COLLEGE OF TECHNOLOGY PROMOTION AND TENURE DOCUMENT PREPARATION GUIDELINES

Transcription

1 COLLEGE OF TECHNOLOGY PROMOTION AND TENURE DOCUMENT PREPARATION GUIDELINES R E W A R D I N G A C H I E V E M E N T I N L E A R N I N G D I S C O V E R Y E N G A G E M E N T Prepared by the Area Committee College of Technology Purdue University Northwest April 24, 2009 Version 1.0

2

3 TABLE OF CONTENTS REVISION HISTORY... II PREFACE... III USING THIS HANDBOOK... V SECTION I TENURE PROCEDURES AND PROMOTION CRITERIA FOR THE SCHOOL OF TECHNOLOGY... 1 TENURE PROCEDURES... 1 GUIDELINES AND CRITERIA FOR PROMOTION... 6 Promotion to Associate Professor... 6 Promotion to Professor... 6 Promotion of Clinical /Professional Faculty to Assistant Professor, Associate Professor and Professor... 7 CRITERIA FOR EXCELLENCE IN LEARNING... 8 Instructional Delivery... 8 Instructional Development... 9 CRITERIA FOR EXCELLENCE IN DISCOVERY Discovery of Learning Discovery of Application Discovery of Knowledge CRITERIA FOR EXCELLENCE IN ENGAGEMENT Internal Service Activities Professional Association and Service External Outreach and Public Service Activities SECTION II PREPARATION OF THE PROMOTION DOCUMENT INTRODUCTION RELATIONSHIP BETWEEN PROMOTION CRITERIA AND THE DOCUMENT PROMOTION CRITERIA HOW TO USE SECTION II WHEN TO START PROMOTION DOCUMENT ORGANIZATION SCHOOL OF TECHNOLOGY PROMOTION DOCUMENT STANDARDS REDUNDANCY CAUTIONS CONSISTENCY AND DUE CREDIT CAUTIONS MENTORING DOCUMENT OUTLINE AND INSTRUCTIONS SAMPLE PROMOTION COVER PAGE CANDIDATE'S SUMMARY GENERAL INFORMATION TEACHING CREATIVE ENDEAVOR, RESEARCH, AND SCHOLARSHIP EXTENSION, SERVICE, AND UNIVERSITY OUTREACH ACTIVITIES PEER REVIEWS SECTION III PROCEDURES FOR CONSIDERATION OF PROMOTION AND TENURE... 68

4 REVISION HISTORY 04/23/08 Created by the Area Promotion and Tenure Committee, School of Technology 4/24/09 Revised by the Area Promotion and Tenure Committee, School of Technology

5 iii PREFACE The following statements have been prepared for the purpose of informing members of the faculty of the School of Technology and Purdue University Calumet of the criteria for promotion and tenure of Technology faculty. The members of the Area Committee and other faculty of the School of Technology also recognize the need and utility of providing individual faculty with guidelines to assist in preparation of promotion documents. This handbook represents the cumulative efforts of senior faculty members from the School. It is intended to interpret the University criteria for promotion and tenure as they apply to the unique mission and character of the School of Technology. It is important to recognize that promotion/tenure review is a peer review process; and, therefore, it is an ever-changing process. Although changes in the process and associated documentation typically occur slowly, they do occur regularly. In view of this, the faculties recognize that this handbook must be a living document reflecting change as it occurs. Each faculty member's suggestions for improvement are needed and should be provided to either the respective department head or members of the Area Committee of the School. The School recognizes that faculty development is the primary prerequisite to maintaining this stature. The following criteria specify how the Area Committee and Primary Committee assess faculty accomplishments. The following criteria are intended to set minimum promotion standards for Purdue University Calumet: Teaching - Teaching at the University refers to the entire area of student-faculty interaction for educational purposes. Faculty members who excel in teaching guide and motivate students, maintain scholarship through sustaining breadth and depth of knowledge, and continually strive to improve methods and context of teaching. Scholarly Activity - Scholarly activity at the University refers to the broad area of research, scholarship, and creative endeavor. Scholarly activity relevant to the area of specialization is carried out, and the results are disseminated by publication, invited presentation, juried show, artistic production, or other appropriate methods, thereby ultimately achieving meritorious recognition in the field. Service - Service refers to contributions to the University through institutional, community, or professional service. Institutional service refers to leadership in governance responsibilities or other University affairs. Community service refers to significant public service contributions related to a faculty member s discipline. Professional service refers to experience as a highly regarded advisor to government or industry, or showing leadership in professional, technical, or scholarly societies.

6 The faculty of the School of Technology endorse the University's mission of learning, discovery, and engagement and also recognize its unique mission within the University. That mission is based upon the School's strong commitment to quality undergraduate and graduate learning, a commitment that is supported by allocating most resources directly to teaching. Purdue University Calumet has a threefold mission: - to provide its students with a liberal education which will prepare them for life and for the professions; - to provide career-oriented curricula which lead to certificates, associate degrees, baccalaureate degrees, and master s degrees; - and to provide programs that meet the professional, cultural and general education needs of the community. Faculty excellence is essential to this mission. The University relies on its faculty members to maintain, create, and distribute knowledge in their fields of expertise. Consequently, the professional duties of faculty go well beyond teaching, encompassing both scholarship and service. The contributions of a faculty member may well be integrated among teaching, scholarship, and service, since many professional activities contribute to more than one of these. Promotion committees should therefore evaluate candidates for promotion based on professional impact, using separate contributions in the three areas of teaching, scholarship, and service as guidelines only. This document is dynamic. For the latest revisions and recommendations, see the School of Technology website. The version number is always printed at the bottom of the document cover.

7 v USING THIS HANDBOOK This handbook has been prepared as a guide for faculty in documenting professional achievement. It is intended neither to be prescriptive nor proscriptive. Rather, the handbook is provided to give broad guidance to faculty seeking to set goals and to design their career plans, professional development, and activities in concert with the norm of expectations for faculty at Purdue University Calumet and the School of Technology. This handbook is comprised of three (3) sections. Section I briefly summarizes expectations and criteria for the awarding of academic promotion and tenure as established by the faculty of the University. Purdue University Calumet's policies and procedures regarding promotion and tenure are published in Senate Document 06-05, Purdue University Calumet Guidelines for Promotion, Approved May 3, Each faculty member should become familiar with this information soon after appointment to the faculty. Section II deals exclusively with preparation of an individual's promotion document. The specifications regarding format are required in order to allow consistency for readers of the documents. This is particularly important for those reviewers who are not personally familiar with a candidate's work or discipline. The suggestions for content are that alone and are provided as a stimulus that should not be interpreted as limiting a candidate's information nor sufficient to satisfy promotion/tenure criteria. Section III provides a succinct description of the procedures and process for peer review for promotion/tenure consideration. In addition, typical procedures of performance review and contract renewal during the probationary years are presented. Preparing a profile of achievement in the format of the promotion document during the first year of service, with annual updates and revisions, is prudent practice. It is hoped that the benefits of such practice are self-evident.

8

9 SECTION I TENURE PROCEDURES AND PROMOTION CRITERIA FOR THE SCHOOL OF TECHNOLOGY TENURE PROCEDURES Introduction This document specifies the procedures that shall be used for granting tenure to faculty at Purdue University Calumet. It is intended that this document be consistent with President s Executive Memoranda B-48, B-50 and successor documents. Individual schools and departments may adopt additional policies concerning tenure that are consistent with this document. The schools at Purdue University Calumet referred to in this document are: School of Education School of Engineering, Mathematics, and Science School of Liberal Arts and Social Sciences School of Management School of Nursing School of Technology Tenure at Purdue University Calumet can be granted only by the Board of Trustees, and this document governs only the procedures, by which a faculty member should, under normal circumstances, be recommended to the Board for tenure. Eligibility This document applies to all untenured, tenure-track faculty. The procedures guiding the awarding of tenure immediately upon being hired are the same. A request that a candidate be hired by the University with tenure will be cause to convene the relevant primary promotion committee, which will review the candidate s credentials and then vote on a recommendation to either: (1) award tenure or (2) not award tenure. The secondary tenure committee shall then do likewise.

10 2 Faculty Handbook for Academic Promotion and Tenure Probationary Period All untenured, tenure-track faculty must either be granted tenure or terminated by the end of a period of seven years for instructors and assistant professors, four years for associate professors, and three years for full professors, counted from the effective date of the contract on which the candidate first becomes tenure-track. The year before the final year of this probationary period is known as the candidate s penultimate year. Because one year s notice must normally be given for termination, a decision to tenure or terminate usually must be made by the end of the candidate s penultimate year. Tenure Through Promotion Tenure is automatically granted upon promotion to either associate professor or full professor. Committees In order to be recommended for tenure outside the promotion process, a candidate must normally be recommended by two committees. These committees may also recommend termination. It is preferable that no one serve as a member of more than one of these committees. All votes to recommend candidates by these committees shall be taken by secret ballot. The deliberations of all committees must be kept in strictest confidence except as stated explicitly in this document. The two committees shall be designated as: the primary tenure committee and the secondary tenure committee. 1. Primary Tenure Committee The primary tenure committee shall consist of tenured faculty. It should have at least five voting members. The procedure for selecting voting members of the primary tenure committee shall be determined by the faculty of each department or school. Members may come from outside a department or school if there is an insufficient number of members within the department or school. a. Schools Organized by Department The department Head shall chair the primary tenure committee without vote, unless the department Head is untenured, in which case the Head may not serve on the committee. If the Head in untenured, the committee shall elect a chair. In this case the chair may vote. b. Schools Not Organized by Departments The primary tenure committee shall elect its own Chair who may vote.

11 Section I: Promotion and Tenure Criteria for the School of Technology 3 Procedure 2. Secondary Tenure Committee There shall be at least five voting members of the secondary tenure committee, all of them tenured faculty. The Dean of each respective school shall chair the school's secondary tenure committee without vote. The procedure for selecting the other members of the secondary tenure committee, both voting and nonvoting, shall be determined by the faculty of each school, with at least one voting member from each constituent department of a school with departments (The Library shall be considered a department of the school of Liberal Arts and Social Sciences). 1. Primary Tenure Committee Each year the primary tenure committees shall review the progress towards tenure of all untenured, tenure-track faculty. The procedure shall begin after the preparation of documents by the candidate(s). Candidates are encouraged to seek guidance from senior colleagues well in advance of submission when preparing their documents. The primary tenure committee may also establish formal procedures for helping candidates prepare documents prior to their evaluation. These documents will be considered by the primary tenure committee, which must vote for one of the following three recommendations: (1) tenure, (2) continued tenure-track status, or (3) termination, except during the candidate s penultimate year, when the primary tenure committee must vote for one of the following two recommendations: (1) tenure or (2) termination. In those cases where the committee has voted to recommend continued tenure-track status, it may also vote on the candidate s level of progress towards tenure, as determined by school policy. A simple majority of the primary tenure committee shall be necessary for recommendation of the candidate for tenure, continued tenure-track status, or termination. Following the vote, the primary tenure committee shall prepare a written evaluation of the candidate, which must include a record of the vote. a. Schools Organized by Departments The written evaluation shall be forwarded to the department head and the dean. The department head also shall forward a separate recommendation to the dean, except in those cases in which the department head is untenured. If the department head is untenured, only the written evaluation of the primary promotion committee shall go forward. b. Schools Not Organized by Departments

12 4 Faculty Handbook for Academic Promotion and Tenure The written evaluation of the primary tenure committee shall be forwarded to the dean. After the vote of the primary tenure committee, the chair of the committee shall meet with the candidate in a timely manner to inform the candidate by memorandum of the recommendations of the committee and the Head (where appropriate). If either the Head or the committee has forwarded a recommendation to terminate, then the chair of the primary tenure committee must inform the candidate that the candidate has the right to appear before the secondary tenure committee or else to submit a personal statement to the secondary tenure committee. A candidate s failure to do either shall not be considered by the secondary tenure committee in its deliberations, and the chair of the primary tenure committee must inform the candidate of this fact as well. Additional feedback may be given to the candidate, but only as determined by department/school policy. 2. Secondary Tenure Committee The secondary tenure committee shall review all candidates considered by its subsidiary primary committees, with the exception of those with five or more years remaining in their probationary periods that have been recommended by their respective primary tenure committees for continued tenure-track status. The documents to be considered by the secondary tenure committee shall consist of each of the candidate s documents as voted on by the primary tenure committee, the written evaluation of the primary tenure committee, and, where appropriate, the recommendation of the department Head. As with the primary tenure committee, the secondary tenure committee must vote for one of the following recommendations: (1) tenure, (2) continued tenure-track status, or (3) termination except in a candidate s penultimate year when the committee must vote for one of the following recommendations: (1) tenure or (2) termination. In those cases where the committee has voted to recommend continued tenure-track status, it may also vote on the candidate s degree of progress towards tenure, as determined by school policy. A simple majority of the secondary tenure committee shall be necessary for recommendation of the candidate for any of tenure, continued tenure-track status, or termination. Following the vote, the secondary tenure committee shall prepare a written evaluation of the candidate, which must include the vote. The Dean shall also prepare a separate evaluation for each candidate. In those cases in which a candidate has been recommended for either tenure or termination, the evaluations of both committee and Dean shall be forwarded to the Chancellor. After the vote of the committee, the Dean shall meet in a timely manner with each candidate considered by the school to inform the candidate by memorandum of the recommendations of both the Dean and the committee.

13 Section I: Promotion and Tenure Criteria for the School of Technology 5 3. Chancellor Following the deliberations of the secondary tenure committee on those cases recommended for tenure, the Chancellor shall transmit the committee s recommendation, along with a separate evaluation by the Chancellor, to the Provost. The Provost shall make a recommendation to the President, who in turn shall make a recommendation to the Board of Trustees, which shall make the final decision. Cases recommended by the secondary tenure committee for continued tenure-track status or termination shall be forwarded to the Chancellor, who shall makes the final decision.

14 6 Faculty Handbook for Academic Promotion and Tenure GUIDELINES AND CRITERIA FOR PROMOTION It is important to recognize that candidates for promotion are evaluated on their overall achievement, not merely an inventory of individual accomplishments. In other words, candidates for promotion are evaluated on the aggregate of professional achievement including its quality, level, and impact. Because of the School's strong learning mission, the nature of a faculty member s discovery and engagement may be different from that of other schools in the University, but no less significant. Therefore, this handbook serves to explain expected accomplishments for Technology faculty. It also explains the sections of the promotion document in which those accomplishments should be reported. Promotion to Associate Professor Promotion to Associate Professor is based upon actual performance as well as increased realization of potential. Above all, the individual, while maintaining effectiveness in teaching, should be growing technically and professionally. Promotion to this rank is based upon excellence in either teaching or scholarship, together with strength in the other, and with active participation in service. Promotion to Associate Professor will not normally be considered before the completion of four years in rank. The Associate Professorship is a rank of high academic position and in many cases will be a terminal rank. Promotion to Professor Promotion to Professor is based on recognition of the individual by professional peers as an authority in the field of specialization, and by associates and students as a capable teacher. A candidate will have demonstrated a consistently high level of competence in teaching. Promotion to this rank is based on excellence in at least one of the three areas together with strengths in both of the other areas. Where the excellence lies in teaching, the candidate will be recognized for an outstanding contribution to the University s educational program through an effective blend of interaction with students, professional growth, curricular development, and course content and methodology. Where the excellence lies in scholarly activity, the candidate will have made important and recognized contributions in scholarly activities and will be recognized as a leader in educational or professional circles on a state or national level. For excellence in service, the candidate will be recognized on the campus for outstanding contributions to the programs of the University and the candidate will have attained a reputation at the regional, state, or national level for outstanding contributions to professional organizations or agencies, government, or industry.

15 Section I: Promotion and Tenure Criteria for the School of Technology 7 Promotion of Clinical/Professional Faculty to Assistant Professor, Associate Professor and Professor Rapid advances in theory and practice in every field makes the practitioner s role more sophisticated and complex compared to years past. This sophistication and complexity dictate an expectation that graduates in specialized programs experienced the application of emerging theory in best practice settings. This expectation requires increased faculty supervision and guidance within carefully chosen clinical/professional environments. These expectations can be met more effectively if flexibility exists in appointing faculty particularly suited to designing and maintaining educational programs in clinical/professional settings. Such flexibility gives the university the opportunity to recruit and retain highly qualified professionals whose career goals are consistent with the University Mission. Assistant Professor Required degrees, qualifications, specialty certification, and experience shall be determined by the appointing school or department. Successful candidates for promotion must exhibit expertise in clinical/professional practice and be qualified to participate in the educational program of the school/department. They must also have a primary commitment to assist the school in meeting its programmatic need for clinical/professional services and instruction. Associate Professor Required degrees, qualifications (e.g. certification), or experience shall be determined by the appointing school/department. Successful candidates for promotion must demonstrate evidence of excellence in teaching and clinical/professional practice and have primary commitment to assist the school/department in meeting its programmatic need for clinical/professional services and instruction. Promotion to Associate Clinical Professor is based on actual performance as well as increased realization of potential. It is a rank of high academic position and in many cases will be the terminal degree. Professor Successful candidates must demonstrate an extremely high level of professional accomplishments in teaching, service and clinical/professional practice and must be recognized by their peers at the national level. Criteria for Promotion to Clinical/Professional Professor will be determined by each individual school/department.

16 8 Faculty Handbook for Academic Promotion and Tenure CRITERIA FOR EXCELLENCE IN LEARNING Learning is the measure of teaching. Teaching in the School of Technology refers to the broad area of student-faculty interaction for educational purposes. A faculty member who excels in teaching, guides and inspires students, maintains scholarship by sustaining breadth and depth of knowledge, and contributes to the improvement and understanding of the subject matter and the methods of teaching. For promotion, the focus is on effectiveness of teaching student learning. Achievements in pedagogy are measured on the basis of two dimensions of student learning: instructional delivery and instructional development. Although the degree of achievement in the two dimensions will vary, significant accomplishment in each dimension is always expected. Instructional Delivery For all candidates, excellence in effectiveness of instructional delivery must be demonstrated by a history of student evaluation data. These data must include all courses taught by the candidate over the past three to five years. For Promotion to Associate Professor Student evaluation data are expected to demonstrate consistent teaching effectiveness. For Promotion to Professor Student evaluation data are expected to continue to demonstrate effectiveness as a teacher over the evaluation period since the previous promotion. While it is allowed for most candidates to use the Purdue University Calumet s adopted course/instructor evaluation, it is also recognized that different evaluation instruments are established and used in some departments. In all cases, the intent is that the candidate demonstrates the required history of student evaluation data. Student written comments are not to be included in the promotion document. Teaching awards are not essential, nor in all cases sufficient; however, they are usually considered evidence of excellence in instructional delivery. Being assigned as a course coordinator, course sequence coordinator, or course supervisor is considered important because it is usually assigned after recognition of superior contributions, leadership potential, and mastery of instruction. A course coordinator or supervisor is defined as an individual who is responsible for a course with multiple instructors, often at multiple locations. Participation in national and international teaching assignments may also be used to demonstrate breadth of instructional delivery.

17 Section I: Promotion and Tenure Criteria for the School of Technology 9 Interdisciplinary and cross-disciplinary cooperation in the delivery of instruction indicates both versatility and regard for the promotion of a candidate s instructional expertise. Faculty members are encouraged to participate in activities and efforts to improve their instructional delivery (the art of teaching, or the art of teaching within the candidate s discipline). Excellence in instructional delivery is necessary but not sufficient to demonstrate overall excellence in teaching. Excellence in instructional development is also required (see next subsection). Instructional Development Excellence in relevance of instructional development is also necessary to demonstrate excellence in teaching. Instructional development is defined as those activities that precede, support, and improve instructional delivery and student learning. A record of contributions to the continuous improvement of the candidate s curriculum and assigned courses is essential to demonstrate overall excellence in instructional development. The substantial redesign of course content and pedagogy, the implementation of new courses, and continuous improvement directed to learning assessment are some examples of accomplishments in instructional development. For Promotion to Associate Professor The candidate should demonstrate curriculum and/or course improvements or development that have added value to the department and/or location. For Promotion to Professor The candidate should demonstrate how curriculum and/or course improvements or development have contributed to their area of specialization within their department and/or their national prominence. Course development and graduate student advisement may be considered as distinctive evidence of instructional development. Development of special instructional materials, e.g., study guides, laboratory lessons, case studies, software tools, and courseware can be considered distinctive and significant. Each member of the teaching faculty is expected to develop instructional materials. Therefore, course syllabi, lesson plans, lecture notes, examinations, and routine visual aids are expected products of normal class preparation and are not considered special instructional materials.

18 10 Faculty Handbook for Academic Promotion and Tenure For Promotion to Associate Professor Development of special instructional materials is considered distinctive whether or not the materials have been nationally published. For Promotion to Professor Development of special instructional materials is usually considered particularly distinctive only if the materials have been nationally published. See Criteria for Excellence in Discovery for more information about this opportunity. Some other examples of important and valued instructional development achievements are: (1) development and delivery of distance learning courses and distance learning extensions to traditional courses, (2) internationalization of curricula and courses, (3) contributions to making courses cross-disciplinary and interdisciplinary, (4) contributions to adapting courses to the specific needs and requirements of other departments within the school or University, and (5) successful grantsmanship to support curriculum development or pedagogy is also considered distinctive evidence of instructional development. Innovation and experimentation in course development, instructional materials, and instructional delivery are considered important. Evidence of experiments and documentation of results can be as important as successful outcomes, but should only be cited when it is a substantial endeavor and experimentally sound. A history of activities directed to maintaining, improving, and expanding one s professional competencies within the discipline is expected of all candidates. It is important to demonstrate how this professional development has resulted in significant curriculum or course improvement. It is recognized that certain professional certifications can contribute to course and curriculum development; therefore, faculty are encouraged to seek appropriate certifications. Because the School of Technology operates and maintains a large number of instructional laboratories, excellence in instructional development is recognized for those faculty members who conceive, create, and maintain such laboratories. The securing of grants, gifts or donated equipment (including hardware or software) that result in program improvement is an important achievement.

19 Section I: Promotion and Tenure Criteria for the School of Technology 11 CRITERIA FOR EXCELLENCE IN DISCOVERY The primary focus of the School of Technology is learning. Excellence in teaching and learning is one essential element of achievement as an educator. Successful educators also achieve in the areas of discovery and engagement. (For more information on engagement, see the next section, Excellence in Engagement.) Discovery is the outcome of creative endeavor, scholarship, and research. Discovery can be broadly classified into three categories: Discovery of learning (frequently called educational scholarship ) focuses on sharing the results of discovery, and validation of innovations in curriculum content, pedagogy, and student learning assessment with others in the candidate s educational community. Discovery of application (frequently called applied research ) focuses on sharing the results of theory in the application of technology or the candidate s area of expertise as applied to industry, government, or public and private agencies. Discovery of knowledge (frequently called basic research ) focuses on sharing the discovery of new knowledge that may ultimately result in applied research and educational scholarship. All candidates for promotion are expected to demonstrate a history of professional growth and development in one or more of these categories. In the School of Technology, most successful candidates for promotion will demonstrate excellence in the discovery of learning and/or the discovery of application. Some candidates may, however, demonstrate significant accomplishment in discovery of knowledge. Discovery of Learning Because of the school's primary teaching and learning mission, most faculty members will demonstrate excellence in discovery of learning through the results of their educational scholarship. This discovery of learning is measured by publication and presentation in appropriate markets and forums. Faculty members are encouraged to share their instructional innovations with other institutions and peer groups through nationally published textbooks, journal publications, conference presentations, seminars and workshops, and the mentoring of junior faculty through co-authorship. Many faculty develop instructor manuals, tutorials, laboratory manuals, case studies, casebooks, study guides, projects, workbooks, software, courseware, and the like, which may ultimately evolve into published or presented works that disseminate instructional concepts and techniques.

20 12 Faculty Handbook for Academic Promotion and Tenure Evidence of achievement in the discovery of learning may take any of the forms described in the remaining paragraphs of this subsection. Candidates are not expected to demonstrate achievement in all of the following forms. National publication and adoptions of printed or electronic textbooks, workbooks, case studies, tutorials, reference manuals, laboratory manuals, etc. is evidence of impact at both local and national levels. It is recognized that the publication of such instructional materials often involves greater sustained effort and time than other types of publications. For Promotion to Associate Professor Locally published or custom published instructional materials indicate the potential or promise for national publication. Works in progress may indicate potential or promise for national publications as evidenced by agreements to publish the work, percentage completed, peer reviews, publication schedules, and the like. For Promotion to Professor Nationally adopted published work is indication of national prominence and impact as evidenced by published reviews, adoption lists, market share, number of editions, international translations, and similar criteria. Publication of refereed and reviewed articles in sources such as educational journals and educational conference proceedings is consistent with the mission of sharing curriculum and instructional innovation with the academic community in one s discipline. In addition to describing curriculum ideas, innovations, pedagogy, and process, it is expected that educational scholarship be focused on improved learning that is demonstrated through accepted methods of measurement and assessment. Refereed publications such as journal articles are recognized as stronger scholarly achievements than reviewed or non-refereed publications. All candidates are also expected to exhibit an appropriate balance of refereed and reviewed publications exemplifying candidate s contributions in his/her discipline. Some evidence of recent refereed journal articles is usually expected for promotion to all ranks. For Promotion to Associate Professor Multiple-authored publications are encouraged; however, by the time of promotion the candidate should have some evidence of primary authorship of publications. Although not a requirement for promotion, a candidate should demonstrate development of an area of expertise within his or her discipline. Joint publication with graduate students is For Promotion to Professor Candidates for the rank of Professor should demonstrate a significant contribution in a focused area within the candidate s discipline, or to students learning within the candidate s discipline, as evidenced by a sustained, consistent, and relevant record of scholarship. Candidates should exhibit a balance of sole and multiple authorship and demonstrate a clear progression from multiple to primary

21 Section I: Promotion and Tenure Criteria for the School of Technology 13 encouraged. authorship. Sole authorship is an indication of achievement of national prominence. Multiauthorship with junior faculty and graduate students is an indication of mentorship. For graduate faculty, joint publication with graduate students is expected. A publication is considered refereed when professional peers who serve on the editorial board of the publication publish the article on the basis of a blind review of the complete article. Any other peer review process is considered reviewed. Most conference proceedings are considered reviewed. Evidence of grant writing related to curriculum, course, and laboratory development is important to the continuous improvement of School of Technology programs. Normally, successful grant writing will result in published scholarship as described above. For Promotion to Associate Professor Evidence of grant writing can be demonstrated in a number of ways. Successful funding of grant activities is highly valued, but may not be mandatory for promotion to this level. For Promotion to Professor The focus of any grant writing activities presented in a promotion document should be on projects that were funded and which resulted in scholarly publications. Discovery of Application The school's mission also includes applied research for the purpose of technology transfer. Faculty can demonstrate excellence in discovery of application through the products of applied research. The discovery of application, like the discovery of learning, is frequently measured by publication and presentation in appropriate markets and forums. But applied research may also result in the development of new products, or publications that help practicing professionals reproduce the results of application. At any given time, numerous technologies are emerging that need to be tested in industry for useful application. Faculty are encouraged to seek out opportunities to engage industry in projects that will test the limits of these emerging technologies. This applied research must culminate in publications, presentations, or industrial reports that describe the methods used to apply the technology, the tangible and intangible results, and recommendations for future

22 14 Faculty Handbook for Academic Promotion and Tenure application and applied research. It is expected that applied research ultimately results in measurement and assessment of value. Faculty members are encouraged to share their application knowledge and discoveries with industry and other appropriate peer groups through trade periodicals and journals, industry and user group conference presentations, and professional seminars and workshops. Graduate and undergraduate student involvement in applied research projects that result in theses, directed project reports, and publications is considered distinctive. Evidence of funded grants and contracts in applied research, either agency- or industryfunded, is considered distinctive, especially if interdisciplinary in nature. Publication of reviewed articles in sources such as trade periodicals, trade journals, monographs, white papers, technical reports, technical studies, technical newsletters, and special interest group publications is consistent with the mission of sharing applied research results and innovation with industry and professional groups within one s discipline. For Promotion to Associate Professor Publication for professional markets is one avenue for demonstrating national impact. Ideally, there should be some evidence of how the applied research and publication has positively impacted the candidate s teaching. For Promotion to Professor Publication for professional markets is one avenue for demonstrating national impact as evidenced by measures such as editorial responses, citations in later books or publications, patents, copyrights, awards, evidence of industrial or commercial technology transfer, and other similar criteria. The development and commercialization of successful, technical products, hardware, and software reinforce the teaching and technology transfer missions of the school. Patents and licenses developed are also valuable. It is recognized that development of technical products often requires substantial effort and may ultimately result in other forms of scholarship such as publications. Publications that promote technology transfer for industry, trade groups, and practicing professionals are other possible products of applied research. Such publications include books for the professional market, trade journals, technical reference manuals, and tutorials. For Promotion to Associate Professor Publication for professional markets is one indication of the potential for national prominence and impact. For Promotion to Professor Publication for professional markets is one indication of national prominence and impact as evidenced by published reviews, market share, reprints, international translations, and similar criteria.

23 Section I: Promotion and Tenure Criteria for the School of Technology 15 Discovery of Knowledge It is recognized that teaching and applied research sometimes stimulates or results in discovery of knowledge. The school s faculty may engage in appropriate funded basic research that results in publication of the discovery of new knowledge. These activities enhance a candidate s credentials for promotion even though the candidate s primary strengths are in teaching and service. Achievements for the discovery of knowledge may take on one of the following forms: (1) refereed articles published in, or manuscripts submitted to, research-oriented journals or conference proceedings, (2) published reviews of research books and research papers, (3) invited research lectures and presentations of research, (4) funded grants for basic research that contributes to the advancement of knowledge in one s discipline, (5) directing graduate and undergraduate student research, and (6) national or international research and creative endeavor. CRITERIA FOR EXCELLENCE IN ENGAGEMENT Engagement includes the School s involvement in service and outreach activities. Engagement activities are expected of all faculty. In the School of Technology, candidates should demonstrate excellence in more than one of the following three areas: (1) internal service, (2) professional association, and/or (3) industry outreach or public service. The school encourages extension, service, and outreach activities that support the primary mission of the school. Internal Service Activities Internal service activities are those activities that directly support the department, School or University. Internal service is expected, but not sufficient to warrant promotion or tenure. All candidates for promotion are expected to contribute to the internal management and operation of their unit, and to public relations for their unit. Candidates for promotion are evaluated for accomplishments in the following categories (as applicable to each candidate). 1. Administrative appointments in the department, School or University. Examples include Department Head, Assistant Dean or other appointments that include an administrative supplement. 2. Fulfillment of assigned responsibilities at the department, School or University levels, such as release time provided for special projects. 3. Demonstrated leadership or initiative in assigned or voluntary service roles, for example chairing a committee. 4. Participation in public relations activities of the unit. Examples include View Purdue University Calumet, Technology Day, or commencement.

24 16 Faculty Handbook for Academic Promotion and Tenure 5. Demonstrated leadership in the mentoring of junior faculty (especially important for candidates seeking promotion to Professor). 6. Significant contribution to, or leadership in, standing department, School or University committees. 7. Internal participation in and contribution to program marketing, student recruiting, and retention activities. 8. Internal consulting or work experiences that directly benefit department, School or University operations and management. 9. Leadership in academic and other University affairs. 10. Participation in activities to promote diversity and representation of underrepresented groups in the school and University. 11. Academic counseling of students, both formal and informal. 12. Creating or advising student organizations at the department, school, or University level. Professional Association and Service In order to remain current and establish potential or realization of national recognition and impact, School of Technology faculty should demonstrate both a balance and a record of activity and service in professional and scholarly societies. For Promotion to Associate Professor All faculty members should be members of appropriate professional societies related to their discipline For Promotion to Professor A track record of contribution to the organization(s); e.g., regular attendance/participation, committee membership, or elected/appointed office, is highly encouraged and, in many cases, expected. Professional involvement in professional and scholarly societies may take one or more of the following forms: 1. Presentations, workshops, short courses, or seminars presented. 2. Participation in conference programs as moderator, chair, or organizer. 3. Participation in accreditation committees or visits.

25 Section I: Promotion and Tenure Criteria for the School of Technology Service as an officer, committee chairperson, or committee member at the local, state, or national level. 5. Service as an editor, member of an editorial board, or similar activity for the society s publications. Building relationships within one s professional and scholarly communities should begin early in a faculty member s career. Over the course of one s academic career, a faculty member will typically interact with many peers. Promotion to all ranks requires peer reviews from external Professors who can validate the candidate s national prominence and impact as a scholar. Networking through professional association contributes significantly to this end. External Outreach and Public Service Activities External outreach and public service are those activities in which the faculty and University engage the public sector and/or contribute to economic development. These activities are central to the mission of any land grant institution such as Purdue University Calumet. Examples of outreach and public service activities appropriate to Technology faculty may include: 1. Participation in continuing education programs on or off the campus (including distance learning) by teaching in graduate, undergraduate, or industry courses, either for credit or no credit. 2. Activities that implement or support the land grant engagement concept of the University in such areas as community development, extension teaching, in-plant courses and other types of field services. 3. Participation in, or leadership of, sponsored consulting partnerships and international programs sponsored by the School or University (e.g., Technical Assistance Program). 4. Unsponsored consulting engagements or summer work experiences with government, industry, academia, or not-for-profit organizations on technical and/or leadership matters. 5. Participation in local, regional, and state economic development activities. 6. Participation on committees that promote inter-institutional cooperation. 7. Consultation to educational institutions outside of Purdue University Calumet. 8. Participation in activities that contribute to the expansion of the international dimensions of the University. 9. Participation in business and industry certification reviews (e.g., ISO 9000 quality certification).

26 18 Faculty Handbook for Academic Promotion and Tenure 10. Other industrial interactions (e.g., establishing faculty internships, short courses, guest lectures, and conferences).

27 SECTION II PREPARATION OF THE PROMOTION DOCUMENT INTRODUCTION Academic promotion and tenure signify distinctive achievement and progress in the career of a member of the faculty. Recommendations for promotion and tenure result from an exhaustive peer review at the department, School, and University levels, as well as external reviews from individuals who have distinguished themselves in the candidate s discipline. (See Section III for a detailed discussion of the peer review and promotion process. 1 ) In order for a candidate's achievements and potential to be effectively communicated to the Primary, Area, and University Committees, a comprehensive document must be prepared. This document should present a thorough and full profile of a candidate, including professional preparation, as well as achievements in learning, discovery, and engagement. It is the sole purpose of Section II to guide individuals in the preparation of their promotion and tenure credentials (commonly referred to as the "Promotion Document"). The guidelines contained herein are not intended to restrict, constrict, or otherwise limit the latitude of an individual in developing a document that most appropriately represents a comprehensive and accurate profile of the candidate s professional achievements. The document itself must be prepared in a most professional format following all rules of grammar and style, and adhere to strict APA guidelines. Every effort has been made to assure consistency with the aforementioned instructions for preparation of promotion/tenure documents distributed by the Office of the Provost. A thorough study of the above referenced instructions should be made prior to preparation of a document. Provided within this section is information which amplifies and expands the general instructions distributed by the University, particularly those areas in which the School of Technology faculty are most commonly involved. RELATIONSHIP BETWEEN PROMOTION CRITERIA AND THE DOCUMENT Section I of this handbook describes the School of Technology s promotion criteria. These criteria are organized into three categories: (1) excellence in learning, (2) excellence in discovery, and (3) excellence in engagement. The promotion document itself is organized into five sections: (a) candidate s summary, (b) general information, (c) teaching, (d) creative endeavor, research, and scholarship, and (e) 1 Executive Memorandum, University Promotion Policy with Instructions for Use with President s Form 36)