Criteria for Tenure and Promotion

The Ad Hoc RTP Committee shall consider the following areas of faculty performance when making recommendations on tenure and promotion.  The tables and text below are designed to facilitate assessment of performance of those candidates who are being evaluated for tenure and promotion.  During the probationary period, these tools should be used for developmental assistance and projection of future success in achieving tenure and promotion.

Tables 1, 2, 3, 4, and 5 provide guidelines for the assessment of a faculty member’s performance and a rating scale for use in the evaluation of candidates.  For tenure and promotion from Assistant to Associate Professor at the Kent Campus, the candidate must meet the minimum requirement for “very good” (or 16 points) rating in both scholarship and teaching, according to Tables 2 and 4. Since the primary mission of the Regional Campuses is teaching, research is evaluated accordingly. Therefore, at the Regional Campuses candidates for tenure and promotion to associate professor must meet the minimum requirements for “very good” (or 8 points) rating in scholarship and a “very good” rating or better in teaching, according to Tables 3 and 4. For both candidates, University citizenship must at least meet the minimum Department criteria as outlined in Table 5.

A candidate for promotion to Professor at the Kent Campus must meet the criteria for an “excellent” rating in scholarship (or 21 points) and “very good” or better in teaching, according to Tables 2 and 4. At the Regional Campuses the Faculty member must meet the criteria for excellent (or 11 points) rating or better for scholarship and a “very good” rating or better in teaching, according to Tables 3 and 4. University citizenship must exceed the minimum Department criteria. A candidate for promotion to Professor may not have equal activity in scholarship, teaching and service as she/he becomes more specialized.

Documentation of a Faculty member’s achievements will include a record of presentations in Department organized research seminars prior to a faculty member’s application for tenure or promotion. For Assistant Professors, this seminar will typically be presented during the faculty member’s third full year in this rank.  For promotion to Associate Professor and Professor, the seminar should be the year prior to an anticipated promotion application.

  1. Scholarship

    Scholarship is an essential and critical component of University activity. The originality, quality, impact and value of the work must be assessed.  To assist this process, the candidate shall submit the names of at least five (5) experts in her/his field who are considered capable of judging the candidate's work.  Moreover, the candidate must provide the Ad Hoc RTP Committee with ample descriptive evidence of her/his scholarly activity.

    In addition to scholarly publications, other scholarly activities including, but not limited to serving on national professional organizations, presenting at refereed professional meetings, chairing society committees, and presenting papers before learned societies should be considered.  These latter activities complement scholarly publications and grant funded research. Faculty members are expected to hold membership in professional societies, attend and participate in institutes and seminars, organize institutes, seminars, and workshops, insofar as such activities enhance their professional competency. 

  2. Standards for the Evaluation of Scholarship and Research

    Indicators on which the assessment of the quality of scholarship activity is based for the Kent and Regional campuses are provided in Tables 2 and 3, respectively. 

    Indicators of the quality of a faculty member’s research record include the quality and quantity of published work.  All faculty members in the Department are expected to produce records of scholarship that reflect their disciplinary focus and university mission. The attributes of an individual faculty member’s scholarly activity will vary across disciplines.

    To achieve “excellent” in the category of the scholarship (as detailed in Table 2 for the Kent campus and Table 3 for regional campus) at the time a faculty member stands for tenure and promotion, she/he should have established a research program which demonstrates an impact upon her/his discipline. 

    Within this context, during annual reappointment reviews, each faculty member who will seek tenure or promotion is obligated to provide evidence supporting her/his scholarly record.  This obligation will be met by providing specific information about article and journal quality and impact, and description in the faculty member’s supplementary materials of any other evidence of scholarship that the faculty member deems appropriate.  In turn, the members of the Department’s Ad Hoc RTP Committee and the Chair shall evaluate a candidate’s record in light of the Department’s expectations for a successful tenure decision.   

    Table 2. Evaluation Components for Assessment of Scholarship for Promotion and Tenure at the Kent Campus.

    Scholarship

    Definition

    Examples of Accomplishments Corresponding to the Assessment Score

    Minimum Points

    Excellent

    Nationally/ Internationally recognized research program

    Demonstrated record of publications,1 invitations to give presentations, research-related service to external organizations, awards, recognition from scientific societies2

    21

    Very Good

    Emerging nationally recognized research program

    Demonstrated record of publications, presentations at well recognized meetings with rigorous criteria for a peer review.

    16

    Good

    Active research program

    Some peer-reviewed publications, some presentations at meetings/seminars

    10

    Weak

    Limited research program

    Occasional publications or meeting presentations

     

    Poor

    No research program

    No publications, presentations, or grants

     

    Note: definitions in footnotes below refer to the meaning of "publications" and "recognition” throughout Table 2.
    1Publications include: papers in peer-reviewed journals of recognized quality, "A+, A, B, or C (a maximum of 2 C journals may be counted toward promotion and tenure)" [see, Table 1] and book chapters. Evaluation of publication record will include an assessment of quality and impact on the field as well as quantity.
    2Recognitions from scientific societies include, for example, election to office, editorial board membership, editorship, etc.

    Table 3. Evaluation Components for Assessment of Scholarship for Promotion and Tenure at Regional Campuses.

    Scholarship

    Definition

    Examples of Accomplishments Corresponding to the Assessment Score

    Minimum Points

    Excellent

    Nationally/ Internationally recognized research program

    Demonstrated record of publications,1 invitations to give presentations, research-related service to external organizations, awards, recognition from scientific societies2

    11

    Very Good

    Emerging nationally recognized research program

    Demonstrated record of publications, presentations at well recognized meetings with rigorous criteria for a peer review.

    8

    Good

    Active research program

    Some peer-reviewed publications, some presentations at meetings/seminars

    4

    Weak

    Limited research program

    Occasional publications or meeting presentations

     

    Poor

    No research program

    No publications, presentations, or grants

     

    Note: definitions in footnotes below refer to the meaning of "publications" and "recognition” throughout Table 3.
    1Publications include: papers in peer-reviewed journals of recognized quality, "A+, A, B, or C, published proceedings, and book chapters.” Evaluation of publication record will include an assessment of quality and impact on the field as well as quantity.
    2Recognitions from scientific societies include, for example, election to office, editorial board membership, editorship, etc.

  3. Teaching

    Faculty members must prepare a syllabus for distribution at the beginning of each semester in each course they are teaching. A copy of the syllabus is to be on file in Department office by the end of the second week of the semester.  The syllabus must specify course prerequisites, department-approved learning objectives, last date to withdraw, the materials to be covered in the course, grading scale, assignments, approximate dates and number of examinations, and other details relevant to the effective management of the class.

    Criteria for the evaluation of teaching are listed in Table 4.

    Other information such as written comments from students, colleagues within and beyond the Department, College or University administrators shall be considered when available. Peer reviews and summaries of Student Surveys of Instruction (including all student comments) must be submitted as part of a candidate’s file for reappointment, tenure and promotion.  Copies of representative syllabi, examinations, and other relevant teaching material should also be available for review.  Documentation related to graduate student, undergraduate student, and post-doctoral student training should be included in materials provided by a candidate for reappointment, tenure and promotion.  Faculty members are expected to mentor graduate students (particularly at the doctoral level) and/or postdoctoral students. 

    Table 4. Evaluation Components for Assessment of Teaching for Promotion and Tenure

    Scholarship

    Definition

    Examples of Accomplishments Corresponding to the

    Assessment Score

    Excellent

    Innovative teacher; provides leadership in instructional Development

    Develop/revise courses,1 develop research projects for students (undergraduate and/or graduate), excellent student and peer perceptions, instructional creativity, actively participate in curricular revisions

    Very Good

    Innovative teacher

    Develop/revise courses, good student and peer perceptions, work with graduate and/or undergraduate students in research

    Good

    Meets obligations well

    Good student and peer evaluations

    Fair

    Substandard teacher

    Below average student and evaluations

    Poor

    Substandard, ineffective teacher

    Below average student and peer perceptions, pattern of complaints

    1 Course revision is defined as making a substantial modification to a course such as developing of web courses and formally proposing to change course content/format, etc.

     

  4. University Citizenship

    At a minimum, the assessment of a candidate’s university citizenship involves a determination of the faculty member's collegiality and contribution to the effective functioning of the department.  A faculty member's contributions as a University citizen include service to the Department, the Campus, the College, and the University as outlined in Table 5, and are required of all faculty members as part of their regular workload. Service responsibilities should be distributed as equitably as possible to all members of the department.  The merits of University service should be evaluated as to (1) whether or not the candidate chaired the committee listed and (2) the importance of the service to the mission of the unit served.  Citizenship also includes active participation in department events such as faculty and student recruitment, department meetings and seminars, etc.

    Being an active and useful citizen of the Department, Campus, College and University is expected and valued; however, service of any magnitude cannot be considered more important than a candidate's research and other scholarly activity and instructional responsibilities.  Expectations in service for promotion to Professor are higher than for promotion to Associate Professor.

    Successful candidates for tenure and promotion must fit the criteria of “meets obligations” according to Table 5.

    Table 5. Assessment of University Citizenship for promotion and tenure.
     

    Citizenship Assessment

    Examples of Accomplishments Corresponding to the Assessment Score

     

    Exceeds obligations

    Significant role in Department, Campus, College and/or University as evidenced by productive service on committees, active participation in significant events, effectively chairing committees, specific administrative assignments, meaningful public outreach

    Meets obligations

     

    Meets the minimal Department/Campus Obligations

    Does not meet obligations

    Does not meet Department/Campus obligations in a timely manner or does not actively participate in significant departmental/campus events

    Other components of service are also considered (including public outreach and public and professional service) in reappointment, tenure and promotion decisions and may differ in their importance among faculty members depending on each faculty member’s duties and responsibilities within the Department.