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<h1 align=center>School of Education Guidelines<br>for Promotion and Tenure</h1>
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<center><font size=5><b>Table of Contents</b></font></center>
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<dt><h3><a href="noframes.html#overview0">Overview</a></h3>
<dt><h3><a href="noframes.html#school_wide_review0">School-Wide Review</a></h3>
<dd><h4><a href="noframes.html#tenure_committee0">The Tenure and Promotion Committee</a></h4>
<dd><h4><a href="noframes.html#school_wide_criteria0">School-Wide Criteria</a></h4>
<ul type="disc"><a href="noframes.html#reappointment_asst_prof0">Reappointment at Rank of Assistant Professor</a>
<br>
<a href="noframes.html#promotion_assoc_prof0">Promotion to the Rank of Associate Professor With Tenure</a>
<br>
<a href="noframes.html#promotion_full_prof0">Promotion to the Rank of Professor</a>
</ul>
<dt><h3><a href="noframes.html#dept_lev_rev">Department-Level Review</a></h3>
<dl>
<dt><h4><a href="noframes.html#dept_lev_overview">Overview</a></h4>
<dt><h4><a href="noframes.html#dept_guidelines">Guidelines of the Departments</a></h4>
<dd><h4><a href="noframes.html#ced">Counseling and Educational Development</a></h4>
<ul type="disc"><a href="noframes.html#ced_preamble">Preamble</a><br>
<a href="noframes.html#ced_reapp_asst_prof">Reappointment at Assistant Professor Rank</a><br>
<a href="noframes.html#ced_promo_assoc_prof">Promotion to Associate Professor with Tenure</a><br>
<a href="noframes.html#ced_promo_full_prof">Promotion to Full Professor</a><br>
<a href="noframes.html#ced_doc_effect_teach">Documentation of Effective Teaching</a><br>
<a href="noframes.html#ced_doc_schol_res">Documentation of Scholarship/Research</a><br>
<a href="noframes.html#ced_doc_prof_serv">Documentation of Professional Service</a><br>
<a href="noframes.html#ced_dept_proced">Departmental Procedures</a>
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<dd><h4><a href="noframes.html#cui">Curriculum and Instruction</a></h4>
<dd><h5><a href="noframes.html#cui_dir_prof_act">Directed Professional Activity</a></h5>
<dd><h4><a href="noframes.html#elc">Educational Leadership and Cultural Foundations</a></h4>
<dd><h4><a href="noframes.html#erm_educ_res_meth">Educational Research Methodology</a></h4>
<ul type="disc"><h5><a href="noframes.html#erm_teach">Teaching</a><br>
<a href="noframes.html#erm_res_creat_act">Research and Creative Activity</a><br>
<a href="noframes.html#erm_serv">Service</a><br>
<a href="noframes.html#erm_dir_prof_act">Directed Professional Activity</a><br>
<a href="noframes.html#erm_reap_asst_prof">Reappointment at the Level of Assistant Professor</a><br>
<a href="noframes.html#erm_promo_asst">Promotion of an Assistant Professor to Associate Professor with Permanent Tenure</a><br>
<a href="noframes.html#erm_promo_assoc">Promotion of an Associate Professor to the Rank of Professor</a></h5>
</ul>
<dd><h4><a href="noframes.html#lis">Library and Information Studies</a></h4>
<ul type="disc">
<h5><a href="noframes.html#lis_teach">Teaching Activities</a></h5>
<ul type="disc">
<a href="noframes.html#lis_teach_eff">Teaching Effectiveness Criteria</a><br>
<a href="noframes.html#lis_summ">Summary of Instructional Responsibilities</a><br>
<a href="noframes.html#lis_eval">Evaluation of Instructional Responsibilities</a><br>
<a href="noframes.html#lis_sources">Sources of Evidence</a>
</ul>
<h5><a href="noframes.html#lis_serv_act">Service Activities</a></h5>
<ul type="disc">
<a href="noframes.html#lis_serv_act_evid:>Evidence and Criteria</a><br>
<a href="noframes.html#lis_serv_act_subj">Subjective Considerations in Evaluation</a><br>
<a href="noframes.html#lis_serv_act_source">Sources of Evidence</a>
</ul>
<h5><a href="noframes.html#lis_scholar">Scholarship or Creative Activities</a></h5>
<ul type="disc">
<a href="noframes.html#lis_scholar_evid">Evidence and Criteria</a><br>
<a href="noframes.html#lis_scholar_subj">Subjective Considerations in Evaluation</a>
</ul>
<h5><a href="noframes.html#lis_direc">Directed Professional Activity</a></h5>
<ul type="disc">
<a href="noframes.html#lis_direc_scope">Scope of Directed Professional Activity</a><br>
<a href="noframes.html#lis_direc_source">Sources of Evidence</a><br>
<a href="noframes.html#lis_direc_resp">Responsibilities</a>
</ul>
<h5><a href="noframes.html#lis_potential">Overall Potential in the Field/Contribution to the Department/Profession</a></h5>
<h5><a href="noframes.html#lis_timeline">Procedures/Timeline</a></h5>
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<dd><h4><a href="noframes.html#ses">Specialized Education Services</a></h4>
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<a name="overview0"></a>
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<p>
<h2>OVERVIEW</h2>
Candidates' credentials, are reviewed at two levels within the
School of Education and by the Dean. Department-level consideration of candidates
involves department tenure and promotion committees and department chairs.
School-level consideration is a responsibility of the School of Education Tenure and Promotion
Committee.
<p>
Procedures are consistent with departmental, School, University,
and System procedures, standards, and regulations. Among University-documents that are
particularly relevant to these processes are:
<p>
<ul type="disc">
<li>Academic Freedom and Tenure: The Code of the University of North Carolina
<p>
<li>University Promotions and Tenure Guidelines: The University of North Carolina at
Greensboro
<p>
<li>University-Wide Evaluation Guidelines for Promotion and Tenure: The University of
North Carolina at Greensboro
</ul>
In accordance with these guidelines, the School of Education
asserts the primacy of teaching and learning in considering candidates for tenure and promotion.
Procedures followed at both the department level and the School level require assessment of
candidates' performance in the areas of (l) <i>teaching</i>, (2) <i>research and creative
activity</i>, and (3) <i>service</i>. Individual departments have the option of also
including a fourth additional category, <i>directed professional activity</i>. Some
departments have elected to include this optional fourth category; others have chosen to
consider only the three mandated categories.
<a name="school_wide_review0"></a>
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<p>
<h2>SCHOOL-WIDE REVIEW</h2>
<a name="tenure_committee0"></a>
<h3 align=center><u>The Tenure and Promotion Committee</u></h3>
The School of Education Tenure and Promotion Committee conducts
the School-wide review. The Committee is comprised of all tenured members of the Faculty
Assembly. Committee members select the Chairperson, who serves in this capacity for two
years. In its deliberations, the School of Education Tenure and Promotion Committee
considers school-wide criteria as described in the subsection that follows.
<p>
These conditions apply to the candidate materials presented to
the Tenure and Promotion Committee for consideration:
<p>
<ul type="disc">
<li>The preparation of materials for considerations for promotion and/or tenure is the
responsibility of the candidate.
<p>
<li>The presentation of materials should follow the organization outlined in the
"Recommendation for Promotion and/or Tenure" form as provided by the Office of the
Provost and, additionally, should include a <i>vita</i>.
<p>
<li>Document files are discouraged and should not be included unless requested at a particular
level of review. Typically, the presentation conforming to the "Recommendation for
Promotion and/or Tenure" should require no more than forty pages and, more frequently,
approximately 30. Supplemental materials (for example, in-press publications) may
be sought during any of the review stages. Unless specifically required at a
particular review level, however, document files are not included as part of the
School-level review process.
</ul>
<a name="school_wide_criteria0"></a>
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<p>
<h3 align=center><u>School-Wide Criteria</u></h3>
<a name="reappointment_asst_prof0"></a>
<ol><h4><li>Reappointment at Rank of Assistant Professor</h4>
Assistant Professors normally receive an initial appointment of four years. They are
reviewed in their third year for reappointment to a second term of three years as Assistant
Professor.
<p>
<h4><i>Teaching:</i></h4>
<p>
<blockquote>The concept of "teaching" as understood for the purpose of assessing a candidate's
performance is construed broadly and embraces both traditional classroom instruction and more
diverse methods and settings.</blockquote>
<ul type="disc">
Criteria:
<p>
<li>The candidate demonstrates satisfactory teaching effectiveness and a commitment to
improve teaching and student learning.
<p>
<li>The candidate shows promise of making continuing contributions to teaching and student
learning.
</ul>
<p>
<h4><i>Research and Creative Activity:</i></h4>
<p>
<blockquote>This category embraces all forms of scholarship appropriate to the multiple
missions of the individual departments in the School of Education.</blockquote>
<p>
<ul type="disc">
Criteria:
<p>
<li>The candidate shows evidence of success in his/her efforts to make contributions to the
knowledge base in his/her field.
<p>
<li>The candidate evidences the likelihood of making continued progress as a contributor to
the appropriate knowledge base.
</ul>
<p>
<h4><i>Service:</i></h4>
<p>
<blockquote>The concept of service embraces services and leadership activities that may
operate on many levels from within the University to the broadest possible external
arenas.</blockquote>
<p>
<ul type="disc">
Criteria:
<p>
<li>The candidate evidences service contributions, based on his/her expertise as a faculty
member, that may be at the level of the institution, the profession, or any of a number of
communities external to the university and the profession.
<p>
<li>The candidate's behavior suggests a likelihood of continued contributions in the area of
service.
</ul>
<a name="promotion_assoc_prof0"></a>
<h4><li>Promotion to the Rank of Associate Professor with Tenure</h4>
Assistant Professors are normally reviewed for promotion to Associate Professor with tenure
in their sixth year of employment (the second year of their second term of employment as
Assistant Professor). The review for promotion and conferral of permanent tenure
may occur before that time, however, if it is deemed appropriate by the candidate's
department chair in consultation with the department's tenure and promotion committee.
<h4><i>Teaching:</i></h4>
<blockquote>The concept of "teaching" as understood for the purpose of assessing a candidate's
performance is construed broadly and embraces both traditional classroom instruction and more
diverse methods and settings.</blockquote>
<p>
<ul type="disc">
Criteria:
<p>
<li>The candidate has sustained a record of "good" to "excellent" evaluations in the area of
teaching as documented by evidence that may include (but not necessarily be limited to) peer
reviews and student course evaluations based on all courses taught.
</ul>
<h4><i>Research and Creative Activity:</i></h4>
<blockquote>This category embraces all forms of scholarship appropriate to the multiple
missions of the individual departments in the School of Education.</blockquote>
<p>
<ul type="disc">
Criteria:
<p>
<li>The candidate's record evidences scholarly productivity in accordance with the norms and
expectations of his/her specialized area of expertise.
<p>
<li>The candidate has established a pattern of regularly contributing to peer reviewed outlets
for research and creative activity; high quality and significance of these contributions are
prized more than volume.
</ul>
<h4><i>Service:</i></h4>
<blockquote>(The concept of service embraces services and leadership activities that may
operate on many levels from within the University to the broadest possible external arenas.)</blockquote>
<p>
<ul type="disc">
Criteria:
<p>
<li>The candidate presents a record of success and commitment to service contributions
that must include service to the School, University and the profession and may include service
contributions to communities beyond the School, University, and profession.
<p>
<li>The candidate's overall record of service to his/her unit has been reflected by overall
ratings of "good" to "excellent" on performance reviews conducted by his/her department head.
</ul>
<a name="promotion_full_prof0"></a>
<h4><li>Promotion to the Rank of Professor</h4>
Promotion to the rank of Professor is based on achievement, distinction, and impact of
contributions, not on duration of employment. An Associate Professor may be
recommended for promotion at any time. It is expected that candidates who are
approved for the rank of Professor will have achieved distinction, as viewed by peers,
in terms of reputation in at least one of these areas: teaching, research or
creative activity, and service.
<h4><i>Teaching:</i></h4>
<blockquote>The concept of "teaching" as understood for the purpose of assessing a candidate's
performance is construed broadly and embraces both traditional classroom instruction and more
diverse methods and settings.</blockquote>
<p>
<ul type="disc">
Criteria:
<p>
<li>The candidate's record reflects a continued pattern of commitment to effective teaching
and student learning that may have been recognized in a variety ways including, but not
limited to, student and peer testimonials, grants and contracts to share instructional
expertise in other settings, and invitations to share special instructional expertise at
meetings of professional groups.
<p>
<li>The candidate has sustained a record of "good" or "excellent" teaching evaluations as
documented across all courses and peer reviews.
</ul>
<h4><i>Research and Creative Activity:</i></h4>
<blockquote>(This category embraces all forms of scholarship appropriate to the multiple
missions of the individual departments in the School of Education.</blockquote>
<p>
<ul type="disc">
Criteria:
<p>
<li>The candidate shows evidence of continuous productivity in a defined area of scholarship
relevant to his/her specialization.
<p>
<li>The candidate's contributions to the knowledge base of his/her area of specialization
are acknowledged to be of high quality by peers outside of the university.
<p>
<li>Quality of research and creative activity will be weighed more heavily than quantity.
</ul>
<h4><i>Service:</i></h4>
<blockquote>(The concept of service embraces services and leadership activities that may
operate on many levels from within the University to the broadest possible external arenas.)</blockquote>
<p>
<ul type="disc">
Criteria:
<p>
<li>The candidate evidences service contributions that include some leadership roles in
activities that may range across the School, University, profession, and external communities.
</ul>
</ol>
<a name="dept_level_review"></a>
<p>
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<p>
<h1>Department-Level Review</h1>
<a name="dept_level_overview"></a>
<h2 align=center><u>Overview</u></h2>
In keeping with the "University Promotions and Tenure Guidelines,"
School of Education guidelines seek to devolve primary decision-making with respect to tenure,
promotion, and reappointment to the department level. Departments are encouraged to
develop procedures that might be characterized as "merit-finding" in their orientation.
They are asked to encourage candidates to present documentation that will provide an adequate
evidentiary base for professionals to make reasoned judgments about their contributions in each of the relevant categories of their performance.
<p>
In response to the directive to consider evidence that has particular relevance for their
specialized missions departments vary in terms of what they require of individual
candidates. All insist that candidates provide evidence in each of the mandated areas
of teaching, research and creative activity, and service. Some departments also consider
what candidates have done in the optional category of directed professional activity.
<a name="dept_guidelines"></a>
<p>
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<p>
<h2 align=center><u>Guidelines of the Departments</u></h2>
<a name="ced"></a>
<p>
<hr align=center width=600 size=2 noshade>
<p>
<ol>
<h3><i><li>Counseling and Educational Development</i></h3>
<a name="ced_preamble"></a>
<p>
<h4 align=center><i>Preamble</i></h4>
<p>
Faculty members in the Department of Counseling and Educational
Development are committed to developing and maintaining a program that is characterized by
integrity, innovation, respect, and breadth of professional perspectives. The faculty
seeks to maintain a national profile by offering a strong, coherent, and innovative training
program, and by providing exemplary leadership for the profession through scholarly works and
professional service activities. Faculty serve as role models of excellence and
professionalism.
<p>
A scientist-practitioner philosophy characterizes the program,
including individual course content and assignments, supervision of clinical work, as well
as expectations for professional practice, In addition, the integration of theory and research
into clinical practice is promoted throughout the program.
<p>
At the master's level, the faculty seeks to educate students
who, as counseling practitioners in a variety of community, school, and university settings,
will provide high quality services to their respective clients, and will seek to provide
leadership through service in their respective communities and professional associations.
At the doctoral level, the faculty seeks to develop well-rounded counselor educators,
counseling practitioners, and administrators who will make significant contributions through
their own scholarship, teaching, supervision, and professional service activities.
<p>
Given the nature of the program, "teaching" is understood to
include not only classroom instruction, but also other instructional processes, such as
clinical supervision of students' counseling, teaching, and/or supervision work. In
addition, mentoring of students' professional development, relevant to the professional career
of the student, is a high priority and one that involves "teaching" in the fullest sense of
the word.
<p>
Faculty view service not only in terms of professional
leadership in counseling organizations, but also academic citizenship, characterized
by collegiality, mutual respect and support, and commitment to shared community values.
Commitment to faculty members' individual career goals is balanced by a commitment to the
University, School, Department and program responsibilities, as well as the development
of students.
<p>
Scholarship may include conceptual and empirical works,
using a variety of methodological approaches for basic and applied research questions.
In terms of research and publications, quality and impact are more important than quantity.
Even more, scholarship informs teaching and professional service activities and characterizes
the program environment, in that faculty seek to create and maintain a community of scholars.
<p>
This document is supplementary to University documents
regarding promotion and tenure, as well as the School of Education document.
<a name="ced_reapp_asst_prof"></a>
<p>
<ol type="A">
<li><i>Reappointment at Assistant Professor Rank</i>
<p>
Successful candidates are competent teachers who show a beginning mastery of content and
pedagogy appropriate to counselor education and supervision, and demonstrate a commitment
to all aspects of the teaching and learning process. Scholarly efforts, including
publications in nationally refereed journals, are characterized by a theme(s).
Service activities are primarily at the Department and School level, with some
participation in professional organizations at the state, regional, and/or national
levels. The candidate shows promise of satisfying criteria for promotion to
Associate Professor with tenure.
<a name="ced_promo_assoc_prof"></a>
<p>
<li><i>Promotion to Associate Professor with Tenure</i>
<p>
Successful candidates are strong and committed teachers who integrate theory, research,
and practice into the classroom and other teaching-learning processes (<i>e.g.</i>,
supervision). They demonstrate progress in a well articulated research
agenda/program that has made a contribution to the field/profession, with specific
areas/questions for further work/development. There is active participation in
professional service organizations at the state, regional, and national levels, as well
as important contributions to the University, School, and Department. The faculty
member demonstrates a commitment to program responsibilities and the development of
students. There is evidence that productivity and professional development will
continue beyond the point of promotion and tenure, and will progress toward promotion
to full professor.
<a name="ced_promo_full_prof"></a>
<p>
<li><i>Promotion to Full Professor</i>
<p>
Successful candidates at this level are accomplished teachers and mature scholars.
They are established in their area(s) of expertise and hold strong national
reputations. There is evidence that the candidate's scholarly work has had a
significant national impact on the field/profession. A particularly defining
characteristic of the candidate's work is the integration of research/scholarship
into teaching, service, and leadership. Professional service contributions involve
leadership roles, mentoring of students and junior faculty, and other efforts meant to
enhance the profession, the University, the School, and the Department as well as the
individual career. There is evidence that productivity and professional development
will continue beyond the point of promotion to full professor.
</ol>
<a name="ced_doc_effect_teach"></a>
<h5><u>Documentation of Teaching Effectiveness</u></h5>
<ol>
<li>Summary of teaching/instructional responsibilities and activities.
<p>
<li>A written statement that includes one's philosophy of teaching, description of
teaching methods, and a self-appraisal of one's development and achievements in teaching,
with particular attention given to the impact of one's teaching on student learning.
For those candidates whose teaching responsibilities include supervision of interns or
other instructional assignments, a similar statement(s) is included for these areas.
<p>
<li>Summary of student ratings (M, SD) on Departmentally-approved forms. The
summary includes ratings solicited from all students in all courses taught each semester,
including supervision of internships and other teaching assignments. Selected
student comments for open-ended questions also are to be included.
<p>
<li>Summary listing of student accomplishments, such as student publications based
on course-related work, dissertation awards, <i>etc.</i> (as applicable).
<p>
<li>Nominations for teaching excellence (as applicable).
<p>
<li>Grant proposals for instructional/curriculum development or assessment of teaching
effectiveness (as applicable).
<p>
<li>Peer observations of teaching and supervision.
<p>
<ul type="disc">
<li>Candidates for reappointment at the Assistant Professor rank work with the Department
Chair to solicit one peer observation each year by Departmental faculty.
<li>Candidates for promotion to Associate Professor with tenure work with the Department
Chair to solicit one peer observation each year by Departmental faculty.
<li>Candidates for promotion to Full Professor work with the Department Chair to solicit
peer observations, for an average of one peer observation every two years by
Departmental faculty.
</ul>
<p>
<li>Summary evaluation, based on submitted documentation and first-hand knowledge,
written by a Departmental faculty member.
</ol>
<a name="ced_doc_schol_res"></a>
<h5><u>Documentation of Scholarship/Research</u></h5>
<ol>
<li>Summary of one's scholarly productivity/achievements/outcomes, which may include
<table width=90% cellpadding=8 cellspacing=0 border=0>
<tr>
<td width=50% align=left valign=top><font size=2><b>
<ul type="disc">
<li>books<br>
<li>textbooks<br>
<li>edited books<br>
<li>book chapters<br>
<li>monographs<br>
<li>articles published in peer-reviewed professional journals<br>
<li>non-referred articles published in professional journals<br>
<li>articles in press<br>
<li>grant submissions
</ul>
</b></font></td>
<td width=50% align=left valign=top><font size=2><b>
<ul type="disc">
<li>grant(s) received<br>
<li>scholarly papers presented at professional meetings<br>
<li>presentations at professional meetings<br>
<li>books reviews<br>
<li>unpublished papers and reports<br>
<li>works in progress<br>
<li>other examples of scholarly productivity<br>
<li>other creative accomplishments.
</ul>
</b></font></td>
</tr>
</table>
<br>
<li>Summary of editorial responsibilities and/or positions, which may include
<table width=90% cellpadding=8 cellspacing=0 border=0>
<tr>
<td width=50% align=left valign=top><font size=2><b>
<ul type="disc">
<li>editor of a professional journal
<li>associate editor of a professional journal
<li>member of editorial board for a professional journal
</ul>
</b></font></td>
<td width=50% align=left valign=top><font size=2><b>
<ul type="disc">
<li>editor of a special issue of a journal
<li><i>ad hoc</i> reviewer for a professional journal
</ul>
</b></font></td>
</tr>
</table>
<br>
<li>List of honors and awards received in recognition of one's scholarly work (as
applicable).
<p>
<li>External peer review (for promotion and tenure decisions).
<p>
<li>The candidate may submit 3-5 names of external peer reviewers to the Chair, who also
may solicit names of potential reviewers from Departmental faculty. The Chair
then selects 3-6 persons from the larger list as external peer reviewers for the
candidate, and sends each reviewer a) a copy of the candidate's vita and b) 3-6
examples of the candidate's scholarly productivity. The external peer reviewers
are asked to evaluate the candidate's scholarly productivity and achievements,
particularly in terms of their originality, contributions, and/or impact on the field,
in light of the candidate's academic rank.
<p>
<li>A written statement that includes a) a description of the candidate's research
theme(s) (reappointment) or research program (promotion), including future directions;
and b) a self-appraisal of one's scholarly work, achievements, and development.
<p>
<li>Summary evaluation, based on the submitted document and first-hand knowledge, written
by a Departmental faculty member.
</ol>
<a name="ced_doc_prof_serv"></a>
<h5><u>Documentation of Professional Service</u></h5>
<ol>
<li>Summary of one's service responsibilities and activities, including membership and
leadership positions, in terms of contributions to the welfare of
<p>
<ol type="a">
<li>the Department, School, and University
<li>the counseling profession
<li>external communities related to the counseling profession and/or Department
activities (<i>e.g.</i>, public schools, community mental health agencies,
student affairs offices)
<li>any other examples of professional service
</ol>
<p>
<li>List of honors or awards received in recognition of service contributions.
<p>
<li>List of elected and/or appointed positions.
<p>
<li>A written self-appraisal of one's service activities and contributions, including the
impact of this work on the Department, School, University, profession, organization,
and/or the persons served, using the preamble statement as a framework.
<p>
<li>Summary evaluation, based on the submitted documentation and first-hand knowledge,
written by a Departmental faculty member.
</ol>
<a name="ced_dept_proced"></a>
<h5><u>Departmental Procedures</u></h5>
<ol>
<li>Annual reports and reviews
<p>
Annual reports summarize the faculty member's responsibilities and achievements in
teaching, scholarship, and service for a particular year. These yearly summaries,
and feedback from peers regarding one's work, provide a context for evaluating one's
progress toward reappointment, promotion to associate professor with tenure, and/or
promotion to full professor, as well as serving as a basis for creating plans for
professional development.
<p>
Each faculty member submits an annual report of his/her work in the three areas of
teaching, scholarship, and service. These are subject to peer review following
Departmental policy, with summary results of one's peer ratings communicated to each
faculty member by the Chair.
<p>
Junior faculty and others actively seeking promotion meet with the Department Chair
to review the yea's work and peer evaluations. The Chair and faculty member
collaboratively write a statement of strengths and accomplishments, areas for enhancement,
and a collaborative plan for continued development toward the desired rank.
<p>
<li>The Reappointment / Promotion and Tenure / Promotion File
<p>
<p>
The candidate works with the Department Chair, or his/her designee, to create the file of
materials to be reviewed.
<p>
The file is reviewed by all persons eligible to vote on the candidate, which includes
faculty members at or above the rank the candidate seeks.
<p>
At a meeting called by the Department Chair, the candidate's file is reviewed.
Faculty members who wrote the summary evaluation statements for teaching,
scholarship/research, and service summarize their evaluations. Any faculty member
may ask for clarification regarding any aspect of the file. Faculty determine that
appropriate and sufficient information has been provided by the candidate, or if
additional information is needed to conduct an adequate review. Once the information
is deemed sufficient, faculty members then vote their decision by a voice vote.
<p>
The Department Chair records the count of the faculty vote.
<p>
The Department Chair writes a recommendation regarding the candidate.
<p>
If both the vote of the faculty and the recommendation of the Chair are negative, the
candidate's file does not go forward to the School of Education.
<p>
Otherwise, the candidate's file, summary evaluations written by Departmental faculty
members, the Departmental faculty vote count, and the written recommendation of the Chair
is forwarded for consideration at the School of Education level.
</ol>
</ol>
<a name="cui"></a>
<p>
<hr align=center width=600 size=2 noshade>
<p>
<ol start=2>
<h3><i><li>Curriculum and Instruction</i></h3>
For academic year 1998-1999, the Department of Curriculum and Instruction proposes to follow
the School-Wide guidelines for tenure and promotion with respect to the categories of (1)
<i>teaching</i>, (2) <i>research and creative activity</i>, and (3) <i>service</i>. In
addition, the Department will also consider performance of candidates in the optional category
of <i>directed professional activity</i>.
<a name="cui_dir_prof_act"></a>
<h4><i>Directed Professional Activity</i></h4>
Performance in this area will focus on assessment of work completed that is above and beyond
the assigned/typical workload. The Department wishes to view description of this
category as a "work in progress," and Departmental guidelines call for a review of the
directed professional activity to occur prior to May 10<sup><small>th</small></sup> of each
year.
</ol>
<a name="elc"></a>
<p>
<hr align=center width=600 size=2 noshade>
<p>
<ol start=3>
<h3><i><li>Educational Leadership and Cultural Foundations</i></h3>
For academic year 1998-1999, the Department of Educational Leadership and Cultural Foundations
proposes to follow the School-Wide guidelines for tenure and promotion.
</ol>
<a name="erm"></a>
<p>
<hr align=center width=600 size=2 noshade>
<p>
<ol start=4>
<h3><i><li>Educational Research Methodology</i></h3>
<a name="erm_teach"></a>
Departmental policies assert the primacy of teaching and learning.
<h4><i>Teaching.</i></h4>
The emphasis is on the quality of student learning, and evidence can include samples of
pedagogical materials, supervision of practica, advising, directing student research,
curriculum design, interdisciplinary teaching, team teaching, mentoring, and dissertation
supervision.
<p>
It is recommended that candidates prepare a teaching portfolio that covers the three major
areas of teaching: teaching load, evidence of teaching quality, and professional
commitment to teaching.
<p>
<ul type="disc">
<dl><dt><u>Teaching load</u>: A summary table that lists, for each semester and summer
<dd>term, the course taught, by title, course number, credit hours, enrollment; the number of
advisees at the masters and doctoral levels; the number of dissertation committees the
candidate has chaired and/or served on; and any non-standard aspects of his/her teaching.
<p>
<dt><u>Quality</u>: It is essential that student ratings be provided in a summary
<dd>form for each course taught. Candidates must provide evidence of their teaching
using the School's Form B or the Scriven form. Quality may also include evidence
of student learning, career placement of students, successes of students, assessment
practices, teaching awards, peer evaluations, and contributions to the learning
environment of students. Information about student support/mentoring may be included.
<p>
<dt><u>Professionalism</u>: Examples in this category include philosophy of
<dd>teaching, description of principal teaching strategies, examples of published teaching
materials, evidence of up-to-datedness of material, involvement in reviewing/developing
teaching materials, and developing of new courses.
</dl>
</ul>
<a name="erm_res_creat_act"></a>
<h4><i>Research and Creative Activity</i></h4>
A candidate's scholarly or creative research should be demonstrably original, substantial,
recognized, and sustained, as appropriate to the level of promotion sought. Where
evidence of peer review and public recognition are appropriate, it should be noted.
The quality and impact of the activities are critical, and connections between research and
teaching are highly desired. Candidates are asked to prepare a section of the narrative
that accompanies their materials that places any exhibits in context and that provides
evidence for their quality, their impact, and their place within the research program of
the candidate.
<a name="erm_serv"></a>
<h4><i>Service</i></h4>
Evidence includes service to the Department, the University, and the profession. It
also embraces leadership activities of all kinds. Examples of activity in this area
include community education, consulting, editorial work, committee involvement, conference
organization, peer reviewing, and participation in academic conferences and professional
organizations.
<a name="erm_dir_prof_act"></a>
<h4><i>Directed Professional Activity</i></h4>
This department does not use this category in reviewing candidates for tenure and
promotion. The department notes some examples of "Directed Professional Activity" in
the University Promotion and Tenure document. These examples, in this department,
will be categorized under the headings research and creative activity or service according
to these guidelines:
<p>
<ul type="disc">
<li>Recruitment and retention activities - service
<li>Developing grant proposals - research and creative activity
<li>Writing technical and training manuals - research and creative activity
<li>Providing statistical or methodological assistance - service
<li>Chairing a department or division - service
<li>Heading or participating in special task forces - service
<li>Commissions and self studies - service
<li>Development, leadership, and maintenance of centers - service
</ul>
<a name="erm_reap_asst_prof"></a>
<h4 align=center><u>Expectations at the Various Levels</u></h4>
<ol type="A">
<li><i>Reappointment at the level of Assistant Professor</i>
<p>
The candidate demonstrates teaching competence and a commitment to teaching and a promise of
making significant contributions to student learning. The candidate shows evidence of
success at scholarship or creative activities and a promise of continuing development.
The candidate has began to be involved in service contributions to the Department, the
University, and the profession.
<a name="erm_promo_asst"></a>
<p>
<li><i>Promotion of an Assistant Professor to Associate Professor with permanent tenure</i>
<p>
Assistant professors are normally reviewed for promotion to Associate Professor with permanent
tenure in their sixth year of employment (the second year of their second term of employment
as an Assistant Professor). However, they can be considered earlier if it is deemed
appropriate by the candidate and/or the candidate's department head in consultation with
tenured department faculty.
<p>
The candidate's record demonstrates substantial commitment to and effectiveness in
teaching. The candidate's record includes scholarly or creative accomplishments in
accordance with the norms and expectations of our field. There is a contribution to
service, especially service to the department and profession.
<a name="erm_promo_assoc"></a>
<p>
<li><i>Promotion of an Associate Professor to the rank of Professor</i>
<p>
Promotion of an Associate Professor to Professor can be considered at any time.
<p>
The candidate's record demonstrates continuous commitment to and effectiveness in teaching
as well as a strong connection between teaching and research. The candidate can
demonstrate national and/or international contributions to his or her scholarly or creative
field. The candidate will have produced original and substantive works of scholarships
in the field of educational research methodology, including measurement and evaluation,
that have had an impact on the field. The candidate has made important service
contributions to the department, school, and University as ell as to professional
organizations.
</ol>
</ol>
<a name="lis"></a>
<p>
<hr align=center width=600 size=2 noshade>
<p>
<ol start=5>
<h3><i><li>Library and Information Studies</i></h3>
The Library and information Studies Department recognizes few (4) promotion and tenure
criteria areas: (I) Teaching Activities, (II) Service Activities, (III) Scholarly and
Creative Activities, and (IV) Directed Professional Activities. Each of these activity
areas is defined below.
<p>
The department chair and each faculty member must agree on the particular criteria areas for
faculty work each year. This written agreement shall specify percentages of full time
assignment for each area during the year and shall be filed in the faculty member's personnel
file in the LIS Department.
<a name="lis_teach"></a>
<p>
<ol type="I">
<li>Teaching Activities
<p>
Activities in this areas can represent up to 3/4 of a faculty member's full time assignment
each semester. In no case should teaching activities represent less than 50% of a faculty
member's full time assignment each semester.
<a name="lis_teach_eff"></a>
<p>
<ol type="A">
<li>Teaching effectiveness criteria
<p>
These criteria are intended to be congruent with University and School of Education
guidelines. They may not cover all possible areas of teaching excellence, and
mention of other strong or weak points may be appropriate depending upon the individual
instructor, the particular subject covered, and the class session being evaluated.
Moreover, all criteria listed may not apply to particular classes.
<p>
<ol>
<li>Instructor activities
<p>
<ol type="a">
<li>integrates technology into classroom activities
<li>uses variety of teaching strategies (<i>e.g</i>.,lecture, question/answer, group
work, exercises, <i>etc.</i>)
<li>encourages critical and independent thinking
<li>inspires students to think beyond requirements of course
<li>fosters active student participation in discussion and other activities
<li>is available to student for consultation
<li>demonstrates fairness in grading; in attention given to individual students;
<li>communicates well (expectations; subject content; verbal and non-verbal signals)
<li>where appropriate, demonstrates appropriate multicultural understandings
</ol>
<p>
<li>Organization of class
<p>
<ol type="a">
<li>relates subject matter to total course; orients students to specific subject
<li>allows appropriate time for coverage of subject
<li>organizes material; may provide outline
<li>integrates course material with any assignments, including text/reading
<li>where appropriate, enhances subject with media/technology uses and prepares visuals,
where appropriate, for unfamiliar terms, citations, headings, <i>etc.</i>
<li>signals clearly transition from subject to subject
<li>allows sufficient time for all aspects of class plan (group work, lecture,
discussion)
<li>class has clear beginning point or introduction and reaches closure
</ol>
<p>
<li>Content
<p>
<ol type="a">
<li>communicates enthusiasm/interest in subject to students
<li>incorporates technology where appropriate/essential
<li>demonstrates awareness of interdisciplinary aspects of subject where appropriate
<li>manifests awareness of cross-cultural examples, and sensitivity to levels of
understanding among different cultures (<i>e.g.</i>, ethnic or racial,
age-defined, physically or mentally challenged, gender or sexual orientation,
political or social groups)
<li>integrates anecdotal "experiences from the field" with professional theory
<li>models professional approach to problem areas of practice
<li>maintains objectivity in discussion of controversial material
<li>incorporates relevant and recent research findings
<li>emphasizes critical approach to subject
<li>conveys convincing mastery of subject
</ol>
<p>
<li>Teaching style
<p>
<ol type="a">
<li>asks questions; waits for responses
<li>maintains environment conducive to learning
<li>engages a variety of individual students in discussion
<li>calls students by name
<li>does not patronize students; treats as adults
<li>encourages and reassures students when needed
<li>provides adequate clarification and complete answers to students
<li>demonstrates willingness to provide additional information at a later time when
time does not permit or when information not readily at hand
<li>maintains spirit of equity in classroom
</ol>
<p>
</ol>
<a name="lis_summ"></a>
<li>Summary of instructional responsibilities
<p>
<ol>
<li>Courses taught, number of times taught, evidence of revision, student load
<li>Department curriculum contributions
<li>Course related advisement/mentoring responsibilities
</ol>
<p>
<a name="lis_eval"></a>
<li>Evaluation of instructional responsibilities
<p>
<ol>
<li>Evidence of time and effort spent on teaching in relation to total responsibilities
<li>Evidence of improvement of teaching over time as a result of feedback,
from students -- including formative and end of course evaluations, from
colleagues, and self evaluation.
<li>Focus of teaching activities, congruence with service activities and
scholarship/research.
<li>Overall contribution to student outcomes. The evaluation of teaching
quality is a very subjective matter. While some evidence may be immediately
available, long term student outcomes are more difficult to measure
successfully. Evidence listed in <a href="noframes.html#lis_sources">Sources
of Evidence</a> below will all be considered.
</ol>
<p>
<a name="lis_sources"></a>
<li>Sources of evidence
<p>
<ol>
<li>Results of peer evaluations, self evaluations
<li>Candidate Narrative and Summary of Teaching Effectiveness
<li>Student papers/projects
<li>Video tapes of elms presentations
<li>Teaching observation
<li>Results of student evaluations (formative and summative/end of course)
<li>Summaries of other student feedback, <i>e.g.</i>,graduate surveys, student
letters, comments, <i>etc.</i>
<li>Copies of course outlines
<li>Other
</ol>
</ol>
<p>
<a name="lis_serv_act"></a>
<li>Service Activities
<p>
Activities in this areas can represent, along with the area of scholarship/ research, and
directed professional activities up to 1 1 [<i>sic</i>] of a faculty member's full-time
assignment each semester.<p>
<a name="lis_serv_act_evid></a>
<p>
<ol type="A"></a>
<li>Evidence and Criteria
<p>
<ol>
<li>Advisement
<p>
<ol type="a">
<li>Student feedback on advising, availability, mentoring
<li>Master's project advisement
<li>Independent studies
<li>Assistance with placing students in jobs
</ol>
<p>
<li>References given for students
<p>
<li>Sponsorship of student organizations
<p>
<li>Support of professional organizations
<p>
<ol type="a">
<li>Membership
<li>offices held -- elected and voluntary
<li>Committee membership
<li>Symposia, workshops, presentations given
<li>Publication in organization publications
</ol>
<p>
<li>Other professional service
<p>
<ol type="a">
<li>Nonpaid consultantships
<li>Special professional projects
<li>Refereeing for external faculty for promotion/ tenure
<li>Position papers
<li>Professional reports
</ol>
<p>
<li>State, community service, civic organizations
<p>
<ol type="a">
<li>Membership
<li>Offices held -- elected and voluntary
<li>Committee membership
<li>Symposia, workshops, presentations given
<li>Publication in organization publications
</ol>
<p>
<li>Other public Service activities (non-library)
<p>
<ol type="a">
<li>National level service
<li>Regional level service
<li>State service
<li>Local service
</ol>
</ol>
<a name="lis_serv_act_subj"></a>
<p>
<li>Subjective considerations in evaluation
<p>
<ol>
<li>Amount of service activities, time and effort in relation to total responsibilities
<li>Scope of service activities, diversity of effort
<li>Focus of service activities, congruence with research/scholarship
<li>Overall value to professional and public leadership and service
</ol>
<p>
<a name="lis_serv_act_source"></a>
<li>Sources of evidence
<p>
<ol>
<li>Candidate Narrative and Summary of Service Activities
<li>Correspondence from colleagues
<li>Reports in news sources/literature
<li>Conference proceedings/programs
<li>Student feedback
<li>Service awards
<li>Other
</ol>
</ol>
<p>
<a name="lis_scholar"></a>
<li>Scholarship or Creative Activities
<p>
Activities in these areas can represent, along with the area of Service, and Directed
Professional Activities up to 2 of a faculty member's full- time assignment each semester.
<p>
Faculty members develop a written rationale for scholarly activities by which they prioritize
their research activities, grant requests, and collaborative scholarly work with colleagues,
and consultative activities. This scholarship rationale is not fixed in stone, but is to
be revised on a regular basis to reflect the emerging interests of the faculty member and the
profession.
<p>
The rationale (and any updates) are filed with the Faculty Assignment Form filled out each
semester with the Chairperson of the LIS Department. It is expected that the faculty
member's assignments will reflect an adequate amounts of time to allow the faculty member
to complete their scholarly agenda.
<a name="lis_scholar_evid"></a>
<p>
<ol type="A">
<li>Evidence and criteria
<p>
<ol>
<li>Presentations at conferences/papers presented
<p>
Types
<p>
<ol type="a">
<li>Keynote speeches, major program presentations, panel presentations, poster sessions,
proceedings (if published)
<p>
<li>Evaluations by participants and/or review by outside reviewers from the profession
</ol>
<p>
<li>Grant proposals submitted -- types and funded amounts
<p>
<li>Journal publications
<p>
Types
<p>
<ol type="a">
<li>Publications in refereed journals invited publications in theme issues guest edition
publications publications in non-refereed journals
<p>
<li>Publications in professional organization newsletters book reviews letters to the
editor indexes for publications electronic publications
</ol>
<p>
<li>Monographic publications
<p>
<li>Consultative work with professional librarians in the field such work may include
paid and non-paid work within the University Guidelines on external activities for pay.
<p>
<li>Cooperative scholarship/publication with students and colleagues
<p>
<ol type="a">
<p>
<li>Faculty members me expected to seek out and develop collaborative scholarly
opportunities with colleagues in the profession and in other related
disciplines. Such efforts include collaborative curriculum development,
collaborative research, collaborative presentations at professional conferences,
and collaborative grant applications.
<p>
<li>Faculty members are expected to encourage students to develop the necessary skills
required to produce course work worthy of publication in professional journals in
the library field and related fields. Evidence of such efforts may include:
<p>
<ol type="i">
<li>publication of student papers in state, regional, and national library
publications
<li>student presentations at professional conferences
<li>collaborative publication with students
</ol>
</ol>
<p>
<li>Independent Research/other publications
<p>
Faculty member's semester and annual reports on research should demonstrate an adherence
to the written scholarship rationale on file. As the scholarly interests of the
faculty member change, it is expected that an updated rationale will be filed.
There should be evidence of a research agenda which reflects purposeful direction.
<p>
<li>Scholarship/Research accepted and/or in progress
</ol>
<a name="lis_scholar_subj"></a>
<p>
<li>Subjective considerations in evaluation
<p>
<ol>
<li>Amount of scholarship/research activities, time and effort in relation to total
responsibilities
<p>
<li>Scope of scholarship/research activities, diversity of effort
<p>
<li>Focus of scholarship/research activities, congruence with Service activities and
teaching
<p>
<li>Overall value to professional and public leadership and service
<p>
<ol type="a">
<li>Quality of scholarship is best measured in this process by outside evidence or
reviews including:
<p>
<ol type="i">
<li>reviews published in journals from the field
<li>reviews requested from outside reviewers selected by faculty member
<li>reviews requested from outside reviewers selected by the personnel committee
of the LIS Dept.
<li>evidence gleaned from student evaluation form comments
<li>unsolicited reviews and comments from colleagues and students
</ol>
<p>
<li>The minimum quantity of contributions is not subject to any departmental, school,
or university policy. It is expected that the faculty member will show a
continuing effort to share a scholarly agenda through regular publication, grant
applications, and formal presentations at professional conferences. While no
quantity standards are set; Nonetheless, the burden of proof is on the faculty
member to show a regular pattern of contributions the professional field through
publication, research, and presentations.
<p>
<li>The review of research/scholarship for impact on the profession is a very
subjective matter. Impact of some contributions may be immediately
acknowledged in the profession or the larger academic community. On the
other hand, the actual impact of such contributions may not be evident for a
generation. It is suggested that outside reviewers from profession be
asked to make an assessment of impact when reviewing the faculty member's
contribution.
</ol>
</ol>
</ol>
<a name="lis_direc"></a>
<p>
<li>Directed Professional Activity
<p>
While all faculty members are expected to perform in the categories of teaching, scholarly and
creative activity, and service, the particular assigned responsibilities may also include
professional activities that merit separate classification and delineation. In such
cases these activities are a significant part of the faculty member's contributions to the
University and other communities. For those faculty members desiring to use this
category, directed professional activities must be carefully defined between the faculty
member and the department chair with the purpose and significance of the directed professional
activity clearly spelled out in the written agreement between the faculty member and the
department chair. Directed professional activities together with scholarly and creative
activities and service activities may take up to 2 of a faculty member's full-time assignment
each semester.
<a name="lis_direc_scope"></a>
<p>
<ol type="A">
<li>Scope of directed professional activity
<p>
Directed professional activity is defined as a university activity whose contribution is
sufficiently distinctive that its significance in overall faculty effort is diminished when
embedded in any of the three other categories of teaching, scholarly and creative activities,
and service. The principal objective in the evaluation of directed professional
activity is to assess the nature and quality of this contribution and its significance to,
or impact on, the university,
<p>
<ol>
<li>Examples of directed professional activity
<p>
<ol type="a">
<li>preparation of significant departmental, unit, or university documents
including technical or training manuals, national professional accreditation
presentations
<p>
<li>Development and/or direction of special program such as international
affiliations, interdisciplinary programs, formal community outreach or
extension activities that promote continual learning, leadership in research,
service, or clinical centers or institutes of the University, special summer
programs, assignments that enhance the visibility of the university
<p>
<li>Direction of activities that enhance the University's effectiveness including
faculty development activities, statistical or methodological assistance to
colleagues, recruitment and retention activities
<p>
<li>Academic administrative leadership including chair a department or division,
directing academic clinics or special programs, and participation in special
task forces, commissions, and self-studies
</ol>
</ol>
<a name="lis_direc_source"></a>
<p>
<li>Sources of Evidence
<p>
Evidence for directed professional activity effectiveness may include, but is not limited to,
the following:
<p>
<ol>
<li>Written descriptions of the scope of the project and levels of participation in it
including analyses of the work accomplished and the contribution to the department,
unit, and/or university
<p>
<li>Documented outcomes including population served, official documents and reports,
technical reports, grants resulting from activities, activity logs, assessment of
the visibility of the activity
<p>
<li>Judgments of directed professional activity including evaluations by peers,
participants, administrators, and other constituents, and new programs or
initiatives resulting from the activity 4.2.4 Eminence measures including
honors and awards, accreditation, published reviews, and other formal recognitions
<p>
<li>Other
</ol>
<a name="lis_direc_resp"></a>
<p>
<li>Responsibilities
<p>
<ol>
<li>All directed professional activity assignments must be undertaken after written
agreement between the faculty member and the chair of the Library and Information
Studies Department.
<p>
<li>Directed professional activities are subject to annual review by the chair of the
department and the dean of the School of Education. Any changes in
responsibilities, time allocations, and other significant factors are documented
and included in the faculty member's personnel file in the LIS Department.
<p>
<li>The faculty member desiring evaluation on the basis of directed professional
activity is responsible for collecting and maintaining documentation on the activity.
</ol>
</ol>
<a name="lis_potential"></a>
<p>
<li>Overall potential in the field/contribution to the department/profession
<p>
In addition to the documentation of specific activities in each of the selected areas,
candidates should prepare a summary statement which would include:
<p>
<ol type="A">
<li>Honors, awards, recognition, recognition for teaching
<p>
<li>Participation in personal professional development
<p>
<li>Demonstrated initiative and leadership
<p>
<li>Focus of all activities, congruence of research/scholarship teaching and services
<p>
<li>Congruity of efforts with department activities/goals
<p>
<li>Commitment to profession/department/school/university
<p>
<li>Overall contributions to professional and public leadership and service
</ol>
<a name="lis_timeline"></a>
<p>
<li>Procedures/timeline
<p>
<ol type="A">
<li>Faculty seeking promotion and/or tenure should begin the preparation of their
summary statements and sources of evidence during the academic year prior to LIS
Departmental consideration of the candidate
<p>
<li>Departmental review of candidate's materials should occur no later than four
weeks prior to the announced School of Education Deadline each semester.
<p>
<ol>
<li>Selected LIS tenured faculty member of superior rank to the candidate will
provide written summary evaluations of submitted evidence for each of the
candidate's chosen categories.
<p>
<li>These written summaries will be shared with all LIS tenured faculty members of
superior rank to the candidate and each of these faculty members will provide a
written statement in which they concur, do not concur with the evaluation and
provide additional comments as desired.
<p>
<li>All LIS tenured faculty members of superior rank to the candidate will meet to
discuss the documentation and their recommendation to the department chair
<p>
<li>The documentation will be delivered the LIS department chair and the tenured
faculty of superior rank to the candidate will meet with the department chair
to discuss the documentation
<p>
<li>The department chair will review the documentation, add his/her own recommendation
and summary statement and submit the total package to the School of Education
Promotion and Tenure Committee no less than three weeks prior to the School of
Education Deadline.
</ol>
<p>
<li>Negative recommendations by the tenured faculty and the department chair terminates
the review process. All other recommendations must be forwarded to the School
of Education Tenure and Promotion Committee and the dean of the School of Education,
the provost, and the Chancellor.
<p>
<ol>
<li>In the event of a negative recommendation by the tenured faculty or the department
chair, or both, the candidate shall be informed of this decision as soon as possible.
<p>
<li>The candidate has the right of appeal as defined by the Code of the University of
North Carolina and the Faculty Handbook.
</ol>
</ol>
</ol>
<a name="ses"></a>
<p>
<hr align=center width=600 size=2 noshade>
<p>
<ol start=6>
<h3><i><li>Specialized Education Services</i></h3>
For academic year 1998-1999, the Department of Specialized Education
Services proposes to follow the School-Wide guidelines for tenure and promotion.
<p>
</ol>
<hr align=center width=600 size=2 noshade>
</b></font>
</td>
</tr>
</table>
</center>
<pre>
</pre>
</body>
]]>