate and graduate students
  • Grant submissions and grant awards
  • Contractual applied research
  • Participation at national and regional scientific meetings
  • Invited and peer-reviewed presentations in poster or spoken format
  • Publication of non-peer reviewed technical reports
  • Efforts as a peer-reviewer for journals within the field of expertise

With the new initiatives at PSU and the recent addition of the MS in Biology, the department can expect that by the fourth or fifth year at PSU a faculty member would be establishing their own unique research niche and a publication or two are in the submission/review or acceptance process. Grant submissions, collaborative efforts, etc. can be taken into account to offset a lack of publications at this point in the candidate’s career. For promotion to full professor research accomplishment will take a larger role with publications expected and the establishment of a level of recognition beyond the regional level.

SERVICE:

Service is a more subjective area than Teaching and Research/Scholarly Activity and there are many endeavors which would be appropriate. These include the major areas of service to the department, to PSU in general and to the local and state community. Examples include:

  • Departmental committees (e.g. P&T committee, national searches, etc.)
  • PSU committees (a multitude of possibilities and weighted according to work load, e.g., policy-making committees that meet regularly and have large work loads would be weighted more heavily than non-policy-making committees which meet infrequently)
  • Various community activities potentially weighted according to amount of work required (e.g., service on a town committee that meets regularly with additional tasks between meetings may be weighted more than involvement in one-time events)
  • Other: Candidates for promotion are encouraged to describe areas of service that may not fall under a discrete category

It is also taken into consideration that individuals vary greatly in their involvement of Research and Service and an exceptional contribution in one are will offset a lesser role in the other. Of course the promotion to full professor will require significant research activity.


APPENDIX I

SAMPLE PLAN

The following sample plan is not intended as either an exhaustive or prescriptive checklist. The items listed are intended as examples. Each candidate, with the assistance of his or her mentor, should develop, periodically revise, and implement their own plan, based on the candidate’s interests and opportunities. Ideally, the mentor should be from within the candidate’s discipline, and will assist the candidate in setting, assessing progress towards, and achieving the goals set forth in the plan.

YEAR ONE

Teaching Scholarship

  • Organize and teach assigned courses
  • Revise current courses based on student and faculty feedback for year two
  • Plan for year two
  • Join a PSU “Reflective Practice” group
  • Attend PSU T&LC activities

Service Scholarship

  • Participate in Departmental committees,
  • Become available for campus committees
  • Seek election for campus committees
  • Get involved with local schools or organizations

Research Scholarship

  • Develop research plan
  • Participate in professional organizations
  • Attend conferences
    • Local, regional or national

YEAR TWO

Teaching Scholarship

· Improve courses – general education or majors – this might include:

o Reorganization of a course for new general education standards,

    • Adding “real time” data collection to a lab vs. “canned” lab manual data.
    • Adding new “best practice” pedagogies or assessment techniques as defined by the professional organization of the discipline
  • Develop courses – general education or majors (within department)

Service Scholarship

  • Participate in Departmental committees
  • Become Available for campus committees
  • Seek election for campus committees
  • Participate in PSU campus initiatives
  • Participate in PSU clubs or chapters
  • Get involved with local schools or organizations

Research Scholarship

  • Get involved in grant proposals (departmental, campus, local)
  • Participate in professional organizations
  • Attend conferences (local, regional and national)
  • Assist in undergraduate and/or graduate research
  • Begin Implementation of research plan

YEAR THREE

At this point the teaching aspect of the faculty member should be stabilized. The Department of Biological Sciences encourages and expects its faculty members to continually evaluate and improve their teaching.

Teaching Scholarship

  • Improve Courses
    • Gen ed or majors
  • Develop Courses
    • Gen ed or majors (within department)

Service Scholarship

  • Participate in Departmental committees,
  • Participate in Campus committees
  • Participate in PSU campus initiatives
  • Participate in PSU club or chapter participation
  • Become involved with local and regional schools or organizations

Research Scholarship

  • Be successfully involved with grant proposals (departmental, campus, local)
  • Be active and have a leadership role in professional organizations
    • Committee work
  • Present talks (campus, local, regional)
  • Attend and/or present workshops (campus, local, regional)
  • Attend conferences
  • Participate in conferences (local or regional)
    • Presentations
    • Poster sessions
    • Planning and implementation
  • Assist in undergraduate and/or graduate research
  • Document research progress

YEAR FOUR

Teaching Scholarship

  • Improve courses.
    • Gen ed or majors
  • Develop courses
    • Gen ed or majors (within department)

Service Scholarship

  • Assume a leadership role on
    • Departmental committees
    • Campus committees
    • Election for campus committees
    • PSU campus initiatives
    • PSU club or chapter participation
    • Local and regional schools or organizations

Research Scholarship

  • Be successfully involved with grant proposals
    • Departmental, campus, Local, regional
  • Be active and have a leadership role in professional organizations
    • Committee work
  • Present talks (campus, local, regional, national)
  • Have a publication in the submission/review process based on PSU work
  • Attend and/or present workshops (campus, local, regional)
  • Attend conferences
  • Participate in conferences (local or regional)
    • Presentations
    • Poster sessions
    • Planning and implementation
  • Assist in undergraduate and/or graduate research
  • Document research progress

YEAR FIVE

Teaching Scholarship

  • Improve courses
    • Gen ed or majors
  • Develop courses
    • Gen ed or majors (within department)

Service Scholarship

  • Assume a leadership role on
    • Departmental committees
    • Campus committees
    • Election for campus committees
    • PSU campus initiatives
    • PSU club or chapter participation
    • Local and regional schools or organizations

Research Scholarship

  • Be Involved with grant proposals as PI or Co-PI
    • Departmental, campus, Local, regional
  • Participate and assume leadership role in professional organizations
    • Committee work
    • Leadership position (regional, national)
  • Present talks (campus, local, regional, national)
  • Publish in peer reviewed journals based on PSU work
  • Attend and present workshops (campus, local, regional, national)
  • Attend conferences
  • Participate in conferences (local, regional, national)
    • Presentations
    • Poster sessions
    • Planning and implementation
  • Assist in undergraduate and/or graduate research
  • Document research progress

Associate to Full Professor – In addition to continuing to meet the criteria for promotion to Associate Professor, the candidate should also demonstrate growth and accomplishment in all areas at the regional and national levels.

Promotion and Tenure Task Force report discussion

Please use this area to discussion P&T issues. Simply scroll down to begin your post.

I have added Lourdes' comments as the beginning post.

Hello everyone,

As someone that is applying for tenure this fall, I have been thinking a lot about it and I left today’s meeting thinking even more about it. After my comment at the meeting, I feel that I would like to share what I am thinking, since my brief comment during the meeting might give a wrong impression. So… here are my thoughts:

- First, I would like to echo what was said at the meeting thanking the P&T task force for their thorough work and their recommendations. Participating in one of their focus groups was actually a very good experience.

- I did not mean in any way to say that departments need to be policed about the specifics of their P&P criteria (although I did not express this very eloquently). In fact, I think it is very important to recognize the differences between departments, especially in the types of scholarship and the possible types of professional service. So, fairness in process and procedures (as Julie mentioned) is really what we need to be after. And I would like to trust that when our departments come up with guidelines and criteria, they are and will be reasonable for our specific fields and our university. (Although there should be some kind of protection against unreasonable expectations and some accountability for inadequate expectations … neither of which I would expect to happen in our institution.)

- Too much specificity in the guidelines scares me. I really do not want to see a checklist of how many papers, how many conferences, etc. you have in your portfolio (as some institutions do). I also do not want to see specific percentages attached to the three areas: teaching, scholarship and service. Of course we all agree that excellent teaching should trump everything and is non-negotiable. But I think that different people fill different niches in a department and, while all of us are expected to do service and be scholars in our fields, some will have a much higher percentage of service while others will have a much higher percentage of scholarship in their activities/materials. And furthermore, different people, even within the same discipline, will engage in different types of scholarship. So it seems to me that it is very important to keep flexibility, even at the expense of some clarity.

- Lastly, I would like to emphasize how important it is to have good departmental guidelines. Our department has had this guidelines in place since December of 2005 (when the first call for guidelines came out) and the stress about what the department expects has been taken out of the process. In addition, our chair has been meeting with tenure-track faculty (as stated in our guidelines) and we have examples of materials previously submitted by now tenured faculty. So besides the natural stress of going through the process of being evaluated (and the emotions associated with revisiting student evaluations from all courses and all semesters), in terms of procedure and expectations, this has been a very pleasant experience.

Thanks for reading this far. I felt that given our current conversation, it would be appropriate to share my thoughts as someone who is going through the process right now.

Sincerely,

Lourdes