Promotion Guidelines
Principles for Promotion - Professional Development
Reviewed by Cabinet - February 7, 2005
|
Rank
|
Professional Development |
|
Instructor to Assistant Professor |
Attends relevant Faculty Academy sessions and Division workshops; Membership in state or regional professional organization; Participates at least every two years in a state or regional professional conference |
|
Assistant Professor to Associate Professor |
Faculty leader in discipline matters across the College; Membership in regional or national professional organization; Participates at least every three years in a regional or national conference |
|
Associate Professor to Professor
|
Has a terminal degree or its equivalent in training or experience ; Contributes to professional organizations |
Principles for Promotion – Service
Reviewed by Cabinet - February 7, 2005
|
Rank
|
Service to the College |
|
Instructor to Assistant Professor |
Involvement in department, division, and college level service. Examples: advising, department and division committees, college committees, and assessment activities |
|
Assistant Professor to Associate Professor
|
Growth in department, division, and college level service. Examples: chairs committees, advising lead person |
|
Associate Professor to Professor
|
Growth since associate in department, division and college service. |
Promotion Principles for Teaching
Reviewed by Cabinet - February 7, 2005
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These principles are not exhaustive or prescriptive.
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It is expected that a faculty member would consistently demonstrate the dimensions.
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It is expected that a faculty member would demonstrate measurable growth in these dimensions as the faculty member moves from one academic rank to another. There should be evidence of both breadth and depth in the faculty member’s performance.
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While there will be subjectivity in the process, there should be evidence to support an attainment. The academic dean may use any source, whether it be evidence provided by the faculty member, from student reports, from committee assignments, from collegiate meetings, from other faculty or staff, or some other person or document.
|
Dimension for Teaching |
Instructor to Assistant Professor |
Assistant Professor to Associate Professor |
Associate Professor to Professor |
|
Descriptor |
Quality teaching |
Superior teaching |
Outstanding teaching |
|
Engagement with students |
Positive and supportive student interaction in class, in conference, or on-line |
Adaptive teaching methods that reflect understanding of student needs |
Guide and encourage students |
|
Content knowledge |
Master of subject matter in course(s) regularly taught |
Enhancement of subject matter in course(s) regularly taught or adds course(s) to the list of those taught |
Develops deeper understanding of the discipline |
|
Self-improvement |
Receptive to suggestions and will seek them out |
Involved in curriculum decisions |
Producing new approaches to teaching and curriculum development |
|
Interaction |
Evidence of communication about discipline-specific teaching methods with other faculty members |
Mentor to an individual faculty member |
Mentormentors |
|
Technology |
Commitment to infusing technology in the curriculum |
Adapts technology methodology as a result of experience |
Adapts technology methodology as a result of experience |
|
Advising |
Demonstrate understanding of curriculum and ability to communicate to students |
Serve as a discipline resource for advising or provide leadership in advising activities |
Serve as a discipline resource for advising or provide leadership in advising activities or use information from advising to inform curriculum or teaching |
|
Assessment |
Participate on a faculty team |
Actively contribute to a faculty team |
Initiate assessment activities in own classes |