Department of Communication Promotion and Tenure Criteria Guidelines Teaching The primary difference between competence and excellence in teaching is systematic documentation of reflection and improvement of teaching and an impact beyond the faculty member s classroom. The department recognizes the importance of good teaching at all levels, including general education, non-major, major, and graduate courses, as well as out of the classroom teaching. Evidence to support the teaching portion of the case may include student evaluations, co-curricular contributions, peer evaluations (including observations and review of course materials and/or teaching approaches and innovations), assessment of the candidate s teaching by the chairperson, contributions to academic/professional development of students, and the presentation and publication of pedagogical scholarship. The department encourages the candidate to consult what s/he believes are the applicable parts of the document Examples for Documenting and Evaluating Teaching (OAA 03-2) for additional information about documenting teaching. Tenure/Associate Professor The candidate for tenure and/or promotion to associate professor establishing excellence in teaching is expected (quantitatively and/or qualitatively) to support excellence in all three areas: teaching performance, curriculum contribution, and recognition external to the department. To demonstrate excellence in teaching performance, the candidate may wish to present evidence of some combination of: enhancing student learning and motivation; using appropriate pedagogical methods; managing class related tasks (grading, student contact) and other teaching related tasks (excellent advising, chairing MA committees, significantly contributing to teaching related committees, etc.); treating students fairly and with respect; exhibiting commitment to teaching in and out of the classroom. To demonstrate excellence in curriculum contributions, the candidate may wish to present evidence of some combination of: developing and/or transforming (e.g., for distance learning, learning communities, civic engagement, hybrid courses, and service learning) courses; innovations in the classroom; substantially and consistently reflecting and continuously improving courses and/or pedagogical practices; contributions to and/or leadership in curricular/program development. To demonstrate external recognition of excellence, the candidate should present evidence of consistent contributions at IPFW and/or beyond IPFW in some of the following categories: 1
o At IPFW: mentoring colleagues; sharing pedagogical expertise outside the department (including peer reviews of others teaching); contributing to the general improvement of instruction; receiving teaching awards; receiving teaching related grants. o Beyond IPFW: being active in faculty development or instruction development beyond the campus; publishing teaching related research or pedagogical articles; developing instructional publications (textbooks, instructor manuals); receiving teaching awards; receiving teaching related grants; becoming involved in teaching related professional organizations, delivering presentations on teaching topics at conferences. Candidates supporting a case for competence in teaching may use any of the standards and/or evidence suggested for excellence in teaching. The candidate for tenure and/or promotion to associate professor establishing competence in teaching is expected (quantitatively and/or qualitatively) to demonstrate competence in teaching performance: To demonstrate competence in teaching performance, the candidate may wish to present evidence of some combination of: accurately conveying discipline related knowledge; competently managing class related tasks (grading, student contact, student research and creative endeavor) and competently managing other teaching related tasks (advising, serving on MA committees, serving on other teaching related committees etc.); treating students fairly and with respect; exhibiting commitment to teaching in and out of the classroom, attending teaching workshops, programs or conferences, and exhibiting responsiveness to student needs, reflection about teaching and pedagogical development. Professor The candidate for professor establishing excellence in teaching is expected (quantitatively and/or qualitatively) since his/her last successful case for promotion to support a case for excellence in all three areas: performance, curriculum contribution and external recognition both at and beyond IPFW. To demonstrate excellence in teaching performance, the candidate may wish to present evidence of outstanding performance in some combination of: enhancing student learning and motivation; using effective pedagogical methods; managing class related tasks (grading, student contact) and other teaching related tasks, (chairing MA committees, serving on other teaching related committees etc.); treating students fairly and with respect; exhibiting commitment to teaching in and out of the classroom; providing strong advising for our majors; teaching a variety of courses across the curriculum. 2
To demonstrate excellence in curriculum contributions, the candidate may wish to present evidence of some combination of: making significant pedagogical/curricular contributions within or beyond the campus; having consistently strong student evaluations; developing and/or transforming (e.g., for distance learning, learning communities, civic engagement, hybrid courses, and service learning) courses; making innovations in the classroom; substantially and consistently reflecting and continuously improving courses and/or pedagogical practices; curricular/program development. To demonstrate external recognition of excellence, the candidate should present evidence of consistent contributions at IPFW and beyond IPFW in some of the following categories: o At IPFW: mentoring colleagues; sharing pedagogical expertise outside the department (including peer reviews of others teaching); contributing to the general improvement of instruction; receiving teaching awards; receiving teaching related grants. o Beyond IPFW: being active in faculty development or instruction development beyond the campus; publishing teaching related research or pedagogical articles; developing instructional publications (textbooks, instructor manuals); receiving teaching awards; receiving teaching related grants; becoming involved in teaching related professional organizations; delivering presentations on teaching topics at conferences. Candidates supporting a case for competence in teaching may use any of the standards and/or evidence suggested for excellence in teaching. The candidate for professor establishing competence in teaching is expected (quantitatively and/or qualitatively) since his/her last successful case for promotion to demonstrate competence in teaching performance and curriculum contributions: To demonstrate competence in teaching performance, the candidate may wish to present evidence of some combination of: accurately conveying discipline related knowledge; using appropriate pedagogical methods; competently managing class related tasks (grading, student contact) and competently managing other teaching related tasks (advising, serving on MA committees, serving on other teaching related committees etc.); treating students fairly and with respect; exhibiting commitment to teaching in and out of the classroom; attending teaching conferences; teaching a variety of courses across the curriculum. To demonstrate competence in curriculum contributions, the candidate may wish to present evidence of some combination of: developing and/or transforming (e.g., for distance learning, learning communities, civic engagement, hybrid courses, and service learning) courses; reflecting and continuously improving courses and/or pedagogical practices; engaging in program development. 3
Research A candidate who seeks promotion in the Department of Communication on the basis of excellence or competence in scholarly or creative endeavor is expected to be recognized as a regular contributor of scholarly and/or creative production relevant to the discipline. Tangible evidence of excellence in scholarly and/or creative pursuits will consist of works that have been reviewed and competitively adjudicated by peers and recognized authorities appropriate to the discipline. The Department considers the following to be guidelines and recognizes that successful arguments may be made according to the specifics of the case that the guidelines may be met in spirit if not in letter. The Department of Communication distinguishes between excellence and competence on the basis of works of major significance. We define major significance in terms of a national or international audience; recognition that is national or international in scope; a rigorous peer review process; the contribution of the work to the field, as evidenced through reviews and citations; and/or project funding in support of the work. The candidate may use other indicators of quality to show major significance. The Department of Communication defines regular scholarly and/or creative contributions as consistent engagement as evident in the programs of academic or professional conferences, festivals, or other venues. Emphasis will be given to competitively adjudicated selection processes. The Department of Communication recognizes that there are other noteworthy forms of scholarly and creative endeavors. Therefore, the candidate for tenure and/or promotion to Associate Professor may argue that other evidence of published scholarly activity is the equivalent of an academic journal article or significant creative endeavor. The candidate also may use any works of major significance to show competence. The Communication s Promotion, Tenure and Sabbatical Committee will determine major significance based on the candidate s argument. The department encourages the candidate to consult what s/he believes are the applicable parts of the document Examples for Documenting and Evaluating Faculty Research, Scholarship, and Creative Endeavor (OAA 05-6) for additional information about documenting research. Tenure/Associate Professor The candidate for tenure and/or promotion to associate professor establishing excellence in research is expected to have: A scholarly book, or a creative endeavor 4
of major significance; or four professional or scholarly journal articles or chapters with at least two of major significance and at least one that is sole or first-authored; or an equivalent combination of creative and/or professional and scholarly works. The candidate for tenure and/or promotion to associate professor establishing competence in research can do so in one of three ways: 1) a creative endeavor of major significance or three significant creative endeavors ; or 2) three professional or scholarly journal articles or chapters (or equivalent); or 3) an equivalent combination of creative and/or professional and scholarly works. Professor Since his/her last successful case for promotion: The candidate for promotion to professor establishing excellence in research is expected to provide evidence of continuing productivity (i.e., consistent productivity, programmatic research), as well as achievement in one of the following three areas: 1) A scholarly book by a reputable publisher or a creative endeavor of major significance; or 2) five professional or scholarly journal articles or chapters with at least two of major significance and at least two that are sole or first-authored; or 3) an equivalent combination of creative and/or professional and scholarly works. The candidate for promotion to professor establishing competence in research is expected to provide evidence of continuing productivity (i.e., consistent productivity, programmatic research), as well as achievement in one of the following three areas: 1) a creative endeavor of major significance or three significant creative endeavors ; or 2) three journal articles or chapters (or equivalent), or 3) an equivalent combination of creative and/or professional and scholarly works. The Scholarship of Teaching and Learning (SoTL) is considered research by the Department of Communication when accepted research methods within the discipline are used. This includes, but is not limited to, traditional social science methods (both qualitative and quantitative), as well as traditional humanities methods of rhetorical and critical analyses. It does not include articles that essentially offer a my favorite lesson plan is with no critical or empirical analysis of effectiveness. The Department of Communication has adopted the following definition of SoTL: problem posing about an issue of teaching or learning, study of the problem through methods appropriate to the disciplinary epistemologies, applications of results to practice, communication of results, self-reflection and peer review (Cambridge, 2001, p. 8). Cambridge, B. (2010). Fostering the scholarship of teaching and learning: Communities of practice. In D. Lieberman & C. Wehlburg, (Eds). To Improve the Academy, 3-16. 5
The Department of Communication considers research and creative endeavor accomplished before employment at IPFW as evidence for promotion and tenure. Candidate must show evidence of continuing research at IPFW. Service The primary difference between excellence and competence in service lies in the difference between consistent participation (competence) and leadership (excellence). Criteria for service are based on the spirit of the statement from SDS 94-3: If service is the primary basis for promotion, it should represent a unique achievement of special value to the campus, community, or profession. The Department of Communication, while recognizing that service is integral to an effectively functioning organization, recommends that candidates do not base cases for tenure and/or promotion to associate professor on excellence in service. Candidates supporting a case for competence in service may use any of the standards and/or evidence suggested for excellence in service. Tenure/Associate Professor A candidate who seeks promotion to associate professor and/or tenure on the basis of competence in service is expected to present quantitative and/or qualitative evidence of consistent IPFW service in one or more of the following areas (Categories further defined and examples of documentation evidence in OAA Memorandum 04-2): University Service: member of a committee or task force, including system level; responsible role in university governance; projects for which a faculty member has reassigned time; contributions to programs that help the university meet strategic goals; and related activities at the department, school, campus and system level. Graduate Director, Lead Advisor, Program Director, or Director of Multi- Section Course, or comparable appointment. Service to Students: Career counseling, mentoring, service as student organization advisor, activities with goal of recruiting and retaining students or improving the quality of campus life for students. Significant Project Development and Management: Developing, securing funding for, managing, and assessing projects and initiatives that advance the mission and goals of the department, college, or university. Professional Service to the Community: Implementation of the campus missions through multiple, meaningful community activities. 6
Professor Service to the Profession: Participation in professional societies and/or committees, including reviewing for journals, conferences, etc. A candidate who seeks promotion to professor on the basis of excellence in service is expected to present quantitative and/or qualitative evidence of sustained leadership service in one or more of the following areas since his/her last promotion (Categories further defined and examples of documentation evidence in OAA Memorandum 04-2): University Service: chair of a committee or task force, including system level; responsible role in university governance; projects for which a faculty member has reassigned time; leading programs that help the university meet strategic goals; and related activities at the department, school, campus and system level. Administrative Service to the University: Department Chair or comparable administrative appointment; Associate Dean or comparable administrative appointment; Graduate Director, Lead Advisor, Program Director, or Director of Multi-Section Course, or comparable appointment. Service to Students: Career counseling, mentoring, service as student organization advisor, leading activities with goal of recruiting and retaining students or improving the quality of campus life for students Significant Project Development and Management: Developing, securing funding for, managing, and assessing projects and initiatives that advance the mission and goals of the department, college, university, profession or community. Professional Service to the Community: Implementation of the campus missions through multiple, meaningful community activities; these activities need to be substantive including multiple year participation in boards, charities, etc. which improve the quality of life in the region. Service to the Profession: Leadership in professional societies and/or committees, including holding office, organizing a conference or significant part of a conference, reviewing manuscripts for conferences or journals, editing manuscripts or books, etc. A candidate who seeks promotion to professor on the basis of competence in service is expected to present quantitative and/or qualitative evidence of consistent IPFW service in one or more of the following areas since his/her last promotion (Categories further defined and examples of documentation evidence in OAA Memorandum 04-2): University Service: member of a committee or task force, including system level; responsible role in university governance; projects for which a faculty member has reassigned time; contributions to programs that help the university meet strategic goals; and related activities at the department, school, campus and system level. 7
Graduate Director, Lead Advisor, Program Director, or Director of Multi- Section Course, or comparable appointment. Service to Students: Career counseling, mentoring, service as student organization advisor, activities with goal of recruiting and retaining students or improving the quality of campus life for students Significant Project Development and Management: Developing, securing funding for, managing, and assessing projects and initiatives that advance the mission and goals of the department, college, or university. Professional Service to the Community: Implementation of the campus missions through multiple, meaningful community activities. Service to the Profession: Participation in professional societies and/or committees, including reviewing for journals, conferences etc. Approved 3/30/2011 8