CONSIDERATION FOR FACULTY RETENTION, TENURE, PROMOTION AND MERIT IN THE SCHOOL OF ART, INTERIOR DESIGN PROGRAM INTRODUCTION

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1 CONSIDERATION FOR FACULTY RETENTION, TENURE, PROMOTION AND MERIT IN THE SCHOOL OF ART, INTERIOR DESIGN PROGRAM INTRODUCTION This document provides general guidelines for the renewal, promotion, and tenure, promotion, post-tenure review, and annual review processes for interior design faculty that are specific to the School of Art. All faculty members should carefully read and become familiar with policies and procedures in the current NAU COFS document, found on the Provost office web site. All faculty members should carefully read and become familiar with policies and procedures in the current NAU COFS document. Faculty may access this document on the Northern Arizona University web-site at The university COFS document provides a list of the necessary materials required in the faculty member s Professional Review File (uploaded to the Faculty 180 system) for review and evaluation; evaluation policies for non-tenure eligible, tenure-eligible and tenured faculty; procedures for the annual faculty performance evaluation; and policies and procedures for renewal, promotion, tenure and merit, the post-tenure review process and sabbatical and other leaves. In accordance with the NAU COFS document, evaluations of faculty members other than peer evaluations must be based upon the documentation available in the Professional Review File and information uploaded to the Faculty 180 system, including material that the faculty member has provided to clarify any documents placed in the Professional Review File. Faculty and administrators responsible for maintaining Professional Review Files and committee members and making recommendations for the retention, promotion and tenure of colleagues will adhere to university requirements, as described in COFS. Faculty members are expected to perform all duties and responsibilities included in the yearly contract and the Statement of Expectations. Statements of Expectations will consist of annual goals and expectations for the three distinct areas of accomplishment. The Annual Report is a yearly report from each faculty member on the progress toward the goals stated in each faculty member s Statement of Expectations. I. SOA-SPECIFIC CRITERIA FOR PROMOTION AND TENURE BY RANK Descriptions of all ranks of faculty (instructors, lecturers, professors of practice, and tenureeligible faculty), as well as the requirements and criteria for promotion, can be found in COFS. In addition, to be hired as a member of the interior design faculty requires an earned NCIDQ certification and, preferably, a terminal degree in Interior Design (Ph.D., M.F.A., M.I.D, or M.Arch) or related field such as Architecture (those currently teaching who do not hold a terminal degree may continue to be hired, so long as there is no break in their employment). Criteria for Moving an Instructor to a Lecturer Position In May, 2016 the SOA faculty adopted the following policy for reassigning full-time instructors to lecturers (and the policy was approved by the dean and provost the same month): Revisions to COFS in 2015 include the following: Units may establish criteria and procedures to move instructors to lecturer ranks after an appropriate period. This document establishes the criteria and procedures for reassigning an instructor to a lecturer rank.

2 Criteria: The instructor has completed at least three consecutive semesters as a full-time instructor (36 credits) in the School of Art at NAU. The Instructor has received a minimum of one continuing NTT annual review with a meritorious or higher ranking on record in Faculty 180 approved by the CAL Dean. The instructor has demonstrated experience in service for the department in accordance with unit needs. The instructor was hired as a result of a national search that included criteria equivalent to that of a lecturer search. Procedure: Instructors who are interested in being reassigned to Lecturer should submit to the Director a letter requesting a reassignment to Lecturer (including rationale for reassignment) after the most recent performance evaluation of Meritorious or higher. Generally, the request should be made as soon as possible following the performance review described above. The Department Chair/Director will solicit input from the ARC committee as well as from any voting member of the faculty about the decision for reassignment to Lecturer. The Department Chair/Director will forward to the CAL Dean the recommendation and rationale for reassignment from Instructor to Lecturer for those individuals who have secured departmental approval. The rationale will be based upon the content of the instructor s request, the most recent annual review, department needs, and faculty input. The CAL Dean will review the request in light of the rationale and the available college resources, and, if approved, forward on to the Vice Provost for Academic Personnel for review and approval. If the transition to Lecturer is approved, it will take place at the next contract period. The School of Art and/or College of Arts and Letters will be responsible for supporting any increase in salary that this reclassification would merit. NOTE: The determination of whether an instructor can be reassigned to Lecturer will be based on performance evaluations (conducted by the Annual Review Committee and the Chair/Director) as well as consideration of department teaching needs and university resources. INSTRUCTORS Instructors are non-tenured, non-tenure-eligible, non-promotable, part-time or full-time contingent faculty (hired on an as needed basis). To be hired as an instructor requires an earned NCIDQ certification and, preferably, the terminal degree in Interior Design (Ph.D., M.F.A., M.I.D, or M.Arch) or related field such as Architecture (those currently teaching who do not hold a terminal degree may continue to be hired, so long as there is no break in their employment). Instructors are responsible for teaching only, although they may be asked occasionally to provide service in other areas. Since the hiring of instructors is based on need, there is no expectation for retention. Annual evaluations of instructors are based on teaching only. LECTURERS Lecturers are non-tenured, non-tenure eligible faculty. A lecturer faculty member is appointed to one of the following academic ranks: lecturer, senior lecturer, or principal lecturer. Lecturers are primarily teaching undergraduate, graduate, or clinical courses. Lecturer ranks require an earned NCIDQ certification and, preferably, the terminal degree in Interior Design or related field such as Architecture.

3 Promotion from Lecturer to Senior Lecturer (non-tenure eligible), the faculty member must have, in addition to the requirements for the rank of Lecturer, at least (1) a record of substantial and continued effectiveness in teaching, advising, and other student-related responsibilities, (2) a record of service and professional development related to the teaching role, and (3) the equivalent of six years (12 semesters) of college-level teaching or other relevant professional experience. Promotion from Senior Lecturer to Principle Lecturer (non-tenure eligible), the faculty member must have, in addition to the requirements for the rank of Senior Lecturer, at least (1) a record of substantial and continued effectiveness in teaching, advising, and other student-related responsibilities, (2) a record of service and professional development related to the teaching role, and (3) the equivalent of six years (12 semesters) of college-level teaching at the rank of senior lecturer or other relevant professional experience. PROFESSORS OF PRACTICE Professors of Practice are non-tenured, non-tenure eligible faculty. A professor of practice is appointed to one of the following academic ranks: Assistant Professor of Practice, Associate Professor of Practice, or Professor of Practice. Professors of practice are primarily responsible for teaching courses, including seminars and independent studies, to undergraduate and graduate students and for modeling the intersection of theory and practice in the relevant field. Professors of practice are faculty members who have an earned NCIDQ certification, have earned a terminal degree in interior design or related field such as architecture, and who have established themselves by expertise, achievements, and reputation over a sustained period of time or to be distinguished professionals in an area of practice or discipline but who may not have the terminal degree in the discipline. Promotion from Assistant Professor of Practice to Associate Professor of Practice (nontenure eligible), the faculty member must, in addition to meeting the requirements for the rank of Assistant Professor of Practice, (1) demonstrate effectiveness in teaching and other studentrelated responsibilities or show promise of such effectiveness if the candidate has no prior teaching experience, (2) supply evidence of substantial scholarly, creative, or professional achievements, if required for position as indicated on annual Statement of Expectations and/or letters of offer for the position, and (3) the equivalent of six years (12 semesters) of college-level teaching at the rank of assistant professor of practice or other relevant professional experience. Promotion from Associate Professor of Practice to Professor of Practice (non-tenure eligible), the faculty member must, in addition to meeting the requirements for the rank of Associate Professor of Practice, (1) demonstrate effectiveness in teaching and other studentrelated responsibilities or show promise of such effectiveness if the candidate has no prior teaching experience, (2) supply evidence of substantial scholarly, creative, or professional achievements, if required for position as indicated on annual Statement of Expectations and/or letters of offer for the position, and (3) the equivalent of six years (12 semesters) of college-level teaching at the rank of associate professor of practice or other relevant professional experience. PROFESSORS All tenure eligible positions require at least an earned a terminal degree in Interior Design or a related field such as Architecture and passage of the NCIDQ exam. Any exception to this degree requirement must be recommended by the faculty and Chair of the academic unit, and approved by the Provost. Achievement of a faculty rank at NAU shall be determined by evaluation and recommendation using written academic unit criteria which must be approved by the Dean and Provost before implementation. Academic unit criteria may exceed, but must not be less than ABOR standards (6-201 I.) and the NAU standards.

4 Promotion from Assistant Professor to Associate Professor, the faculty member at the minimum must have, in addition to meeting the requirements for the rank of Assistant Professor, a record that shows (1) substantial evidence of effectiveness in teaching, advising, and other student-related responsibilities, (2) a sustained pattern of creative activity resulting in lectures to the profession and/or to the public, research, interior design projects, conducting CEU seminars, and other activities related to creative production, and (3) a pattern of sustained service to the profession such as conducting CEU seminars, service to professional organizations and the university community, and the potential to assume a leadership role within the faculty as one moves toward the rank of professor. Further, the rank of Associate Professor is a tenure-eligible or tenured position. A faculty member may not be promoted to Associate Professor unless concurrently standing for tenure, but a faculty member may be hired as a non-tenured Associate Professor. Normally, a faculty member becomes eligible to apply for the rank of Associate Professor in the sixth (6 th ) year of full-time service at the rank of assistant professor at NAU. Any prior service credit to be counted must be agreed to in writing at the time of hire. Promotion from Associate Professor to Professor (tenured), the faculty member at the minimum must have, in addition to meeting the requirements for the rank of Associate Professor, (1) a sustained pattern of high-quality teaching, advisement, and other student-related responsibilities, (2) a sustained pattern of creative activity resulting in lectures to professionals and/or the public, design projects, conducting CEUs, research, and other activities related to creative production, and (3) a record that shows a mix of sustained service to interior design education and the University community and evidence of leadership within the School of Art (e.g., demonstrated ability to assume leadership roles within the department, college, and/or the University at large, and to mentor junior faculty). Further, a faculty member must be tenured in order to be promoted to the rank of Professor, unless at the time of initial appointment the Notice of Appointment indicates it is at the rank of Professor without tenure. Professors are faculty members who have achieved significant accomplishments in the areas of teaching and research. Normally, a faculty member becomes eligible to apply for the rank of professor in the sixth (6 th ) year of full-time service at the rank of Associate Professor at NAU (including any prior service credit agreed to at the time of hiring as Associate Professor). In addition to providing evidence of effectiveness in all areas, faculty who apply for the rank of Professor must demonstrate outstanding accomplishments teaching or in scholarly or creative endeavors as defined by college and academic unit criteria. II. SOA-SPECIFIC CRITERIA IN TEACHING, CREATIVE ACTIVITY, AND SERVICE The charts and principles below should be used by the committee evaluating faculty activity as guides for comparative valuation of accomplishments and for comparative rankings of the faculty. Points are assigned for each accomplishment in each section of activity (teaching, creative, service) and then added to determine overall ranking (unsatisfactory, satisfactory, meritorious, or highly meritorious) for annual evaluations and averaged for applications for promotion and/or tenure. Care must be taken to allow for individual differences, uniqueness of contribution, and personal philosophy and emphasis area. At the same time, however, the committee reviewing faculty should use these principles and charts to comparatively evaluate all faculty. For each accomplishment in each category, reviewers simply assign an appropriate number of points as listed by the charts below. If more than one accomplishment is given in any area, the appropriate points are added for each. To obtain the overall score for each area of activity, simply add together the scores for all accomplishments in that category. Accomplishments not listed in the charts below may be considered on a case-by-case basis. Self-Evaluation Statement

5 Use the appropriate format below. Upload your statement in Faculty 180 under Self-Evaluation. Title the document as Academic Year 20XX Self Evaluation Statement. FSC Format for Self-Evaluation Document (100% Teaching) Do not exceed one page for this report. Teaching Course prefix, number, and title What overarching goal (or learning outcomes) did you set for the course? Briefly explain how the goal was met or how learning outcomes were demonstrated. How will you revise the course when it is taught again? FSC Format for Self-Evaluation Document (Less than 100% Teaching) Do not exceed two pages for this report. Teaching Course prefix, number, and title What overarching goal (or learning outcomes) did you set for the course? Briefly explain how the goal was met or how learning outcomes were demonstrated. How will you revise the course when it is taught again? Scholarly Contributions and Creative Productions Outline your accomplishments and explain their significance. Service Outline your service contributions and explain their significance. TEACHING It is expected of all faculty members at NAU that they teach in an effective manner. Effective teaching requires a thorough knowledge of the subject area, awareness of current trends and research in the subject area, and the ability to convey the subject matter to the students. The School of Art considers teaching to be the primary responsibility of each faculty member unless a specific exception is made and documented by written agreement between the supervising administrator and the person involved. Members of the School of Art faculty believe that as educators we must retain our academic freedom, pursue excellence in teaching, and be equally concerned with process and product in our classrooms and studios. Advising and career counseling are important components of a faculty assignment, and are the shared responsibility between the individual student and the faculty member. The School of Art recognizes that mentoring and advising are a vital part of interactions between faculty members and students. Aspects of a faculty member s advising responsibility include helping students to set goals and make decisions, as well as, monitoring progress toward graduation to ensure that students complete their degree in a timely manner. However, failure to understand and complete degree requirements is ultimately the responsibility of the student, not the faculty member. Evidence of teaching quality should be derived from multiple sources with no single source serving as the sole criterion. Quality teaching will be determined by considering the following: Student evaluations of courses: Supplied automatically by the university. Teaching Portfolio: Instructors will submit one teaching portfolio for each course or section taught. The teaching portfolio is a snapshot of your teaching related to each

6 course or section of each course that you teach. The Teaching Portfolio includes only the following five items: 1. Syllabus 2. Student evaluations (supplied and uploaded to FAAR by the university) 3. Signature assignment instructions (NOTE: A signature assignment is the task that captures learning outcomes for the course. The signature assignment should be mentioned in the syllabus and align with the School of Art Curriculum Map.) 4. Scoring rubric for the signature assignment (should indicate how scores of on target, above, or below are determined) 5. No more than three student examples of the completed signature assignment To upload these documents, log on to Faculty 180. Click on My Data. Go to the Workload form. Scroll to Teaching, B: Course Attachments. Upload the signature assignment, rubric, and student examples to Other. Teaching/Student-Related Self-assessment teaching portfolio per course Student evaluations (supplied by the university). Not per course, 15 points max. Mentor for student research or other extracurricular student mentoring Student committees or supervision of research or internships Develop and lead study abroad program or domestic/international travel/study program Take students to professional conference Prep students to present at professional conference Curriculum development (new course) or significant revision of existing course Teaching honors or awards (local awards = 1-5; state/regional = 5-10; national = 10-15; international = 15-30) Other teaching such as invited guest lecturer, fellowship, visiting faculty or workshop Professional Development (attend Conferences, workshops, or other professional development events that contribute to updating teaching skills) each session All components = 12 points 3 components = 9 points 2 components = 6 points 1 component = 3 points = 15 points = 10 points = 5 points = 1 point 2.3 below = 0 points 5 points per event 5 max 25 points per event 10 points per event 20 points per event 25 max. 30 max. 20 max 2 points each (10 max.) Total score for teaching

7 Using the raw scores in the chart above, determine the ranking for this section for faculty whose teaching expectation is less than 100% by using this chart (round up any score that includes a fraction): Total score of 101 and higher A total score of A total score of A total score of 59 or lower Highly Meritorious Meritorious Satisfactory Unsatisfactory Assigning review rankings to instructors with SOEs specifying 100% expectation in Teaching/ Student-Related: using the scores from the chart above (portfolio and course evaluations), determine a score for each course taught, add the scores for all courses, then divide by the number of courses to determine an average score for teaching. Then use the chart below to determine the ranking for teaching (round up any score that includes a fraction). Total score of 25 and higher A total score of A total score of A total score of 14 or lower Highly Meritorious Meritorious Satisfactory Unsatisfactory NOTE: Instructions regarding faculty with course reductions not reflected in SOE In the case of faculty member who has a course reduction that is not reflected in the SOE, the average score for all other courses taught will be used as the score for the missing or reduced course(s). For example, if Lecturer Jane Doe s SOE states that teaching is 80% and Jane has a course reduction of 1 course (teaching 3 courses in a semester), the average score for the other three courses will be used in place of the reduced course as if it is a 4 th course. RESEARCH AND CREATIVE ACTIVITY It is the expectation that faculty involved in research and creative activity will generate a sustained record of productivity of knowledge and/or creative works that will contribute to, expand, and/or deepen the field of the professor. The faculty will share the findings of that activity with scholars, professional designers, and/or the general public through peer-reviewed publications, interior design projects or other activities. In turn, these discoveries will be shared with students through teaching. Peer review is the process of evaluating research and creative work by other disinterested individuals in the same field in order to maintain or enhance the quality of the work in that field. The faculty s research and creative activities should demonstrate commitment and achievement in the field of interior design. Evidence in support of research and creative activities could include conducting related interior design seminars and CEU s to peers and the public, interior design project research/programming and implementation, serving as a juror of interior design competitions, voluntary involvement in community interior design projects especially for non-profit organizations, and other like activities of local, regional, national, and international significance; publications about a faculty s creative work; and grants, fellowships, or residencies. Interior Design projects and research, and other activities should demonstrate a pattern of accomplishment with evidence of contribution to the field of interior design. It is assumed that peer-reviewed interior design projects, research, and other activities will be significantly in-depth and reflect a high order of research and creative contribution. The number and quality of interior design projects and research and other activities should demonstrate a

8 consistent pattern of growth from one professional rank to another while upholding quality of content. Note: Geographic terminology should not be taken literally. The terms do not strictly refer to the location of venues but to the level of the significance of the accomplishments to the field of interior design. For example, completing a design of a friend s home or business in Flagstaff upon the invitation of a friend would be of strictly local or possibly regional significance, as would similar work in Brooklyn, NY in a space that is also owned by a friend. An exhibit of your designs with accompanying lectures and publications at the Museum of Modern Art in New York curated by a scholar/ critic/ curator of great importance or reputation would be of national, if not international significance. Remember that the stress is on the level of importance of the creative contribution to your field. The key idea point is not about the literal location of the venue or design project, but on peer-review and on the level of significance of the project or venue. Local significance indicates that the importance of the accomplishment is limited to the general Northern Arizona area and includes but is not limited to the NAU community, the Flagstaff area, and northern Arizona. Venues would typically include those in the Flagstaff area. Regional significance indicates that the importance of the accomplishment extends beyond Northern Arizona but is limited to art communities throughout the Southwest. Venues include but are not limited to places such as university campuses other than Northern Arizona University, and museums and cultural centers specific to the Southwest. National significance indicates that the importance of the accomplishment extends beyond the Southwest but is limited to other communities of the United States. Venues include but are not limited to places such as university campuses outside of the Southwest, as well as cultural centers and museums specific to the United States. International significance indicates that the importance of the accomplishment extends beyond the United States to encompass other areas of the world. Venues include but are not limited to places like university campuses outside of the United States, museums and cultural centers of the international community. Research and Creative Activity (points are awarded for each accomplishment) Interior Design Projects (not peer-reviewed/juried) Group Lead Local/Regional significance 10 ea. 20 ea. National significance 15 ea. 30 ea. International significance 25 ea. 50 ea. Consultations: Local/Regional significance 5 ea. 10 ea. National significance 8 ea. 15 ea. International significance 12 ea. 25 ea. Peer- Reviewed Publications (publications not listed here may be considered on a case-by-case basis. Publications may be online or Peerreviewed hardcopy) Book, sole author 120 max. Book, co-author Chapter in a book Journal Article, sole author Local=15, Regional=20, National=30, International=40 Journal Article, co-author Local=7, Regional=10, National=15, International=20 90 max. 45 max. 20 max.

9 Non-Peer Reviewed Publications (publications not listed here may be considered on a case-by-case basis. Publications may be online or hardcopy) Review of books or other teaching materials Articles, solo author (magazine, trade or other publications related to the field) Articles, co-author (Magazine, trade or other publications related to the field) Teaching Materials, solo author or editor Teaching Materials, co-author or editor Non-Peer Reviewed 10 max per publication 5 max, per publication 2 max per publication 25 max per publication 20 max per publication Publications (about your work) Images Text and images Local/Regional significance 10 max. 30 max. National significance 30 max. International significance 50 max. Presentations Non Peerreviewereviewed peer- Local Significance 3 max 7 max Regional Significance 5 max 10 max National Significance 10 max 20 max International Significance 15 max 30 max Grants, Fellowships, and Residencies National / International Arts Grants or Fellowships State Regional Grants & Fellowships SOA, CAL, NAU Internal institutional grants Other awards / honors Invitational workshops and/or lectures Other Conference/Seminar/CEU Organizer Develop a Design Competition Serve as juror for design competition Professional Certifications Gained LEED AP LEED GA Other Professional Memberships Added IDEC, ASID, IIDA, AIA or other related Professional Organization CEUs (1 pt. per hour of CEU) Honors and Awards Honors or awards for research/creative activity (local awards = 1-5; state/regional = 5-10; national = 10-15; international = 15-30) 100 max. 90 max. 80 max. 70 max. 10 max. 75 max. 5 ea. max. 30 max.

10 Total score for creative activity Using the raw scores in the chart above, determine the ranking for this section by using this chart: Total score of 80 and higher A total score of A total score of A total score of 39 or lower Highly Meritorious Meritorious Satisfactory Unsatisfactory SERVICE Service activity in the arts supports the mission of the university, and as such includes service to our community, participation in school and university committees as an integral part of shared governance, and participation in professional organizations, and state or national committees, representing a commitment to the profession as a whole. Service to the community, school, university, and/or profession is expected of all School of Art faculty. Evidence of service should be derived from a variety of sources with no single source serving as the sole criterion. Examples of proof of service include, but are not limited to, the following: Serving on committees or advisory boards as a member Serving on committees or advisory boards as a chair Coordinating a program Note: It is recognized that not all categories of service are listed here. If another type of acceptable service is offered by the faculty member, they should also be recognized. Multiple examples from any category should earn additional points for each additional instance. For example, serving as chair of two internal committees would earn a maximum of 20 points. Service (points are awarded for each accomplishment) Lead tours and conduct orientations (2 pts. each) 6 Internal committees member = 10, chair = Program Coordinator 15 External committees member=10, chair=15 15 Advisory or editorial board 10 Community Outreach 10 Honors or awards for service (local awards = 1-5; state/regional = 5-10; national = 10-15; international = 15-30) Other (provide details) 10 Total score for service 30 Using the raw scores in the chart above, determine the ranking for this section by using this chart: Total score of 25 and higher A total score of A total score of A total score of 14 or lower Highly Meritorious Meritorious Satisfactory Unsatisfactory Determining the Ranking for Retention, Tenure, Promotion, and Merit

11 Review committees must also determine an overall ranking for each instructor. Since SOEs vary, the weight of each of the three components of the review will vary and must be considered when determining the overall score and ranking. For example, take the instance of the SOE for an instructor who stipulates the following: Teaching = 60%, Creative = 30%, and Service = 10%. In such a case, the score for teaching should be multiplied by 6, the score for creative activity should be multiplied by 3, and the service score remains as is. If teaching is 80%, multiply by 8; if service is 20%, multiply by 2; and so on. After the total score is determined and entered into the chart above, the overall rank of the evaluation is determined by using this chart: Total score of A total score of A total score of A total score of 299 or lower Highly Meritorious Meritorious Satisfactory Unsatisfactory Determining Successful Ranking for Promotion and/or Tenure When a faculty member is evaluated for promotion and/or tenure, the evaluating committee will add the scores of the annual reviews for the years under consideration, then divide by the number of years to determine the average score. In order to gain promotion and/or tenure, that average score must equal or exceed the minimum score needed to earn the Meritorious ranking, as described in the chart above. In addition to points and previous evaluations, all administrators and committees reviewing faculty for promotion and/or tenure will examine the entire record of the faculty member, including service at other institutions, if credit has been granted, and all professional activity. NOTE: Review committee members should be cognizant of mitigating circumstances that contribute to scores. Such circumstances, when the faculty explains them and provides evidence for them, should be weighed when tallying the final score. If circumstances warrant, scores may be adjusted to reflect the situation.