APPENDIX A DEPARTMENT OF CRIMINAL JUSTICE DEPARTMENT OF CRIMINAL JUSTICE CRITERIA FOR PROMOTION AND TENURE

APPENDIX A DEPARTMENT OF CRIMINAL JUSTICE DEPARTMENT OF CRIMINAL JUSTICE CRITERIA FOR PROMOTION AND TENURE INTRODUCTION The Department has established general expectations in the major areas of faculty performance so that each faculty member is aware of the criteria employed in his/her evaluations. Faculty members who join the department as assistant professors in tenure-track positions normally will be considered simultaneously for both tenure and promotion to associate professor. The TCU Faculty and Staff Handbook specifies the normal period of full-time service prior to the acquisition of tenure; other matters pertaining to promotion and tenure are also specified therein. The AddRan College of Liberal Arts, Texas Christian University, also specifies six areas of professional activity to be used in evaluating candidates for promotion and tenure. It is the responsibility of each faculty member to provide documentation in all six areas including scholarship and teaching portfolios/files. Candidates for promotion and tenure are required to submit materials in accordance with the AddRan College tenure and promotion file format (See APPENDIX B). Each faculty member is evaluated regarding his/her achievements in the six following areas of faculty activity: A. Teaching B. Scholarship C. Service to the University, Profession, Departmental Program and the Community D. Academic Advising/Counseling/Student Interaction E. Continued Professional Development F. Professional Ethics The first two of these criteria are judged as a matter of University and College policy to be of greater importance than the others. A. Teaching As teaching students is the first purpose of the University, every full-time faculty member must be a capable and effective teacher. Evidence of teaching performance comes from two major sources (espot and peer evaluation) and evaluation of a faculty member s performance is based on evidence from each. In all cases, the nature of the

evidence must be interpreted with sound professional judgment. The overall objective of evaluation with respect to teaching is to assure high-quality instruction consistent with long-standing department standards. As such, these evaluations will reflect contributions and perspectives from both students and faculty peers. The Department expects faculty to meet all essential professional standards for instructors in higher education. Faculty will provide syllabi for their classes that meet department expectations. Syllabi should inform students about the range of topics addressed in class, and state all learning objectives, expectations, assignments, and grading criteria in an explicit manner. It should also include at least a tentative course schedule in which test and due dates are explicitly stated, as well as the University s statements on students with disabilities and academic misconduct. The department further expects all instructors to conduct themselves professionally inside and outside the classroom. Such conduct includes, but is not limited to, beginning class on time and holding class for the entire scheduled class period; treating students and colleagues in a polite, respectful, and fair manner; handling student inquiries in a timely manner; being available to students on campus and online outside of the classroom, and; arranging for scheduled office hours. Per the TCU Faculty and Staff Handbook, all classes are required to meet during finals week. This will allow for the completion of a final test or give the student opportunity to turn in a meaningful final exercise. It also needs to be understood that classes cannot be dismissed as a matter of faculty convenience. Foreseeable instructor absences must be accommodated by showing videos, arranging guest speakers, providing in-class exercises, or arranging some other productive means to educate students. Untenured Faculty Beyond an assessment of essential expectations, and in accord with the University and AddRan College requirements, the Department of Criminal Justice will use the following criteria to evaluate teaching effectiveness for tenure track faculty: 1. Student Contributions as Noted Through espot. As is standard across campus, the Department uses electronic student perception of teaching (espot) evaluations of undergraduate classes for the assessment of faculty teaching effectiveness. The department considers espot scores for all classes taught during regular fall and spring semesters. Candidates for tenure and promotion are required to include all complete espot reports for regular classes taught, including all comments, in their personal file. 2. Peer Evaluation. Untenured faculty will be evaluated each semester at an agreedupon time and date through peer classroom visitations. One visit will be made by the Department Chair; the other visit will be made by a different tenured Criminal Justice

faculty member of the candidate s choice. The results of the peer evaluations will be shared with the candidate in an effort to improve their teaching skills, and to allow for tenure evaluation. Untenured faculty will declare the weighting of these two evaluations. Each must count for at least 20 percent of the overall teaching evaluation. Optional: Untenured faculty members have the option to additionally request and include the following materials as evidence toward their progress toward tenure and promotion. Faculty members who choose one or both of these options must declare their interest in having these materials evaluated at least two semesters prior to applying for tenure and/or promotion. It should be further noted that while these optional forms of evaluation will be considered in the tenuring process, espots and peer evaluation will remain the primary sources of information for assessment. 1. Teaching portfolio/dossier. Those being reviewed may construct a dossier or teaching portfolio to supplement and support their consideration. This is designed to supplement or contextualize the two major forms of assessment. In this regard, class interviews by tenured faculty peers, unsolicited student feedback (written), letters solicited from current or former students, and senior class legacy or other teaching awards may be included and serve as indicators of effective teaching. 2. Class Coverage, Expectations, Testing and Grading Evaluation. As a second supplementary method of evaluation, untenured faculty members may have their teaching performance assessed as a function of their course materials and student learning indicators. A minimum of two different classes will be evaluated by the Departmental Advisory Committee (DAC), per the request of the untenured faculty member. The faculty member will be responsible for providing the DAC with all materials requested for the evaluation. This will include but is not limited to: a course syllabus, a course text, all assignment sheets and tests, a fully graded set of student exams/papers and a grading rubric which may be used to evaluate the instructor s assessment efforts on the provided test and/or writing exercise. Other items which may be requested are review sheets for the test (if available) and faculty notes. The DAC will evaluate the class in relation to four standards. These are: 1) Class source materials Are the sources/topics selected and offered to the student reflective of a university level learning experience? Are they reflective of the totality of information available and related to the specific course topic? 2) Testing Are the tests given by the instructor at a university standard of difficulty? Are they reflective of the source material provided to the student for consideration?

3) Grading Are the test expectations reasonable in relation to undergraduate learning is it possible to do well? Are the tests graded consistently across students? 4) Student Learning Are the answers provided by the student reflective of course material comprehension? The DAC will provide the Chair of the department a written report of their findings and assessment. Included in this report will be any recommendations for improvement. Following any needed discussion with the DAC, the Chair will present the report to the faculty member being evaluated. These reports will be included in the faculty member s promotional and evaluative materials. Tenured Faculty Faculty members undergoing a post-tenure review will be evaluated through the espot and Class Coverage, Expectations, Testing and Grading Evaluation generally as discussed above. The evaluation of espot reports will be restricted to the five years prior to their evaluation, and faculty members will decide the extent to which each evaluation is weighted. Each evaluation must count for at least 20 percent of the overall teaching evaluation. Satisfactory Performance with respect to teaching will ultimately be determined by the Chair of the department. B. Scholarship Each faculty member is expected to be actively involved in scholarship appropriate to criminology and criminal justice. While it is acceptable to publish outside of these areas, the bulk of one s scholarship must be germane to criminal justice and criminology. Scholarship, the discovery or creation of knowledge and the dissemination of this knowledge and information to professional colleagues and other publics, is one of the most significant contributions of a university professor. Faculty members in a university, therefore, must be involved actively in enlarging their understanding of the discipline and creatively contributing to the discipline. Scholars must develop an independent and creative research agenda, and it must be a regular, ongoing process. 1. Scholarly Publication. Faculty members are to publish in refereed and peer reviewed outlets in the discipline, in professional monographs, in other professionally directed publications, and/or in chapters or books published by major publishers or university presses. Scholarly publication is required, and the is the most significant indicator of one s scholarship accomplishments. The outlets for scholarship of those disciplines represented in the Department are: peer reviewed and refereed journal articles, book chapters, books, and presentations of papers at conferences. To the extent that quantitative considerations are relevant to the evaluation of scholarly activity, quantity

should be regarded as a measure of professional growth and as an indication of continuing scholarly activity. The quality of the scholarship as well as the quality of outlets will be a consideration in the evaluation of scholarship. The quality of scholarship will be primarily assessed through circulation figures, indexation, the rigor of the review process, evidence of one s work being cited or referenced by others, input from external reviewers, and Chair and faculty evaluations of the work. Other areas of evaluation may include invited lectures based on research completed or in progress, research awards, and other relevant items. Distinctions will be made with regard to the rigor with which the candidate s work was reviewed. For instance, distinctions are noted between editoriallyreviewed publications and those which undergo double-blind peer review. 2. External Grants and Contracts. Seeking and participating in grants and contract research constitutes additional evidence of scholarship. Contract and grant support can pertain to teaching innovations and training grants, as well as scholarship, but must be evaluated in the context of their professional peer review. 3. Pedagogical Research. Although not acceptable as the sole expression of scholarship, publications dealing with pedagogical issues are acceptable as a primary form of scholarship. 4. Textbooks. Preparation of textbooks may be recognized as a form of scholarship, but authorship of a textbook is not the equivalent of publishing original research. This statement refers to books written primarily for use as texts. A monograph, for example, which might also have use in certain types of classes, would properly be considered a form of primary scholarship. The Chair will call attention to any textbooks that in his/her judgment are particularly meritorious or noteworthy. 5. Presentation of Papers. Faculty members are encouraged to present papers at meetings of international, national, or regional professional associations. However, presentation of papers at professional meetings will not be considered the equivalent of peer reviewed or refereed publications, and will not suffice as the sole expression of scholarly activity. Papers presented at meetings are occasionally published in a proceedings format. In general, papers published in proceedings are not considered the equivalent of papers which appear in regularly published, refereed journals. The Chair will call attention to any presented papers of meritorious or noteworthy quality and/or which have been subjected to rigorous peer review. 6. Book Reviews. Book reviews for newspapers and professional publications provide service to the public and the profession, and may indicate that the

faculty member has achieved local, regional, or national standing in his or her discipline. Book reviews will also be evaluated based on the outlet in which it is published, the overall quality of the review, and the author s perceived contributions. Such activities, however, should not be considered the equivalent of publishing original research. The Chair will call attention to any reviews that are particularly meritorious or noteworthy. 7. Edited books. An edited book will be evaluated based on the nature of the project, specifically depending on the intellectual energy expended and extent of the contribution of each editor. Books of newly commissioned essays are given more credit than books that simply collect already written essays, since the editorial work is presumably greater. 8. Other forms of publication. Among the other forms of publication that will be considered, to varying degrees, are contributions to newsletters, magazines, newspapers, and encyclopedias. Candidates who are uncertain as to the appropriateness or perceived worthiness of non-traditional forms of scholarship are encouraged to consult with the Chair and/or tenured faculty. Multiple authorship is common in many disciplines. Although the order of the authors names may reflect the degree of contribution, this pattern often does not accurately reflect relative contributions. Sole authorship is an indicator of independent and creative scholarship and initiative of the author, and is rewarded. When evaluating an individual faculty member, the Chair will ascertain the individual s relative contribution to work with multiple authors. For various reasons, it is difficult to specify rates or minimum numbers of publications and papers sufficient to meet departmental expectations. It is incumbent upon the Chair and the tenured faculty to assess quality and quantity of research records. The Chair, with input from the tenured faculty, in turn must provide guidance to the Dean and others who evaluate and act on recommendations. A variety of factors will be considered in evaluating research productivity, including the nature of the research activity, teaching and service load, level of involvement in program-related community activities, sole authorships, the number of publications, and the quality of the outlets in which the candidate s work was published. Generally, publications dating from prior to a candidate s probationary period are considered toward progress toward tenure and promotion. However, regardless of what publications a candidate brings to their initial TCU contract, they must present evidence of a regular and ongoing program of research at TCU. C. Service to the University, Profession, Departmental Program, and the Community While teaching and scholarship are the primary responsibilities of the faculty member,

every faculty member must recognize that obligations extend beyond the classroom, office, laboratory, or library. The University cannot function as a community without shared responsibility for those matters pertaining to the community as a whole. Faculty members, therefore, are to participate in committee or other service work at the departmental, college, university, and/or community levels. Educators within professional fields should provide leadership in the development of the profession as well as in the training of professionals. Faculty members are to seek opportunities to participate in professional organizations. This participation can take the form of service on committees, serving as officers in these organizations, and the like. These activities serve not only as evidence of a faculty member s stature in his/her discipline, but also as a means of making TCU and its programs visible to the wider academic and professional community. Thus, such service contributions are encouraged and supported and are recognized in the evaluation of service performance. Relationships to the community in which the University is located are also important. In many cases a faculty member has special qualifications, by virtue of his or her discipline, to provide support to community activities. Since the reputation of the University in its immediate community is a critical factor in the support made available to the University, faculty is expected to be involved in service to the community. A faculty member may present evidence of achievements in the service area by offering information on any or all of the following activities. Memberships on departmental committees Memberships on college and university committees Chairing any of these committees The scope and complexity of committee assignments Offices in professional associations Conducting seminars or workshops Lectures or speaking engagements to non-departmental audiences Contributions to departmental operations Professionally-related community service activities Other professional, university, college, departmental, or community service activities Editorial work, including serving as a journal editor or an associate editor. Faculty members should seek the counsel of the department Chair and/or tenured faculty for input regarding the evaluation of other types of service.

D. Academic Advising/Counseling/Student Interaction Academic advising is an important faculty function that encompasses both academic and career counseling. Student interaction is another important requirement for faculty. Advising activities include but are not limited to helping plan academic programs, clarifying degree requirements, suggesting electives and complementary majors and minors, assisting students in course selection, monitoring students progress toward graduation, supporting students with academic difficulties, suggesting possible postgraduate education, making appropriate referrals, and assisting in career counseling. Quality advising is reflected in a faculty member s understanding of university, major, minor, and related requirements. The faculty advisor must also have a thorough knowledge of advising materials and registration procedures. Evidence of a faculty member s quality performance in advising should include a review of not only the accuracy and value of the information disseminated, but also the advising technique reflected in the student/faculty advisor interactions. The following factors may also be considered when reviewing these areas: participation as a University pre-major advisor, attendance at and participation in advising workshops, the number of advisees, the amount of time spent at scheduled advising periods and on informal advising throughout the school year. Student interaction is related to advising and counseling, as faculty are expected to engage with students both within and outside of the classroom. Such interaction may exist in the form of serving as an advisor for students groups, writing letters of recommendation, arranging extracurricular events such as inviting and arranging for speakers to come to campus, and related activities (e.g., out-of-class trips for interested students, study abroad programs). Mentorship is an important aspect of student interaction and it is rewarded. It can be provided in various forms, including serving as a mentor in the McNair Program, serving on an Honor s thesis, working with students on independent studies, and collaborating with students on research projects. The actual evaluation of a faculty member s dedication to advising, considering the factors listed above, could consist of solicited and unsolicited feedback from students and colleagues as well as direct student evaluations. E. Continued Professional Development Faculty members are expected to keep themselves abreast of professional knowledge, skills, and developments within their disciplines and fields of specialization. They should actively pursue programs of study and self-development related to their principal subjects of instruction and scholarship, and should continue to cultivate their interests and professional competencies. All faculty members are expected to pursue opportunities for professional development. The measurable manifestation of continued professional development should be improved teaching and/or research

performance. Attendance at-, and participation in professional development workshops both at TCU and other settings largely contribute to one s growth as a university professor. F. Professional Ethics WEIGHTING All faculty members are expected to conduct themselves in accordance with the Statement on Professional Ethics included in the TCU Faculty and Staff Handbook. It is neither possible nor desirable to establish absolute, quantitative weightings for all of the various categories of faculty activity. Teaching and research, however, will always be given greater emphasis than other activities, but the relative weightings of teaching and research may vary slightly depending on circumstances, including acceptable performance in one area and outstanding performance in the other. What signifies acceptable and outstanding performance will be evaluated on a case by case basis by the Chair, the tenured faculty, and the advisory committee. The faculty member is encouraged to provide evidence of level of performance including specifics outlined in sections A and B and any additional evidence applicable. EXTENSION OF PROBATION PERIOD FOR NON-TENURED FACULTY In the case of an extraordinary experience or event beyond the individual s control that affects a non-tenured faculty member s performance, which may or may not include a leave covered by the Family Medical Leave Act, the faculty member may request an extension of the probationary period. A faculty member may address such requests to the Provost/Vice Chancellor for Academic Affairs, or to the Dean or Department Chair who will forward such request for a decision. Faculty are encouraged to see the TCU Faculty and Staff Handbook for additional information. CRITERIA FOR FULL PROFESSORSHIP Promotion/appointment to full professor signifies achievement in degree beyond that required to attain Associate Professor rank. Evidence of ongoing success in scholarship is necessary and should provide evidence of national level visibility within the discipline (e.g., citations and reprints). One must have demonstrated continued effectiveness in teaching and in the service area. Finally, one must have provided leadership in the University and discipline. Essentially, promotion to full professorship requires substantial continued development in each of the areas used to evaluate cases involving promotion to Associate Professor. A candidate s overall body of work will be considered for promotion, however their accomplishments since their last promotion will be of notable importance. Of particular

consideration to be promoted to full professor are the quantity and quality of the candidate s scholarly activity and leadership roles in the University and the discipline. Candidates must have demonstrated strong leadership qualities and scholarship activity at the University, community, regional, national, and/or international level. Academic leadership can be demonstrated in many ways, including but not limited to: Chairing a department Chairing department, college, and/or university committees Offices in professional associations Sponsoring student organizations Conducting seminars or workshops Providing significant contributions to department, college, and/or university operations Journal editorship Active involvement in community-based groups or organizations Other significant professional, university, college, departmental, and/or community service activities CRITERIA FOR EMERITUS APPOINTMENT Emeritus appointment is recognition of continued achievement and performance on all dimensions by which faculty members are judged: teaching, service, scholarship, continued professional development, student advising, and professional ethics. Though the quality of work and achievement must be weighed, career continuity is necessarily the prime consideration. Guidance for the selection of Emeritus faculty is provided in the TCU Faculty and Staff Handbook. Approved September 2016