Service to the Program, School, College, and/or University | Lifespan Development & Educational Sciences Faculty Handbook | Kent State University

Service to the Program, School, College, and/or University

 

Examples of Program, School, College, and/or University service involvement includes, but are not limited to:

  • Serving as Program Coordinator;
  • Engaged, responsive participation in Program development and improvement;
  • Cultivating community partnerships to address Program, School, and/or College priorities;
  • Linking local service initiatives with state and/or national initiatives;
  • Providing technical assistance/consultative service to a wide variety of campus and community partners;
  • Serving as Chair or demonstrating active membership on School, College, and/or University committees; 
  • Serving as Chair or participating on Faculty search committees;
  • Serving as the Library representative;
  • Serving as a member of the IRB committee;
  • Serving as a member of Faculty Advisory Council and/or College Advisory Council;
  • Serving on the University Tenure and Promotion Committee
  1. Considerations for Reappointment

    Service on various Program, School, or College ad hoc and standing committees appropriate to years of appointment and Faculty workload. At the beginning of the pre-tenure appointment, the candidate is expected to focus on the development of a research agenda research and teaching. However, during the years approaching tenure and promotion to Associate, the candidate must demonstrate more engagement in service commitments.

  2. Considerations for Tenure

    University Guidelines identify the specific standards for tenure by which the School adheres. That is, the School’s guidelines for tenure mirror university policy. In general, tenure is established when a candidate demonstrates involvement, and, potential for leadership, in service to the Program, School, and/or College through ad hoc and/or standing committee membership. A description of the nature and quantity of the candidate’s service is required and must be articulated within the contextual statement using factors such as those identified in this Handbook. In particular, responsiveness to the needs of the Program and the needs of students must be demonstrated.

  3. Considerations for Promotion to Associate Professor

    A pattern of active involvement and emerging leadership in service to the Program, School, and/or College through ad hoc and/or standing committee membership is required. A description of the nature and quantity of the candidate’s service is required and must be articulated within the Contextual Statement using factors such as those identified in this Handbook. In particular, responsiveness to the needs of the Program and the needs of students must be demonstrated.

  4. Considerations for Promotion to Professor

    A pattern of active leadership to the Program, School, College, and/or University through ad hoc and/or standing committee membership is required. For promotion to full professor, the candidate is expected to demonstrate high levels of professional service through committee membership at the School, College, and/or University levels, as well as other opportunities, including but not limited to, coordination of the program, directing dissertations, and serving as a graduate Faculty representative. Candidates for promotion will have been involved in the life of their Program, School, College, and/or University. A description of the nature and quantity of the candidate’s service is required and must be articulated within the contextual statement using factors as those identified in this Handbook. Responsiveness to the needs of the Program and to the needs of students must be demonstrated, as well as evidence of how service is related to the goals of the Program, School, College, and/or University.