Reappointment, Tenure, Promotion (TT)

Reappointment, Tenure, and Promotion (RTP) are conducted annually in accordance with the RTP guidelines issued by the Office of the Provost. The sections below delineate specific criteria for each Academic Division.

The primary obligation of the Regional College faculty is toward teaching and service activities. However, there are expectations of accomplishment within each of the categories of teaching, research and service activities. The primary thrust of these activities will be directed toward professional development to update technical knowledge through professional associations, consultative professional practice, publication, and individual study and/or formal educational programs and seminars.


  1. Teaching

    Student evaluations and peer reviews of faculty performance are important sources of information, both for the individual faculty member in his/her professional growth and for the University, especially in regard to reappointment, tenure, and promotion.  Each regional campus has established mechanisms to accomplish the goal of teaching evaluations in accordance with University policy and the CBAs.  It is expected that personnel reviews of Regional College faculty will provide information that reflects meaningful and on-going evaluation of teaching performance by students and peers.

    Student Evaluations. A standard university-wide Student Survey of Instruction form is used.  Procedures for administering these surveys must be followed, per the specific regional campus.
    It is expected that student evaluations for every class taught during the probationary period for tenure-track faculty not yet tenured will be provided.  All faculty standing for promotion will provide student evaluations for the time period that begins with the start of their time in the lower faculty rank or the time since they were tenured.

    Peer Evaluations. Faculty members- Tenure track and nontenure track members undergoing full performance reviews (does not apply to FTNTT simplified reviews) are expected to have a minimum of two peer evaluations per academic year, at least one half of these from within their Program Area or closely related Program Area.  

    Faculty teaching web-based courses are responsible for making necessary arrangements for the evaluation of their web based offerings.  Furthermore, it is the responsibility of faculty teaching web based courses to ensure that appropriate evaluation instruments are utilized and that timely access to web based course materials is made available to the evaluator so that an effective and meaningful peer evaluation can occur.

    The peer review process is a chance for colleagues to see a more complex picture of student learning.  Although student summaries of instruction provide a degree of insight into teaching and learning, peer reviews provide an opportunity to present a more complete picture of teaching. It would be helpful to reviewers if candidates would provide a rationale for their selection of chosen reviewer/s. 

    Additional Evaluations. Faculty are encouraged to use additional methods of evaluating teaching and learning, which may include development of a teaching portfolio, experts in the field from outside the University, student focus groups, and other forms of scholarly examination of teaching. 

    The Regional College expects candidates for reappointment to be moving from developing teachers in initial years of review to excellent teachers for tenure and to teacher-leaders for promotion.  All faculty standing for personnel review are expected to provide a thoughtful statement of teaching philosophy and self-assessment.  When necessary, faculty shall provide evidence of responding to unfavorable SSIs or peer review, as well as evidence of course improvement over time.

    The following descriptions suggest ways for all faculty members within the Regional College to provide evidence of teaching status. 

    A Developing Teacher

    • Engages in innovative teaching practices
    • Participates in faculty professional development applicable to classroom teaching
    • Develops meaningful assignments, assessments, and other teaching artifacts
    • Assesses effectiveness of student learning
    • Reflects on teaching and teaching evaluations with action plans for improvement
    • Has a record of good peer and student evaluations.

    An Excellent Teacher

    • Develops curricula
    • Develops teaching-related publications and presentations
    • Involves students in classroom research and/or service learning 
    • Advises and mentors students
    • Engages in innovative teaching practices
    • Participates in faculty development related to classroom teaching
    • Develops meaningful assignments, assessments, and other teaching artifacts
    • Reflects on teaching and teaching evaluations with action plans for improvement
    • Has a record of consistently good peer and student evaluations.
    • Nomination for, or recipient of, Campus Teaching Award
    • Documented and effective innovation in pedagogy and/or use of classroom technology
    • Participation in Program Advisory Board
    • Authorship of a new course or major revision of an existing course
    • Integration of emerging subjects/materials into courses and curricula.

    A Teacher Leader

    • Develops community partnerships for learning
    • Assesses effectiveness continuously
    • Develops teaching-related publications and presentations
    • Involves students in classroom research and/or service learning
    • Advises and mentors students and/or other faculty members
    • Engages in innovative teaching practices
    • Participates in and conducts faculty development related to classroom teaching
    • Develops meaningful assignments, assessments and other teaching artifacts
    • Reflects on teaching and teaching evaluations with action plans for improvement
    • Consistently earns excellent peer and student evaluations
    • Receives recognition for teaching excellence, i.e., University or external Teaching Award
    • Initiation and leadership in the creation or redesign of a degree, concentration, or certificate
    • Direction of undergraduate student research project that leads to presentation or publication
  2. Professional Development/Research

    The Regional College expects tenure-track faculty members to engage in scholarly pursuits.  Candidates for reappointment should demonstrate clear plans for a research program and should produce evidence of refereed publications and/or presentations.  By the time an AB faculty stands for tenure, clear evidence of regular participation in scholarly accomplishments, per the following potential categories, shall be presented.

    Evidence of accomplishments in the area of professional development/scholarship include, but is not limited to, the following items.  

    • Maintenance of professional credentials 
    • Authorship or co-authorship of technical/professional refereed article in professional publication, including professionally affiliated ejournal
    • Authorship or co-authorship of chapter(s) in technical/professional books
    • Authorship or co-authorship of technical/professional non-refereed articles 
    • Authorship or co-authorship of technical/professional book
    • Authorship or co-authorship in other categories, e.g., book reviews, professional newsletters, professional websites, and other professional publications
    • Authorship or co-authorship of patents or patent applications
    • Presentations in professional meetings (oral or poster) in own discipline
    • Contributions to professional newsletters, websites, and other professional publications
    • Funded proposals (RFPs)
    • Unfunded or pending proposals (RFPs)
    • Professional experience (e.g. consulting, paid or unpaid), w/documentation vis-à-vis resultant professional growth
    • Professional development (attending courses, conferences, or workshops; internship; chairing sessions)
    • Textbook reviewer or author of supplemental materials for an existing textbook
    • Extensive upgrade or acquisition of additional professional credentials
    • Extensive upgrade or new academic credentials
    • Authorship of technical/professional refereed article in conference proceedings
    • Editorship of a refereed journal or reviewer of refereed journal articles
    • Awards (outstanding scholar award, membership by invitation in honor societies)
    • Software development 
  3. University Citizenship and Service

    Probationary faculty members are expected to participate in service at the campus level in the early years of reappointment. As faculty approach tenure, it is expected that they will engage in college and/or university service.

    Faculty members standing for promotion are expected to play a significant role in campus, college, and/or university service.  

    Examples of evidence in the area of citizenship and service include, but are not limited to, the following.

    • Committee membership, accompanied by documentation of candidate's contributions, accomplishments, leadership roles
    • Publication of non-refereed magazine articles, major newspaper articles, web sites, etc. within the discipline
    • Presentations for service or professional organizations outside of area of expertise
    • Technical presentations at other departments or institutions
    • Active and regular participation in successful internship and/or co-op and/or practicum programs. Projects integrating and engaging students with businesses/industry/government.
    • Advising student organization 
    • Participation in campus linkage with Advisory Board (document degree of participation, accomplishments, etc.)
    • Participation in recruiting events
    • Participation in marketing initiatives
    • Participation in the integration of community with program activities  Service awards
    • Organization of a professional conference or serving as a section chair or higher 
    • Participation in community development activities and grants Organization of consortia to articulate with and perpetuate one’s program or discipline
    • Serving on a thesis, honors, or dissertation committee

    Full professor criteria:  A candidate for promotion to professor must meet certain criteria in the areas of teaching, scholarship, and citizenship. In addition to being a “Teacher Leader” as outlined in Section A, 1, the candidate must demonstrate a record of a significant body of scholarship, as outlined in Section A, 2, that has progressed since the last promotion. Expectations in citizenship must reflect leadership in campus, college, university, professional and/or community organizations that contribute to the mission and goals of the university and/or candidate’s profession.

    The revised RTP Criteria for tenure will be effective for all new tenure track faculty hired after the date of approval of the Handbook.