Department of Plant and Soil Sciences

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1 Department of Plant and Soil Sciences Reappointment, Promotion, and Tenure and Cumulative Post-Tenure Review Policies and Procedures TABLE OF CONTENTS Reappointment, Promotion, and Tenure 1. Role of Plant and Soil Sciences Department Mission Statement Departmental Philosophy on Reappointment, Promotion, and Tenure Cumulative Review of Tenured Faculty Role Statement for Faculty Members Job Description Professional Development Departmental Standards for Appointment, Promotion, Retention, and Tenure Academic Rank Descriptions Teaching Positions Indicators of Effectiveness Indicators of Excellence Standards for Assistant Professor Standards for Associate Professor Standards for Professor Research Positions Indicators of Effectiveness Indicators of Excellence Standards for Assistant Professor Standards for Associate Professor Standards for Professor Extension Positions Indicators of Effectiveness Indicators of Excellence Standards for Assistant Professor Standards for Associate Professor Standards for Professor Split Appointments Faculty Member Evaluations and Appraisals Departmental Faculty Affiliated Faculty APPENDIX I. Policy and Procedures RPT Process for Tenure-Track Faculty (will be attached). APPENDIX II. Policy and Procedures Cumulative Review of Tenured Faculty (will be attached). APPENDIX III. Policy and Procedures Regents Professor Appointment Process (will be attached). Approved by Faculty on September 25,

2 Reappointment, Promotion, and Tenure 1. Role of Plant and Soil Sciences 1.1 Departmental Mission Statement The mission of the Department of Plant and Soil Sciences is to gain, teach, and extend knowledge of basic and applied plant and soil science and to develop natural resource management practices that are economically and ecologically sound and socially acceptable. Faculty members along with personnel on branch stations, research centers, and private citizens located throughout the state carry out this mission. Grants and contracts provide financial support for these programs in addition to allocations from the College of Agricultural Sciences and Natural Resources, the Oklahoma Agricultural Experiment Station, and the Oklahoma Cooperative Extension Service. All faculty members in Plant and Soil Sciences participate in service activities to the general public, agricultural and natural resource land users, federal, state, and local agencies, and professional organizations. Faculty members also serve on departmental, college, and university committees. 1.2 Departmental Philosophy on Reappointment, Promotion, and Tenure The Plant and Soil Sciences Department makes the critical decisions concerning recommendations for faculty reappointment, awarding of tenure and granting promotion via a well-defined process. An appointed committee of their peers, the Plant and Soil Sciences Reappointment, Promotion, and Tenure (RPT) Committee reviews candidates for reappointment, promotion, and tenure. This committee is composed of tenured faculty appointed by the Department Head. To the extent possible, appointees represent a cross section of the subject-matter interests resident in the Department. The Chairman of the Faculty Advisor Committee, a body of at least six faculty members elected by their peers, is a permanent member of the RPT Committee. Oklahoma State University maintains that the University s decision to grant tenure is inherently and inescapably a judgment made with appropriate faculty counsel toward the end of a probationary period (OSU Policy and Procedures Appendix I). The Plant and Soil Sciences RPT Committee and the Department Head understand that a mix of objective and subjective judgments governs the reappointment/promotion/tenure process. As one example, the issue of productivity as indicated by publication in refereed journals is a common indicator used in these deliberations regarding research scientists. This issue may be approached from an objective standpoint as indicated by numbers of papers published by the individual, or more subjectively when the quality of papers is also considered. There is considerable variance among disciplines as to the rate at which research publications may be generated as well as among scientific journals in terms of relative rigor of reviews and ultimate acceptance of scientific articles. Because that variance is most clearly understood by practitioners in the different fields, an RPT Committee composed of experienced peers offers the most fair and rational approach to evaluating faculty relative to retention and/or promotion. That committee, by virtue of its collective experience, also understands that no single indicator can be used to assess the contribution of a faculty member to the Department and University. Further, it fully honors the inherent differences among teaching, research and extension roles. Even given the variances associated with the publication process, it is a general expectation that faculty associated with major universities will publish. This expectation varies in agriculture depending on the extent of the individual s appointment to teaching, research, and extension. Indeed, publication should be viewed as a professional obligation of all public institution scientists (the word scientist is not restricted here to individuals with primary appointments in research). When an individual accepts appointment as a scientist and receives payment for services, the immediate expectation 2

3 is that he/she will create novel ideas, concepts, and new findings. The final test of such activities is not consummated until the ideas, concepts, and findings are presented in a forum that can be accessed by the end user (peer scientists, students, producers, etc.). Thus, research is not complete until the results are communicated and to receive remuneration for work not completed is inappropriate. The most widely accepted mechanism for communicating the final outcome of research and to archive it for future use is via publication in peer-refereed outlets. Publication is also one form of creativity of scholars whose primary responsibilities are related to education, whether in a formal teaching role or as an extension specialist. However, exemplary performance for classroom teaching as evidenced by students learning new information is of primary importance for individuals with teaching appointments. Attention should focus on advising students, achieving educational objectives, and developing effective methods of teaching. In-service training, demonstrations, and the implementation of effective means of transferring knowledge to all clientele in addition to publications in refereed journals are important activities for extension specialists. The RPT Committee is designed to be an advocate group for the Plant and Soil Sciences Faculty. The Department Head takes primary responsibility in guiding all faculty members. However, it is important that all faculty members clearly understand the criteria considered during reappointment/promotion/tenure deliberations. The final responsibility for meeting the expectations for reappointment, promotion, and tenure rests solely with the candidate. Each new faculty member should procure a copy of the Faculty Handbook and the Departmental Reappointment, Promotion, and Tenure Standards and Procedures Handbook at the time of initial appointment. These are normally provided to each new faculty member at the time of appointment. The incoming faculty member is encouraged to read both documents very carefully and to discuss any aspect of them with senior faculty members and/or the Department Head. The following performance indicators and standards are presented by program area (teaching, research, and extension). An individual should demonstrate many, if not most, of the indicators of the next higher rank before being promoted to that rank. Relatively few of the Plant and Soil Sciences Faculty are 100% teaching, research, or extension. The effective use of joint appointments is a known strength of the Department. The RPT Committee and the Department Head realize that their recommendations concerning faculty advancement must be made with full cognizance of the candidate s assigned responsibilities. In cases where individuals are asked to teach additional courses or perform other duties that are not reflected by their formal assignment, appropriate information will be placed in the individual s personnel file to reflect the change for that period of time. Generalized guidelines and expectations are given only for assistant professor and above. The rank of Instructor may occasionally be used in the Plant and Soils Sciences Department. In such cases, the candidate and Department Head will review the Faculty Handbook and develop a set of expectations for the specific position. 1.3 Cumulative Review of Tenured Faculty. See Oklahoma State University Policy and Procedures: Cumulative Review of Tenured Faculty, , Academic Affairs December 2007 Appendix II Department of Plant and Soil Sciences Cumulative Review Committee The department head will appoint a Reappointment, Promotion, and Tenure (RPT) committee of five tenured full professor faculty with the charge of conducting a cumulative post-tenure review and writing an advisory letter to the department head Selection of the RPT committee will be made by the department head, and the appointment period will extend for four years, with the option, by the department head, of renewing the appointment for one additional 4-year term. If a faculty member leaves the department for any reason (retirement, resignation, etc.) the department head will appoint a replacement. Committee member replacement or reappointment should be done on a staggered basis so that long-term continuity will be maintained. The chair of the committee will be determined by a majority vote of the committee and should be for a term of 2 years. The 3

4 committee should also elect a vice-chair for a 2-year term which would serve as chair in cases where there may be a conflict of interest (i.e. the chair may come up for his/her posttenure review and the vice-chair would then perform the duties of chair) In the event a faculty member has a split appointment with another department, it is highly likely that the faculty member will have an appointment of 51% or more with one department and that department will be responsible for the cumulative review actions The performance standards used for all cumulative review actions will be those described in detail in sections 2 and 3 of this document Documents to be provided to the RPT committee by the faculty member under review include the following: A current curriculum vita The 5-year appraisal and development documents for the period under review. The committee chair will archive all committee actions and these documents may be reviewed when necessary A copy of the faculty member s last cumulative review report prepared by the faculty member and the review recommendation prepared by the RPT committee. The RPT committee should not have access to any document or report that is written by the department head following a post-tenure review. The post-tenure review process between the department head and faculty should be kept confidential. The RPT committee will use only the following four documents for their review: , , and From these four documents, the RPT committee will make their assessment and provide the department head a written report regarding this committee s assessment. Following this committee s report, the department head will hold his/her review of the faculty member using this committee s report as supporting material The faculty member s individual development plan stating their professional goals and objectives for the next review period. Also in this section, if there are items of interest that do not appear in any of the other four sections, they may be placed in this section for review by the RPT committee and the department head under the heading of additional information. 2. Role Statement for Faculty Members 2.1 Job Description The letter of hire combined with the job description identifies the professional expectations of the faculty member. These documents will specify the portion of the appointment allocated to program areas of teaching, research, and extension. The faculty member and the department head are responsible for developing (and updating as necessary) the role statement that identifies the broad responsibilities of the faculty member. Substantive changes in initial assignment must be approved by the Department Head, Dean of the Division of Agricultural Sciences and Natural Resources, and Provost and Executive Vice- President of Academic Affairs, after discussion with the faculty member. 4

5 2.2 Professional Development Professional development is critical to maintaining motivation and achieving excellence. Continuing professional development is both a professional and a personal obligation. Failure to develop professionally can cause a faculty member to become unmotivated, out-of-date, and/or overwhelmed. Each faculty member is expected to participate in professional development activities throughout their career. Faculty members are expected to develop a plan for professional development as part of the evaluation process. An effective development plan must involve the entire career process. Every plan should promote excellence of the individual and the department and help achieve individual and institutional recognition. The Plant and Soil Sciences faculty participates in various professional development activities. The following illustrates some of these activities. These examples are not intended to exclude other appropriate activities. Active participation in professional society activities is an important means of continuing professional development among the faculty. Paper presentations provide opportunities to have portions of one s teaching, research, or extension activities discussed and evaluated by peers. Participating in professional society activities also presents the opportunity to contrast one s teaching, research, and/or public education activities with those of others and to garner ideas that might be useful in their own program. The faculty member should present his/her own activities for discussion rather than just attending the meetings. Faculty are expected to seek external funding for their programs. Contacts and plans for such activities are very frequently made at professional meetings. Elected or appointed activities within a professional society are also a means of professional development. This provides much closer interaction with other leading professionals in the field, exposes the faculty to professional issues and decision-making, and brings credit to the institution. Such activities also provide a significant measure of reward to the individual faculty member. Graduate student activities in professional society meetings are also encouraged. The educational process for training of outstanding graduate students who in their turn become leaders in their fields can be of significant professional value to the faculty member. Participating in organized symposia, seminars, workshops and regional projects fosters professional development, whether the faculty member serves as an organizer, discussant, or general participant. The faculty member is obtaining current information that directly promotes professional development. These kinds of scientific functions provide the impetus for the individual to spend time concentrating on the specific subject of their greatest educational or research concern, and to utilize the latest information in developing plans for their programs. Speaking at such activities can be particularly beneficial to the individual and brings recognition to the individual and the institution. Visiting with professionals at other locations carrying out similar assignments can be valuable as a professional improvement activity. This can occur either through a role exchange procedure or as part of a committee meeting or tour that visits another research or educational program. The opportunity to see the actual working environment of other professionals and discuss in detail how their activities are conducted is valuable professional improvement. Sabbatical leaves are a particularly useful means of faculty professional development, and should be included in a faculty member s professional development plan whenever possible. Such leaves are useful both for 5

6 ongoing programs and for faculty members who anticipate redirecting their specific program. The financial cost of taking such a leave may impose a burden on the participant. A sabbatical leave can also interrupt the individual s ongoing program in the Department. Such a leave should become a part of a faculty member s professional and personal plan as early in their career as possible so that these impacts can be reduced. Hosting visiting scholars can be an important motivational force for personal professional development. Visiting scholars usually spend a large portion of their time with faculty and graduate students in their specific areas of expertise. They assist in the development of new programs and methodology to enhance programs. Post-doctorate faculty also assists in these development activities. Such scientists generally come as part of their learning and development experience, but they invariably bring knowledge that complements that of the faculty member(s) with whom they associate. International activities can involve circumstances and situations very different from those of the home department. These allow faculty members to broaden their views and to learn additional approaches to teaching, research or extension. Short-term international participants may be involved in any number of other categories of professional development (particularly consulting, visiting other locations, professional meetings, visiting scholars, short courses, etc.) and benefit accordingly. Long term participation in international activities allows faculty members to become established in a completely different environment (professionally, culturally, and administratively). This experience may facilitate a change in direction or emphasis of a program upon return. Learning other languages, cultures, and administrative arrangements can have important positive impacts on one s professional development. Attending classes or short courses is an obvious means of professional development. These may be taken by young faculty who have learned of a deficiency in their previous training or by older faculty as they begin to move their interests into associated areas in which they have less formal training. OSU conducts various short courses for professional improvement of faculty. Consulting serves the dual purpose of providing the faculty member with exposure among professional colleagues and of professional development. These experiences can provide excellent case studies for use in classroom teaching. Doing an effective job of consulting for a client requires the faculty member to spend time delving into the background of the particular situation and dealing directly with real world problems. He/she must then analyze the situation effectively and provide solutions to concerns of the client. Initially the entire process involves further development of the ability of the faculty member to work in a problem-solving atmosphere, which will improve his/her technical abilities. This may not necessarily be true of repetitive activities. The faculty member and the administration must ensure that the consulting is instructive and does not detract from one s responsibilities to the institution. Professional reading, library research, and authorship is another aspect of professional development. The constant reading and writing of books, monographs, chapters, book reviews, journal articles, extension publications and other teaching materials keeps an individual cognizant of the ideas and approaches of his/her colleagues. Editorships may be especially valuable to 6

7 one s professional development. Analysis and scrutiny of the original contributions of colleagues enables an individual to consider research approaches and results that might be overlooked otherwise. Further, it imposes consideration of areas such as research ethics, writing technique and style, and breadth of pertinent literature in a context that is of direct benefit to an individual s personal program. In service training, one professional assisting another in an area where the first has greater expertise, is a special form of professional development. Although it is more frequently done with those who have less specific training, as when Cooperative Extension Area Specialized Agents receive in-service training from faculty members, it is also used when one faculty member simply assists another in a problem-solving mode. One of the strengths of the administrative organization in the Division of Agriculture Sciences and Natural Resources is the very close coordination within one administrative unit of the research, teaching, and extension functions. This provides for close professional improvement and interaction among faculty with varying responsibilities. To maximize the advantages of professional development, the Department Head takes an active role in assisting faculty to develop a meaningful program for professional improvement. This role will include the following steps: The department head will inform each faculty member of the importance of continued professional development, suggest ways to achieve it, and encourage individuals to prepare or update career development plans. Plant and Soil Sciences Department faculty should use the annual Faculty Appraisal and Development document to indicate the activities they have utilized within the past year to continue career development plans and to indicate their future professional development plan(s). During the appraisal discussion, the Department Head will encourage faculty members to increase participation in development activities where it appears desirable or needed. In the final analysis, any faculty development plan must be carried our by the individual faculty member with the encouragement of the department and division administration. Proposals for developmental activities within an individual faculty member s plan must be coordinated within the department. An activity that requires absence from the campus cannot be allowed to conflict with present job responsibilities unless some substitution of responsibilities can be accomplished. Orchestrating such coordination and substitutions will be a responsibility of the departmental administration. 3. Departmental Standards for Appointment, Promotion, Retention, and Tenure This section describes the academic ranks of faculty members in the Department of Plant and Soil Sciences and the standards used in reappointment, promotion and tenure decisions. The standards are specified by program area. Each program area contains lists of indicators of effectiveness and of excellence. The indicators of effectiveness are used to determine if an individual meets the standards of the department and division as appropriate for the individual s assignment. These are the primary indicators used when making decisions about reappointment, promotion, and tenure. Indicators of excellence provide additional evidence of outstanding performance. Individuals demonstrating a substantial number of these characteristics may be considered for early promotion and special merit pay increases. 7

8 3.1 Academic Rank Descriptions The Division of Agriculture Science and Natural Resources has established basic criteria to be employed in decision-making related to initial appointment, performance appraisal, reappointment, promotion and tenure for teaching, research and extension faculty. The Plant and Soil Sciences Department s basic criteria, standards, and expectations are directly aligned with the division s statements of responsibilities as follows: Assistant Professor: The Assistant Professor shall begin developing scholarly maturity as evidenced by fulfillment of responsibilities associated with his/her assignment. Depending upon the nature of the appointment/assignment responsibilities may include teaching university classes, advising students and organizations, and supervising students, designing and conducting research projects, developing and carrying out extension programs or providing professional assistance to fulfill the mission of a DASNR center. High quality performance is expected in each of the foregoing assigned areas of responsibility. Success in these efforts will be determined through formal and informal student/peer/clientele and other types of evaluation procedures. Associate Professor: The Associate Professor, in addition to fulfilling the responsibilities of an Assistant Professor, assumes major responsibility within the department for those areas assigned by the department head or unit administrator, and is an active member of college and/or university committees. Leadership in appropriate professional organizations at local, state, regional or national levels is a further expectation. Typically, such a faculty member in a teaching and/or research position assumes major responsibility for supervising graduate students who are completing theses or dissertations. Depending upon the nature of the appointment/assignment, additional responsibilities of a person of this rank may be demonstrating competence in instruction by assisting in course and curriculum development; exhibiting a high degree of scholarly maturity by being a project leader on one or more experiment station projects, by seeking external research support, and by publishing the results of research efforts; and providing leadership in extension through publications and the development and presentation of high quality educational programs to serve the needs of a wide range of clientele. Professor: The Professor, in addition to fulfilling the responsibilities of the Associate Professor, is responsible for providing leadership in developing the total program of the Department of Plant and Soil Sciences. The Professor assumes major responsibility for successfully completing the tasks assigned to departmental, college and/or university committees. The Professor contributes significantly to regional and national professional organizations. This person is uniquely responsible for, and must be capable of, providing leadership for portions of the overall development of the department, the college and the university. Likewise, the Professor is responsible for using his/her skills and reputation to advance the profession generally. Dependent upon the nature of the appointment/assignment, additional responsibilities of a person of this rank may be providing leadership for development of instructional and research programs in the area of expertise, attracting high quality students to the programs, producing publications, and developing and coordinating departmental extension programs. The Professor is expected to demonstrate continued progress in his/her faculty assignment. Regents Professor: The title of Regents Professor is bestowed upon those few individuals who are recognized within their profession and across disciplines at Oklahoma State University for contributing to science and technology through teaching, research and/or extension at a level that distinguishes them for superior contributions and brings unusual credit to their institution and profession. Ideally, their contributions are accepted by peer scientists as benchmarks of excellence that have a broad impact on the progress of their art and science, and influence changes in thought that are indisputably substantive and permanent in nature (See OSU Policy & Procedures

9 Regents Professor Appointment Appendix III). Unique contributions and accomplishments in the following areas may demonstrate such excellence: Publication record that is recognized and defended as superior by peers at the national and international level. This must be substantiated by written testimony of peers outside of Oklahoma State University as well as acceptance by peers within the system. It should be objectively demonstrated such as by authorship of textbooks, book chapters in premier works and equivalent activities. Grantsmanship which has been long-standing, continual and recognized as effective under the most competitive circumstances. Recognition as being authoritative in a discipline as demonstrated by invitation to present keynote and interpretive papers at national meetings and symposia or receipt of local, regional and national awards. Demonstrated intellectual leadership within the Department, Division, and University such as via service as coordinator of research, extension or teaching activities; chairing task forces and national review teams; leading interdisciplinary problem-solving scientific teams and equivalent activities. Acceptance as a premier contributor to the discipline as demonstrated by recognition as Fellow or the equivalent in a national professional society, serving on editorial boards of national/international scholarly publications, which requires support of peers outside of the Oklahoma State University system. 3.2 Teaching Positions Teaching, the imparting of knowledge, skills, and abilities to learners, is the heart of the University s mission. Teaching in the department is conducted in both resident and non-resident settings as well as in non-traditional settings, including distance education via interactive video, workshops, and field days. Teaching responsibilities include the development and delivery of instructional material, advising undergraduate and graduate students, and advising student organizations Indicators of Effectiveness A faculty member s performance in teaching will be judged effective if it meets or exceeds the standards of the department (see Standards for Assistant Professor, Associate Professor, and Professor outlined below). Indicators of an effective teaching program include Development of new courses or major revision of existing courses Evidence of high quality course preparation, classroom interaction, and student accomplishments Service as departmental undergraduate or graduate advisor Significant self-development activities leading to enhanced teaching effectiveness Receiving internal funding for teaching on a competitive basis Participation in University Honors and/or other programs for mentoring the professional development of students 9

10 Direction of graduate student thesis or dissertation research Member of graduate student advisory committees Coordination of multi-section courses Participation and leadership in developing, revising, and coordinating departmental curricula Indicators of Excellence Faculty performance in teaching will be judged excellent if it exceeds the departmental standards and demonstrates many of the following indicators. Selection for a University, college, or professional society outstanding teacher award Evidence of courses taught at a rigorous and challenging level, with recognized excellence Publication of widely adopted or acclaimed instructional materials Outstanding teaching performance as evidenced by outstanding student ratings, outstanding peer evaluations, or outstanding direction of graduate research Development of innovative pedagogical methods and materials Chair of doctoral research committees Publications with teaching focus in refereed journals Receiving significant peer- reviewed external funding for teaching Invitation to teach at domestic or international institution of recognized excellence Receipt of awards for research or academic performance by the faculty member s students Placement of graduate students or post-doctoral fellows into significant academic, scholarly or professional positions Standards for Assistant Professor Assistant Professor is the normal entry-level position for faculty. The basic requirement is that the faculty member has a Ph.D. degree (or the equivalent) in a discipline related to the job description from an institution of higher learning accredited by a regional accrediting association. It is expected that holders of this rank will demonstrate creative ability, imagination and enthusiasm in the area(s) of assigned duties that can be demonstrated by indicators of effectiveness and excellence listed above. Specific standards required of the individual include: Ability to motivate and advise students. Developing, organizing, and delivering information in the assigned subject-matter area following a written syllabus and outline that has been reviewed by peers. Material presented must be thorough, well organized, and understandable by students of average intellect. 10

11 Completion of items 1 and 2 must be demonstrated for a candidate to be considered for first reappointment (see OSU Policy and Procedures Appendix I for timeline for first reappointment). Developing and/or modifying courses in areas of need Standards for Associate Professor An associate professor meets the standards of an assistant professor and demonstrates continued intellectual and professional development and contributions by: Intellectual involvement in the subject matter discipline so as to remain current with new ideas and concepts in the discipline. Development of teaching material for publication. Publication of ideas, concepts, teaching techniques or original research in peer-reviewed journals. These journals may be the trade publications of the teaching profession or of a specific subject matter discipline. Leadership in student activities such as clubs, judging teams and other student-oriented organizations. Participation on teaching and curriculum committees at the Department, Division and/or University levels. Continued professional development of scientific expertise by carrying out a professional development plan as described in section Standards for Professor The rank of professor is bestowed upon those who have demonstrated a high level of intellectual productivity and leadership in addition to meeting or exceeding the standards for Associate Professor. This rank should be considered only when the prognosis is excellent that the candidate will do the following: Consistently develop and use effective teaching techniques and approaches. Disseminate effective teaching techniques via publications, seminars, or workshops. Serve in leadership positions on teaching and curriculum committees at the department, division and university and national levels. Demonstrate superior abilities in oral and written communication as evidenced by invitations to speak and by evaluation of students and peers. 3.3 Research Positions Research and creative activity, the means through which society increases its understanding of the natural world and the human condition, is a fundamental responsibility of the University community. In the past, the research program in Plant and Soil Sciences has focused upon problems facing Oklahoma agriculture. Through time, this mission has broadened to serve the general society by increasing knowledge and understanding of plant and soil properties and processes and their interaction in the environment and by 11

12 developing sustainable, ecologically sound, economically feasible, and socially acceptable practices for managing natural resources and for food, forage, feed, fiber, and fuel production. Faculty members in the Plant and Soil Sciences Department are expected to conduct quality research programs and publish their research findings in peer-reviewed publications. In addition, faculty members are expected to secure competitive funding at levels appropriate for their discipline Indicators of Effectiveness Faculty member performance in research/creative activity will be judged effective if it meets or exceeds the standards of the department (see Standards for Assistant Professor, Associate Professor, and Professor outlined below). Indicators of an effective research program include the following: Publications in refereed journals; Service as a reviewer for major refereed journals or as an ad hoc reviewer for national research organizations; Publication of a chapter in a scholarly book; Editor of a scholarly book; Presentation of papers at regional, national, or international meetings of appropriate disciplines; Publications in non-refereed but widely recognized journals; Patents or other intellectual properties such as improved varieties, germplasms, decision-support systems, and computer models; Significant self-developing activities, such as a Faculty Development Leave, that lead to increased research and publication effectiveness; Publications in refereed journals resulting from collaborative efforts with researchers in other fields; Indicators of Excellence Faculty member performance in research/creative activity will be judged excellent if it exceeds the standards for effective performance. Indicators of excellence include the following: Publications in leading scientific journals Receiving major fellowship or research award; Frequent citation of publications; Publication of scholarly book(s); Serving as editor or member of editorial board of a major journal; Serving as member of review panel for national research organization; 12

13 Presentation of invited papers at regional, national, or international meetings; Receiving significant external peer-reviewed funding for research; Significant publication and/or funding resulting from collaborative efforts with other researchers Development of intellectual property or processes of demonstrated value Substantial international or national recognition of the faculty member by peers and clients; Standards for Assistant Professor Assistant Professor is the normal entry-level position for faculty. The basic requirement is that the faculty member has a Ph.D. degree (or the equivalent) in a discipline related to the job description from an institution of higher learning accredited by a regional accrediting association. It is expected that holders of this rank will demonstrate creative ability, imagination, and enthusiasm in the area(s) of assigned duties that can be demonstrated by: Initiation or revision of a research project with peer review and administrative approval within one calendar year of the appointment date. Demonstrating research productivity by formally presenting scholarly information in seminars at the local to national levels and in peer-reviewed publications. Completion of items 1 and 2 must be demonstrated for a candidate to be considered for first reappointment (see OSU Policy and Procedures Appendix I). Publishing (acceptance documentation is equivalent to publishing) research results in respected peer refereed journals. Research should have largely been conducted at Oklahoma State University. Cooperative research, especially interdisciplinary, is strongly encouraged by the Plant and Soil Sciences Department. However, it is expected that the researcher will author or co-author publications that indisputably establish his/her creativity and contribution. Presenting invited lectures at regional and/or national scientific meetings and equivalent professional meetings. Demonstrating the ability to compete for extramural funding as evidenced by review ratings of research proposals, funding of proposals and/or stated confidence of peers relative to the candidate s potential for accruing outside funding. Clearly demonstrating the effective guidance of graduate students. Indicators of effectiveness include timeliness in completing degrees, publication of thesis research in peer-reviewed outlets, and placement success Standards for Associate Professor An associate professor meets all the expectations of an assistant professor and demonstrates continued intellectual, professional and personal development and contributions by: Continued effectiveness in recruiting and guiding graduate students as evidenced by completion of the thesis research that includes publication in an accepted scientific outlet or as recognized by student s co-authorship in published research. Continued productivity as evidenced by publication of research results in peer refereed outlets including scientific journals, book chapters, and books, symposia proceedings and equivalent outlets that bring recognition to the individual and the institution. 13

14 Continued professional development of scientific expertise by carrying out the professional development plan as described in section 2.2. Professional leadership in regional and national professional affairs as evidenced by effectively serving as session chairs at national meetings, on professional committees, on task forces and related activities, which bring credit to the individual, the institution, and the profession. Mentorship for peers in activities such as organized interdisciplinary research, research reviews, invitations to present lectures and seminars, and related activities that establish peer respect and bring credit to the individual, the institution, and the profession. Successful grantsmanship and/or favorable reviews in competitive settings usually including, but not restricted to, regional and/or national competitions, and in accordance with job responsibilities. Clearly demonstrating the ability to conduct research relevant to the mission of the department Standards for Professor The rank of professor is bestowed upon those who have demonstrated a high level of intellectual productivity and leadership in addition to meeting or exceeding the standards for Associate Professor. This rank should be considered only when the prognosis is excellent that the candidate will continue to: Creatively present new ideas and concepts to colleagues and students. Effectively guide graduate students, which includes publication of thesis results in a peer refereed scientific outlet. (Having established graduate students in responsible professional positions is also a strong demonstration of success for this criterion). Administer a productive research program as evidenced by publication of research results in peer refereed outlets including scientific journals, book chapters, books, symposia contributions and equivalent outlets that bring recognition to the individual and the institution. Provide professional leadership in regional, national and international professional affairs as evidenced by effectively serving as session chairs at national meetings, on professional committees, task forces, program review committees, journal review committees and editorships, and related activities which bring credit to the individual, the institution and the profession. Obtain competitive grants to support the research program. 3.4 Extension Positions Extension faculty perform in the total arena of teaching, research, and extension education and are expected to lead innovative and progressive programs. Applied research is often conducted to obtain specific information for Oklahoma clientele. Extension faculty have a direct and often immediate impact on individuals and their lifestyles by providing leadership programs for both youth and adults. Evaluation of an individual s effectiveness will be based on diverse activities that represent overall contributions in educational programming and technology delivery. Activities to be evaluated include program development plans, delivery activities, and quality, teaching effectiveness, scholarly contributions, and professionalism Indicators of Effectiveness Faculty member performance will be judged effective if it meets or exceeds the standards of the department (see Standards for Assistant Professor, Associate Professor, and Professor outlined below). Indicators of effective extension programs include the following: 14

15 Presentations at professional society meetings Presentations at local, regional, and national subject matter conferences and workshops; Invitations to deliver in-service training in-state or throughout the country; Participation in team efforts to develop the knowledge base and to deliver Extension programs; Successful publication in mass media outlets to reach the Extension audience (TV, Radio, etc.); Frequent requests to serve as resource for state, regional, or national groups; Service as Departmental Extension Coordinator; Innovative and effective approaches to educational programming and subject matter delivery; Collaborative research leading to creative solutions to problems of clientele; Leadership positions in professional organizations Indicators of Excellence Faculty member performance for extension will be judged excellent if it exceeds the standards for effective performance. Indicators of excellence include: Selection for a University, College or professional society outstanding extension award; Publication of widely adopted extension educational materials; Receiving significant external funding for extension educational programs; Publications and programs resulting from collaborative efforts with peers, researchers, and other disciplines; Selection to serve on a state, regional or national committee to develop materials or address issues; Serving in elected professional offices; Serving in editorial capacities for professional publications Standards for Assistant Professor Assistant Professor is the normal entry-level position for faculty. The basic requirement is that the faculty member has a Ph.D. degree (or the equivalent) in a discipline related to the job description from an institution of higher learning accredited by a regional accrediting association. It is expected that holders of this rank will demonstrate creative ability, imagination, and enthusiasm in the area(s) of assigned duties that can be demonstrated by: Establishment of a comprehensive educational program utilizing current knowledge to solve priority problems in the area of responsibility. This includes but is not limited to the development of a peer-reviewed medium-to-long range program plan. 15

16 Effective communication with the various publics including fellow professionals at the county, area, and state levels. Completion of items 1 and 2 must be demonstrated for a candidate to be considered for first reappointment (see OSU Policy and Procedures Appendix I). Publication and dissemination of information to clientele via interpretive writings such as fact sheets, electronic media, and other techniques that demonstrate creativity and the ability to communicate with various publics Standards for Associate Professor An associate professor meets all the expectations of an assistant professor and demonstrates continued professional development and contribution by: Maintaining an updated, creative, peer-reviewed plan of work. Conducting programs relevant to area of responsibility. Creating high-visibility and state-of-the art technology transfer for his/her program and for the Department and the Division throughout the state. Participating in national and regional professional societies by presenting research findings and innovative educational methods, organizing symposia, reviewing manuscripts, and performing other professional duties. Continued professional development of scientific expertise by carrying out a professional development plan as described in section Standards for Professor The rank of professor is bestowed upon those who have demonstrated a high level of intellectual productivity and leadership in addition to meeting or exceeding the standards for Associate Professor. This rank should be considered only when the prognosis is excellent that the candidate will continue to demonstrate: Creativity by formally presenting new ideas and concepts to colleagues and various publics. Continued productivity as evidenced by publication of ideas, concepts and/or technical results in peer refereed outlets including scientific journals, book chapters, books and symposia proceedings that bring recognition to the individual, the institution and the profession. Professional leadership in regional, national and international professional affairs that bring credit to the individual, the institution and the profession. Indicators of this leadership include serving as session chairs at national meetings, serving on professional committees, task forces, program review committees, journal review committees and selected for editorships. Service on the advisory committees of graduate students. Mentorship for peers in activities such as organized interdisciplinary programs, research reviews, invitations to present national and international lectures and seminars and related activities that establish peer respect and bring credit to the individual, the institution and the profession. 16

17 Successful grantsmanship in competitive settings including regional and/or national competitions. 3.5 Split Appointments Faculty assignments in the Department of Plant and Soil Sciences frequently involve combinations of teaching, research and extension positions. These assignments are made to approximate the portion of the individuals time devoted to each of these areas. Faculty members are expected to meet the standards for each area of their assignment. That is, the quality of work in each area is not compromised. The quantity will be adjusted to reflect the nature of the appointment. 4. Faculty Member Evaluations and Appraisals 4.1 Departmental Faculty The Head of the Department of Plant and Soil Sciences conducts formal or informal reviews of the achievements of each faculty member in the department annually. Formal and informal reviews generally involve the preparation of materials by the faculty member summarizing their achievements in the past year and plans for the year to come. Formal reviews also include a private session with the Department Head to review the documentation, achievements, and plans followed by a written appraisal of the faculty member s performance by the Department Head. Informal reviews include the written appraisal by the department head, but may not include the private meeting with the Department Head. Professors generally have formal reviews every three years and other faculty have formal reviews each year. The Department Head utilizes the standards of performance and indicators of effectiveness and excellence outlined in this document to evaluate the faculty member s success in meeting the expectations identified in the letter of hire and the job description. The appraisal process is made with full recognition and consideration of the differences in responsibilities of different faculty members. The appraisal also considers the resources available to accomplish the faculty member s assignment. Faculty members usually are expected to seek extramural funds to enhance their programs. 4.2 Affiliated Faculty Faculty members with primary responsibilities in the Food and Agricultural Product Research Technology Center or in other centers within the university who hold appointments in the Plant and Soil Sciences Department, but are not in our department are subjected to the same standards and procedures as faculty members in the department. Those individuals will prepare their annual appraisal materials and documents necessary for personnel action and submit them for review by their faculty peers in their Center and by the Director of that Center. After that review, the Director of Center will forward the appraisal materials and other appropriate documents to be considered for personnel action to the Department Head of Plant and Soil Sciences. The Head of the Plant and Soil Sciences Department will review the materials to ensure that all of the necessary materials are included in the personnel file. The Department Head will forward the completed file to the Departmental RPT Committee for recommendations on reappointment, promotion, and tenure. The Director of Center may be asked by the RPT committee to serve as a resource person during deliberations regarding the affiliated faculty member. The Departmental RPT Committee will provide a letter of recommendation regarding personnel action to the Department Head of Plant and Soil Sciences. The Department Head will consider the Center Director s recommendation and the Departmental RPT recommendation prior to submitting a recommendation to the Dean of Agricultural Sciences and Natural Resources. 17

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