Tenure and Promotion | Lifespan Development & Educational Sciences Faculty Handbook | Kent State University

Tenure and Promotion

The policies and procedures for tenure are included in the University policy and procedures regarding Faculty tenure (University Policy Register) and the policies and procedures for promotion are included in the University policy and procedures regarding Faculty promotion (University Policy Register). Each academic year, tenure and promotion guidelines for Kent and Regional Campus Faculty are distributed by the Office of the Provost. Tenure and promotion are separate decisions. The granting of tenure is a decision that plays a crucial role in determining the quality of University Faculty and the national and international status of the University. The awarding of tenure must be based on convincing documented evidence that the Faculty member has achieved a body of scholarship, high quality teaching, and a level of service that suggests continued success in these areas. The awarding of promotion must be based on convincing documented evidence that the Faculty member has achieved a body of scholarship that has had an impact on her/his discipline, high quality teaching, and has demonstrated service consistent with his/her Faculty assignment. Specific criteria for promotion to different ranks are identified under “Candidates for Reappointment, Tenure, and Promotion.”

  1. Research

    Research is the systematic pursuit of new and generalizable or transferable knowledge. It is a systematic process of disciplined inquiry intended to give meaning to observed phenomena or ideas. This is done in part by putting ideas into perspective and applying knowledge to consequential problems in one’s specific area of expertise. The LDES School also recognizes equally the importance and benefits of  community-engaged research. This is an applied and basic research process that typically is responding to a community need and contributing to the faculty member’s discipline. Other outcomes include opportunities to translate findings into practice, increased research capacity built through faculty and community partnerships, and expanded grant opportunities. Community engagement can take place at all levels: local, regional, national, and/or global/international.

  2. Teaching

    Teaching is multifaceted and is informed by scholarly endeavors. Faculty are expected to be involved in continual professional development to enrich their instruction of students, which is not necessarily limited to simply transmitting information to students. Teaching involves interactions with students that fall into four categories: instruction in undergraduate and/or graduate classes, seminars, workshops, and institutes; supervision of students in practicum and internships; direction or co-direction of independent investigations, master’s theses/projects, and/or dissertations; and advising of students with respect to course work, licensure, and mentoring.

  3. Service

    Service for a Faculty member occurs through thoughtful or reflective deliberation and discourse relative to one’s own profession and the needs of the Program, School, College, and/or the University, as well as the community.  Again, community service can be applicable at all levels: local, regional, national, and/or global/international. The School also recognizes the importance of collaboration among Faculty and of the mentoring of students into a scholarly role through shared professional activities.