Criteria for Tenure and Promotion

The Ad Hoc RTP Committee shall consider Scholarship, Teaching and Service 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 (Charts): Tables 1, 2, and 3 provide guidelines for the assessment of a faculty member’s performance and a rating scale for use in the evaluation of candidates. For promotion from Assistant to Associate Professor the faculty member must meet the criteria for an “excellent” rating in either scholarship or teaching with at least a “very good” rating in the other category. University citizenship must at least meet the minimum School criteria as outlined in Table 3. These same categories and assessment tools apply for tenure decisions.

Promotion for Professor: A candidate for promotion to Professor must meet the criteria for an “excellent” rating in scholarship and teaching. University citizenship must exceed the minimum School criteria.  A candidate for promotion to Professor may not necessarily have equal activity in scholarship, teaching and service as he/she becomes more specialized.

Documentation of a faculty member’s achievements may be demonstrated in a seminar, performance or other presentation of scholarly or creative work (lecture, demonstration, etc.) presented to the School prior to a faculty member’s application for tenure or promotion.  For Assistant Professors, this seminar/presentation of creative work may typically be presented during the faculty member’s third full year in this rank.  For promotion to Associate Professor and Professor, the seminar/presentation of creative work may 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 his/her scholarly activity.  A faculty member's specific area of specialization may be a factor in the number and size of grants received and in the scope and time required for research and the resulting publications. 

    In addition to creative activity, research and scholarly publications, other scholarly activities including but not limited to serving on national grant review bodies, presenting at refereed professional meetings, chairing society committees, and presenting papers before learned societies should be considered. These activities complement creative activity, scholarly publications and grant funded research. Faculty members are expected to hold membership in professional societies.  Expected activities include attending and participating in institutes, conferences and seminars; inclusive of the organization of institutes, conferences, seminars, and workshops.

    1. Standards for the Evaluation of Scholarship in Research/Creative Activity

      The School of Theatre and Dance utilizes the following standards for assessing scholarship:

      • Broad knowledge of the field
      • Clarity of goals
      • Implementation of appropriate methods and procedures
      • Effective use of appropriate resources
      • Effective communication and presentation
      • Significance of results and impact on the field

      All faculty of the School are expected to seek excellence in research/creative activity. Assessment indicators are provided in Tables 1A and 1B.

      Indicators of the quality of a faculty member’s research/ creative activity record include the quality and quantity of performances, exhibitions, installations and published work as well as the faculty member’s success in obtaining extramural funds. All faculty members in the School are expected to produce records of scholarship in research/ creative activity that reflect their disciplinary focus. Attributes of an individual faculty member’s scholarly activity may vary across disciplines.

      To achieve “excellent” in the category of research/creative activity at the time a faculty member stands for tenure and promotion, she/he should have established a research and or creative activity program which demonstrates an impact upon his/her discipline.

      Within this context, during annual reappointment reviews, each faculty member who will seek tenure or promotion is obligated to provide evidence supporting his/her record of research/creative activity. This obligation will be met by providing specific information about the significance of performances, exhibitions and installations, article and journal quality and impact, funding history and plans, 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 School’s Ad Hoc RTP Committee and the Director shall evaluate a candidate’s record in light of the School’s expectations for a successful tenure decision.   

    2. Tables

      Table 1A. Reappointment Tenure and Promotion Rubric for Scholarship in Research/Creative Activity




      Accomplishments Corresponding to the Assessment Score


      Nationally/Internationally recognized research program, and/or body of creative activity

      Demonstrated record of publications1, grants2, and/or performances3, exhibitions and installations, invitations to give presentations, development/advancement work research-related service to federal/state organizations, awards, recognition from artistic and/or scientific societies4

      Very Good

      Emerging nationally

      recognized research, and/or body of creative activity

      Demonstrated record of publications  and ”seed” grants, and/or performances, exhibitions, installations and presentations at well-recognized  meetings or venues with rigorous review criteria.


      Active research and/or body of creative activity

      Some peer-reviewed

      publications or ”seed” grants, some performances, exhibitions, installations or presentations at meetings/seminars


      Limited research and/or body of creative activity

      Occasional publications, performances, exhibitions, installations or

      meeting presentations


      No research and/or body of creative activity

      No publications, performances, exhibitions, installations,

      presentations, or grants


      Note: definitions in footnotes below refer to the meaning of “publications,” “grants,” and “recognition” throughout Table 1 A.


      1Publications include: plays, scripts, scores, reviews, articles in peer-reviewed journals of recognized quality books, and book chapters. Evaluation of publication record will include an assessment of quality, length, and quantity and impact on the field..

      2“Grants” refers to extramural funding where the role of the faculty member in securing the funding is clearly demonstrated and which are of sufficient magnitude to support research at a level and duration appropriate for the discipline, including, as appropriate funds for supplies, materials and personnel (graduate students, research technicians and/or post-doctoral associates).  - “Seed Grants” are extramural grants that are not of sufficient magnitude to fully support doctoral students or are intramural grants.  "Seed Grants" should be designed to lead to successful applications for “Grants.” Grantsmanship should be commensurate with the field of research with the recognition that the dollar amount of awards varies among fields.

      3Performance refers to creative activity subject to critical review. Evaluation of performance creative activity record will include an assessment of quality and quantity. For venue ranking, see Table B.

      Examples: The following are examples of scholarship in research/creative activity in the disciplines of theatre and dance. All should be either juried, reviewed, adjudicated, commissioned, invited or otherwise subject to critical review.”

      (Note: This list is not exhaustive)

      • Basic refereed or invited researched publications- books, articles, plays, scores
      • Professional creative activity- including invited juried exhibitions, paid presentations/performances, services, choreographic, directorial works and design work normally subjected to critical review.
      • Presentation of original work normally subjected to critical review through jury, referee, invitation, or commission.
      • Technical solutions of design problems
      • Research patents
      • Presentations, lecture-demonstrations normally subject to critical review through jury, referee, invitation or commission
      • Conference presentations with national organizations.
      • Editing of journals, books anthologies normally subject to critical review
      • Professional Vocal/ Movement/Acting Coaching – inclusive of voice/dialect coaching and fight coaching.
      • Restaging or recreating original work for productions outside the University
      • Dramaturgical work for professional companies
      • Creative works with digital technologies
      • Pedagogical research and publication in refereed publications
      • Development of new techniques, technologies that advance the profession
      • Producing Professional work for the University
      • Guest Artist Performances for the University
      • Professional consulting work
      • Published technical solutions/drawings
      • Computer applications

      Table 1B Creative Activity Venue Ranking for Guidance in RTP Decisions

      This list is not comprehensive, is meant to serve as examples only and does not represent multi-disciplinary and interdisciplinary research, creative activity, publication and presentation.



      A Venues Highest ranking venues in discipline as measured by impact


      • Tier 1 and Tier 2 Opera Companies
      • National / International  Dance Companies
      • National and International Dance Theatres
      • National and International Festivals (choreography and performance)
      • Broadway/ Off  Broadway
      • Production contracts
      • LORT A, B, C Theatre Companies
      • Feature film / commercial releases

      B Venues Middle tier venues


      • Off-Off Broadway
      • (Regional Opera Companies not Tier 1 or 2)
      • Regional Dance Companies
      • Regional Dance Theatres
      • Regional Festivals (choreography and performance)
      • Professional Regional Theatres (CORST, COST non-LORT or LORTD, URTA contract, SPT or letter of  agreement, LOA, guest artist contract)
      • Independent films/ web series
      • Non- Profit Theatre Companies  (ANCT) agreement
      • Casino/ Cabaret Union contracts
      • Academic Guest artist positions with accredited institutions ( URTA, NASD, NAST)

      C Venues Lower tier venues


      Community Theatres with guest contracts Code showcases

      • Community-based Dance Companies
      • Community-based Dance Theatres
      • Community Festivals (choreography and performance)
      • Academic Guest artist positions  with  non-accredited institutions
      • Volunteer design work


  2. Teaching

    Criteria for the evaluation of teaching are listed in Table 2. Course revision is defined as making a substantial modification to a course such as developing several new laboratories, addition of distance learning options, formally proposing to change course content/format, etc.

    Other information such as written comments from students, colleagues within and beyond the School, 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. Evaluation of teaching will account for differences in missions and expectations across campuses. 

    The following are examples of teaching scholarship in the disciplines of theatre and dance. (Note: This list is not exhaustive)

    • Publications and  presentations on pedagogy
    • Teaching awards
    • Graduate student research training/creative activity
    • Undergraduate student research training/creative activity
    • Involvement in curricular development or review
    • Classroom presentations
    • Coaching or advising student creative projects
    • Original pedagogical research
    • Grant applications, funding for teaching methods
    • Thesis/ MFA project direction
    • Culminating or Comprehensive Project Direction.
    • Writing/editing textbooks, manuals, worksheets
    • Published study guides or instructors’ manuals
    • Conducting instructional workshops
    • Development of instructional materials and methods
    • Demonstration of creative teaching strategies
    • Significant contributions to course content
    • Active involvement in a teaching-related professional organization.
    • Advising student organizations
    • Student academic advising and supervision of students
    • Vocal/movement/acting coaching for the school
    • Advising student creative work
    • Restaging or reconstructing choreography for the school
    • Restaging theatrical productions for the school
    • Dramaturgical work for the school
    • Performing in School productions
    • Direction, choreography, music direction for the school
    • Dance therapy
    • Professional certification (e.g. Combat, rigging, Somatic, etc.)

    Table 2. RTP Teaching Evaluation Rubric

    Teaching Assessment 


    Accomplishments Corresponding to the Assessment Score


    Innovative teacher; provides leadership in instructional


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

    Very Good

    Innovative teacher. Provides consistent evaluation and communication measurements.

    Develop/revise courses, good student and peer perceptions, work with graduate and/or undergraduate students in research and/or creative activity.  Positive peer reviews and student reviews.


    Improving teacher. Provides consistent evaluation and communication measurements.

    Meets obligations well Evidence supports good student and peer communications.  Peer reviews and student reviews indicate improvement.



    Average teacher

    Evidence supports average student and peer perceptions. Peer reviews and student assessments may be inconsistent/ indicate improvement.




    ineffective teacher

    Below average student and peer perceptions, pattern of

    Complaints. Consistent negative  Peer reviews and student assessments


  3. Service

    1. Faculty member's contributions in Service include service to the School, the Campus, the College, and the University as outlined in Table 3. 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. Less tangible components of citizenship include active participation in School events such as faculty and graduate student recruitment, seminars, School meetings and seminars, contributions to School and University special events (e.g. development/fund raising events), etc.

    Being an active and useful citizen of the School, 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.

    Table 3.Reappointment/Promotion and Tenure Evaluation Rubric for Service

    Service Assessment

    Examples of Accomplishments Corresponding to the Assessment Score

    Exceeds obligations

    Significant role in School, Campus

    College and/ or University as evidenced by productive service on committees, to the profession, and community; active participation in significant events, specific administrative assignments, meaningful public outreach.

    Meets obligations

    Meets the minimal School/Campus


    Does not meet obligations

    Does not meet School/Campus

    obligations in a timely manner and/ or does not actively participate in significant departmental/campus events.

    2. 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 School.

    Examples: The following are examples of Service in the disciplines of theatre and dance. (Note: This list is not exhaustive)

    • Non-refereed reviews of books, journals, performances
    • Non-refereed symposium/conference presentations
    • Lecture-demonstrations not subject to critical review through jury, referee, invitation, or commission
    • Serving on advisory boards within/outside university community   
    • Public presentations of university activities
    • Serving in professional organizations
    • School development including recruitment, public relations
    • Manuscript and grant application reviews
    • Consulting within/outside university
    • Organizing/coordinating exhibitions, performances, projects
    • Mentorship of junior faculty
    • Participation on boards, Arts councils and community events
    • Producing student performances, exhibitions
    • Participating in university development productions
    • Serving on school, college and university committee