Specific Programmatic Expectations | Kent State University

Specific Programmatic Expectations

LDES is a School comprised of programs with similar purpose and intent; and evaluates Faculty on the above general criteria. However, some programs (list below) within the School are unique enough to warrant additional clarification when consideration the candidate’s file for Reappointment, Tenure, and Promotion process. While all successful Faculty must adhere to the above guidelines, specific / programmatic guidelines have been developed in the area of scholarship/publication to provide the RTP Ad Hoc Committee with a lens to look through when reviewing a candidate’s materials.

  1. Counselor Education and Supervision

    The unique aspects of quality scholarship among the Counselor Education and Supervision Faculty include:

    • Collaboration with colleagues and/or students is highly valued in areas such as publication in peer-reviewed journals, book chapters, books, and professional presentations.
    • Sole authorship in journals is not required. However, first authorship is required for tenure and promotion to the rank of Associate Professor.
    • Articles published in peer-reviewed journals sponsored by the American Counseling Association or other counseling related journals are highly valued. Publishing only books or book chapters is not sufficient for tenure or promotion to Associate Professor.
    • Publications in journals that conduct a blind or masked peer-review process are valued.
    • Peer-reviewed journals with a wide circulation and/or those peer-reviewed journals indexed in major and reputable bibliographic databases (e.g., PsycINFO, PubMed, ERIC) are preferred.
    • Evidence of quality scholarship may also include comments on any of the following: why a journal is appropriate for an article’s content, whether a manuscript was peer-reviewed, including an explanation if not peer-reviewed (e.g., invited manuscript) a journal’s acceptance rates, impact factors, how it is that the journal is associated with a candidate’s area of research or professional practice, or a journal’s circulation. 
  2. Human Development and Family Studies (HDFS)

    Faculty are expected to conduct empirical research (basic or applied) using accepted research methodologies and analyses (e.g., quantitative, qualitative, mixed-method, etc.). Non-empirical scholarship (e.g., conceptual pieces, extensive reviews of the literature, and descriptions of professional practice or teaching strategies) is valued but should not be the exclusive focus of a candidate’s research agenda.

    Within HDFS, it is the norm to co-author publications and presentations with colleagues and students. Collaboration is viewed a strength when there is evidence of the person’s capacity to lead a project (e.g., first or sole authorship on some of the publications).
     
    It is important to note that HDFS are diverse interdisciplinary areas of study, and appropriate outlets for dissemination of research include numerous high-quality professional journals. When selecting a journal, Faculty members are advised to publish in highly regarded journals associated with national or international professional organizations, journals known for disseminating high quality scholarship related to the Faculty member’s specific area of focus, or journals having a high impact on research or practice within the candidate’s field. When journals may not be recognized as such by program Faculty or when candidates choose journals outside these parameters, it is imperative they provide justification for doing so.

    • When developing their contextual statement, candidates for reappointment, promotion, and tenure are advised to describe the journal’s audience and why that audience is an appropriate fit for the article’s content, explain whether or not the article was peer reviewed, including an explanation if not peer-reviewed, and identify the journal’s association with the candidate’s specific area of research or professional practice, the journal’s acceptance rates, impact factors, and the journal’s circulation. 
  3. Special Education

    Kent State's Special Education program is comprised of Faculty from several specialty areas (e.g., autism, deaf education, developmental disabilities, emotional and behavioral disorders, infants and toddlers, learning disabilities, transition) and offers undergraduate, graduate, and doctoral degrees in addition to initial and secondary licenses, endorsements, and certificates. Special Education Faculty prepare personnel to work with children and students from birth through adulthood. Graduates of the Special Education program are highly qualified to work with a variety of professionals and a variety of settings including, but not limited to: schools, hospitals, child care centers, homes, residential facilities, county board agencies, businesses, and center-based schools.

    The overall mission of the Special Education program is to improve the lives of individuals with exceptionalities, their families, and the professionals who work with them. Faculty work toward meeting our mission by preparing highly competent educators, service providers, researchers, and leaders. We believe that conducting and using research will inform and improve the programs and services available and it is imperative that we provide leadership for, and advocacy of, the discipline and its stakeholders.

    In general, expectations for pre-tenured Faculty center on establishing one or more lines of research, gaining confidence in the scholarship of teaching and learning, and becoming a productive and supportive citizen through service to the program, school, college, university, community, and/or the profession. Expectations for post-tenured Faculty center on leadership in the larger context of the special education and related fields, maintaining an ongoing line(s) of research, continuing to document effective teaching and mentoring of pre-tenured Faculty and students, as well as continuing to contribute to the program, school, college, university, community, and profession. Regardless of rank or years in service, all Faculty are evaluated in terms of their research, teaching, and service.

    We expect Faculty (pre-tenured and tenured) to actively seek the support (e.g., funds, equipment, software, datasets, personnel) needed to conduct their research, teach, and to serve the special education program. Examples of acceptable ways for Faculty to support their research, teaching or service activities include participation in competitive grants/contracts, expert consultations, and/or collaborative projects with other institutions, agencies, or schools. We encourage collaborative, interdisciplinary work across Faculty and institutions and where possible, include opportunities for support and mentorship of students. For promotion to full professor, we expect Faculty to maintain productive trajectories in extramural support.

    1. Research

      We expect Faculty to conduct an on-going line(s) of inquiry through applied, experimental, and/or theoretical research using any combination of accepted research methodologies and analyses as appropriate to the research question (e.g., quantitative, qualitative, single subject, economic analyses, mixed-method). We expect research to be disseminated through peer-reviewed and other outlets (e.g., journals, book chapters, texts, presentations/meetings, grant applications, academic/training materials). The work of the Faculty may be disseminated through a variety of formats (e.g., print, virtual, electronic, multi-media). We expect research efforts to be ongoing and have one or more major themes.

      1. Publications

        For tenure and promotion to associate professor, we generally expect eight quality publications. Of the eight, a minimum of six must be in refereed journals where the candidate made substantial, meaningful contributions (both to the product and to the field) as documented in their contextual statement. Because we respect and value a variety of publications, the remaining required publications could include different types of dissemination outlets (e.g. Invited works, chapters, monographs, books, reports, white papers). In special education, publications are often collaborative endeavors and are frequently used to disseminate research knowledge to a broad audience of stakeholders/consumers (e.g., teacher educators, policymakers, practitioners, researchers, families). However, in the case of collaborative efforts, for promotion it is important that the candidate demonstrate a leadership role in the majority of publications as documented in their contextual statement.

        For promotion to full professor, we expect Faculty to maintain productive trajectories in publishing their work and that the work has evidence of making a substantial contribution to the field that is nationally and/or internationally recognized.  In addition, Faculty are expected to be positively reviewed for this rank by non-affiliated peers who hold rank.

        For tenure, promotion to associate, and promotion to full, we consider the quality of each publication and its significance for the field of special education and/or related fields. Faculty is expected to use their contextual statement to clearly articulate the merits of each publication. We evaluate the quality and significance of a publication based on a number of factors including, but not limited to:

        • contribution to the field (e.g., original research; applied research; research synthesis; conceptual contribution)
        • journal or publisher characteristics (e.g., prominence in the field; readership/circulation; affiliation with professional organizations; appropriateness to topic/focus; acceptance rates of journal, impact factor)
        • candidate's role/contribution (e.g., candidate's role in publishing the manuscript; collaboration with other KSU Faculty, scholars in the field, students, and/or scholars in related disciplines)

        In accordance with the significance we place on a variety of ways to impact the field and the wide range of stakeholders who are consumers of our research, we value many types of peer-reviewed journals as outlets for Faculty work. Specifically, we value journals (and other types of peer-reviewed outlets such as books and book chapters) that focus on one or more of the following areas: research; dissemination of knowledge to practitioners; specific disabilities or specific issues in special education; cross-disciplinary and/or related field issues, scholarship of teaching and learning; and/or issues related to policy. The following is an alphabetical listing of examples of peer-reviewed journals and their foci. This list is not meant to be inclusive, but instead, to provide primary examples of the types of journals we value in special education.

      2. Areas of Focus (Key)

        R = Research

        P = Practitioners

        SD/I = Specific Disability or Issue

        SoTL = Scholarship of Teaching and Learning

        Pol = Policy

        APO = Association with a Professional Organization

      3. Sample List of Journals

        American Annals of the Deaf (R, P, SD/I, SoTL)

        American Journal on Intellectual and Developmental Disabilities (R, APO, Pol)

        American Journal of Speech-Language Pathology (R, P, APO)

        Autism: The International Journal of Research and Practice (R, P, Pol)

        Behavioral Disorders (R, SD/I, APO)

        Career Development for Exceptional Individuals (R, P, Pol)

        Deafness and Education International (R, P, SD/I)

        Early Childhood Education Journal (R, P)

        Early Childhood Research Quarterly (R)

        Exceptional Children (R, APO, SD/I)

        Focus on Autism and Other Developmental Disabilities (P, SDI)

        Intervention in School and Clinic (P)

        Journal of Applied Behavior Analysis (R, SD/I)

        Journal of Applied Rehabilitation Counseling (R, P)

        Journal of Autism and Developmental Disorders (R, SD/I)

        Journal of Child and Family Studies (R, SD/I)

        Journal of Deaf Studies and Deaf Education (R, P, SD/I)

        Journal of Disability Policy Studies (R, Pol)

        Journal of Early Intervention (R, APO)

        Journal of Emotional and Behavioral Disorders (R, SD/I)

        Journal of Learning Disabilities (R, SD/I, APO)

        Journal of Positive Behavior Supports (R, SD/I, P)

        Research and Practice for Persons with Severe Disabilities (R, Pol, APO)

        Journal of Special Education (R)

        Journal of Vocational Rehabilitation (R, APO, P, Pol)

        Language, Speech, and Hearing Services in Schools (P, R, APO)

        Learning Disabilities: A Multidisciplinary Journal (R, SD/I, P)

        Odyssey (P) Remedial and Special Education (R)

        Sign Language Studies (R, P, SD/I)

        Teacher Education and Special Education (R, SoTL, APO)

        Teaching Exceptional Children (P, APO)

        Teaching Young Exceptional Children (P, APO)

        Topics in Early Childhood Special Education (R)

        WORK: A Journal of Prevention, Assessment, and Rehabilitation (R, P)

        Young Children (P, APO)

      4. Presentations

        We expect Faculty to disseminate their research to the community and field through local, state, and national/international presentations. In order to be promoted and tenured, Faculty are expected to participate in a minimum of five peer-reviewed presentations and/or invited presentations (e.g., keynote address, panel discussion, featured speaker) of national/international significance (e.g., conferences of national organizations, briefings to legislators, webinars). For promotion to full professor, we expect Faculty to maintain productive trajectories in presentations and that the work has evidence of making a substantial contribution to the field that is nationally and/or internationally recognized.