Criteria for Non-tenure Track Reappointment and Promotion
Non-tenure track faculty have a heavier teaching load than tenure-track faculty; therefore, teaching and service are the most important categories for consideration of reappointment and promotion. However, active scholarship is desirable and should be considered as well.
TEACHING: Teaching includes classroom, online or hybrid, and non-credit instruction; supervision of research, student internships, professional practice, theses, and doctoral dissertations; academic advising and acting as a mentor; the improvement and enrichment of course offerings and other instructional activities within the faculty member’s discipline or profession; participation in interdisciplinary courses, honors courses and other special courses offered through any part of the University; development of curricula and, the writing of textbooks and the development of other instructional materials to enhance education in the faculty member’s discipline or profession. Effective teachers must demonstrate depth and breadth of knowledge in their discipline, must communicate this knowledge to others, and must give evidence of a continuing development of their knowledge so as to insure their continued effective teaching over the duration of their appointment. Effective teachers stay informed of advances and current thinking in their subject area and relate this information to teaching in a meaningful and balanced way. This might be evinced through revision of syllabi, the development of new courses or instructional modules, and/or the integration of new media into the classroom. Effective teachers communicate enthusiasm for their subject and have a responsibility to create a positive environment for learning that stimulates imaginative thinking. They maintain a critical attitude toward their teaching and strive continuously to improve it.
Teaching may also involve direct student academic advising or mentoring in specific programs.
SERVICE: Service includes the contributions a faculty member makes to the University, to society at large and to the academic profession. Typically for faculty members in the Teaching Title series in FASC, the types of service expected will be to the department, college, University, and to society at large. Contributions to the effective operation of the University at all levels are most typically demonstrated by significant academic and professional service to the department, the discipline, the faculty, the undergraduate colleges, the graduate programs, the campus, or the University as a whole, through such activities as recruitment of scholars to the University, evaluation of peers, contributions as a fellow, contributions to important committees and other activities in support of the academic development of the University and the enhancement of student academic development and student life programs. Contributions to society at large are most typically demonstrated through the application of the faculty member’s academic expertise and particular professional skills to the solution of international, national, state, county and local problems and by service for the public good on governmental and other special committees, boards, agencies, civic groups and commissions. It may include related speech to media, publication in popular venues, talks to alumni, or other organizations based on the faculty member’s academic expertise. Contributions to the advancement of the academic profession are most typically demonstrated by active participation in professional and scholarly associations; by service on editorial boards and as a reviewer of scholarly works and proposals; by participation on expert committees, or practice committees of professional associations or institutions.
SCHOLARSHIP AND/OR CREATIVE ACTIVITY: Active scholarship by non-tenure track faculty is encouraged. In the disciplines of history, scholarship includes papers presented before scholarly bodies, reviews, journal articles, chapters in edited volumes, and monographs. It may also include exhibition curation, the creation and maintenance of online historical resources, and other examples of public history.
Criteria for Tenure and Promotion – History
Appointments, reappointment and promotions of tenure-track and tenured faculty may be made in recognition of accomplishments: in teaching, scholarship, and service.
- SCHOLARSHIP. Active scholarship should be a fundamental endeavor of all members of the faculty. In the disciplines of history, scholarship includes papers presented before scholarly bodies, reviews, journal articles, chapters in edited volumes, and monographs. It may also include exhibition curation, the creation and maintenance of online historical resources, and other examples of public history. Ideally, faculty will have established national, if not international, reputations in their respective fields. A monograph, at minimum, is required for tenure.
- TEACHING. Effective teaching should be a fundamental endeavor of all members of the faculty. As teachers, members of the faculty are responsible for effective instruction, whether at the undergraduate or graduate level. Teaching includes teaching in the classroom; overseeing independent studies, internships, and MA and PhD theses; and mentoring. Members of the faculty in history are expected to display excellence in all aspects of instruction. Effective teachers must demonstrate depth and breadth of knowledge in their discipline, must effectively communicate this knowledge to others from a variety of perspectives, and must give evidence of a continuing development of their knowledge so as to ensure their continued effective teaching over the duration of their appointment. They stay informed of advances and current thinking in their subject and relate them to their teaching in a meaningful and balanced way. This might be evinced through revision of syllabi, the development of new courses or instructional modules, and/or the integration of new media into the classroom. Effective teachers communicate enthusiasm for their subject and have a responsibility to create a positive environment for learning and one that stimulates imaginative thinking. They maintain a critical attitude toward their teaching and strive continuously to improve it.
- SERVICE. Service includes the contributions a faculty member makes to the academic profession, to the University, and to society at large. Contributions to the advancement of the academic profession are most typically demonstrated by active participation in professional and scholarly associations; by service on editorial boards; and as a reviewer of scholarly works and proposals. Contributions to the effective operation of the University at all levels are most typically demonstrated by significant academic and professional service to the department, the discipline, the faculty, the undergraduate colleges, the graduate programs, the campus, or the University as a whole, through such activities as recruitment of scholars to the University, evaluation of peers, contributions as a fellow, contributions to important committees and other activities in support of the academic development of the University and the enhancement of student academic development and student life programs. Contributions to society at large are most typically demonstrated through the application of the faculty member’s academic expertise and particular professional skills to the solution of international, national, state, county and local problems and by service for the public good on governmental and other special committees, boards, agencies, civic groups and commissions.