COLLEGE OF EDUCATION

UNIVERSITY OF NEBRASKA AT OMAHA

GUIDELINES FOR REAPPOINTMENT, PROMOTION, AND TENURE

 

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GENERAL COMMENTS

The Board of Regents of the University of Nebraska recognizes that teaching, research/ creative activity, and service are essential activities for university faculty and that all three are valued by the university. The allocation of faculty time to engage in these activities should reflect the role and mission of the specific campuses. As stated by the Board, the University of Nebraska at Omaha is a metropolitan institution committed to meeting the educational needs of the Greater Omaha Area, and with statewide responsibility for programs in selected areas. Major emphasis is on undergraduate teaching, with a diverse mix of master's degree programs combined with a small number of doctoral programs. UNOmaha has primary responsibility for the urban-grant activities of the University of Nebraska which include integration and application of knowledge of problems of the urban community and applied research/creative activity on urban issues and greater Omaha area issues. Scholarship at UNOmaha should emphasize teaching, integration, and application of knowledge.

The Board has advanced the primacy of teaching while also endorsing the broad concepts of scholarly activity as described by Boyer (1988) in his work Scholarship Reconsidered. Tenure and promotion policies as well as incentive and reward systems should reflect the melding of teaching, scholarship, and service.

Basic regulations concerning reappointment, promotion, and tenure decisions are contained in the Bylaws of the Board of Regents of the University of Nebraska and in the UNOmaha Faculty Handbook. The latter also calls for the formulation of "more exacting guidelines" by colleges, schools, and departments. This document is a response to this charge. It is understood that the policies and procedures established by colleges, schools, and departments must conform to the Regents' Bylaws, the Bargaining Unit Agreement, and to campus guidelines and that they require the approval of the college faculty, the college dean, and the Vice Chancellor for Academic Affairs.

Each faculty member at the rank of assistant professor or above should hold an appropriate terminal degree at the time of initial appointment. Reappointment, Promotion, and Tenure (RPT) evaluations are based on teaching, research/creative activity, and service activities. Positive evaluations are required for reappointment, promotion, and tenure. Regular reappointment during the probationary period, for example, does not guarantee continuous appointment (tenure), nor does the award of tenure guarantee promotion.

Particular attention will be given to evidence of scholarship in evaluating faculty performance in all areas. This emphasis is consistent with the fundamental purpose of the university as an institution of higher learning dedicated to teaching, integration, and application of knowledge. It is also congruent with the academic responsibility imposed upon faculty members by the Regents' Bylaws (section 4.1e). Scholarship and intellectual activity are the hallmarks of the university and of its contributions to society. These characteristics should therefore be reflected in teaching and service as well as in research/creative activity.

Decisions concerning reappointment, promotion, and tenure are largely based on professional judgments of the value of the faculty member's work. Qualitative standards are ascriptive and derive from values associated with a professional culture of the college. In this sense, they are subjective.

The element of subjectivity does not mean, however, that the evaluation process is capricious. The categories of activity to be evaluated, the types of evidence which may be submitted for review, and indications of policy are given in the various guidelines statements. Evaluation includes the input of advisory committees of one's peers, as well as administrators at varying levels. Decisions are, therefore, informed by extensive deliberation. Besides documenting their own cases, faculty members have access to their review files, may formally comment on the materials they contain, and have appeal and grievance procedures available to them.

Often, there are requests for quantitative "criteria." It is asked, for example, how many publications or creative works are required for one to be judged competent as a scholar. The question is understandable, but it betrays a misconception of professional evaluation. The focus of the process is intended to be on quality, not quantity. Rather than "How many?," the essential questions are "Does this person have something to say?," "Is it significant?," and "How well is it said?" These questions are as relevant for teaching and professional service as they are for research and other creative activities.

Of course, quantity is not without importance. A great idea counts for little if it is not communicated in some meaningful form, and the assertion that one seminal article or creative work is worth more than volumes of conventional wisdom still presupposes some number, even if minimal. For instance, although one must obviously present something for consideration, to say that three articles or creative works are required for tenure can easily constitute a false promise because if the articles or creative works are poor, their number is irrelevant. Because quantity in the absence of quality carries little weight, stipulating expectations in quantitative terms is deceptive and risks altering the character of the evaluation process. In sum, faculty members should be urged to make contributions of value.

SPECIFIC GUIDELINES

Reappointment

As a rule, faculty members initially serve a probationary period. During this time, they are appointed for specific terms, normally one year each (see Regents' Bylaws, section 4.4.2). Although specific term appointments "carry no presumption of renewal," the possibility of eventual promotion and tenure will usually be kept in mind when evaluating faculty members holding such appointments. Although the early evaluations of new faculty members who have recently obtained their terminal degrees will emphasize teaching and service, attention to research/creative activity should not be delayed. For their initial review, new faculty should submit a statement which describes their research/creative activity plans and objectives. Because of university policy governing who may teach graduate courses, new faculty who are not granted graduate faculty status at the time of initial appointment will be expected to become graduate faculty members by the end of their fourth year of service. Specific advice on this point in regard to one's program and assignment should be supplied by the appropriate department chair or school director.

Activity Categories

The activity categories used in reappointment decisions are the same as those applied to judgments about promotion and tenure. At all levels of review (departmental/school, college), faculty performance in each of the activity categories will be rated as outstanding, above average, average, below average, unsatisfactory, or not applicable. See RPT Evaluation form (Appendix A).

Evaluation Process

Scheduled comprehensive evaluations for reappointment are especially important for providing guidance and direction to the faculty members involved. For faculty members with no previous credited experience, this special reappointment evaluation will occur in the third year of service. A comprehensive evaluation will occur in the spring of the first year of service for a faculty member with two or more years of credited experience. At the time of these special reappointment evaluations, the chair/director will undertake, in conjunction with the respective department/school advisory committee, a comprehensive review of the candidate's activities and accomplishments. In consultation with the faculty member concerned, specific recommendations will be made regarding what should be done to strengthen his/her record. After these reviews are completed, the faculty members will be given a copy of the comments and recommendations of the Department/School RPT Committee and the chair/director personally or via confidential campus mail. The faculty members will have three working days to make written comments concerning the comments and recommendations. If the faculty members choose to make written comments, they will be added to the papers before being forwarded to the dean's office for the College RPT Committee's and the dean's review. The faculty members will sign the document indicating that the review has taken place and that they have had the opportunity to make written comments. The signing of the document should be done in a private, confidential area. The appropriate chair/director will certify to the College of Education RPT Committee that the review has occurred and provide to the Committee a copy of those recommendations made to the candidate.

In all reappointments, to include continuous appointment (tenure), the faculty members being reviewed will be given a copy of the comments and recommendations of the Department/School RPT Committee and the chair/director of their respective department/school. Those comments and recommendations will be given to the faculty members by the chair/director personally or via confidential campus mail. The faculty members will have three working days to make written comments concerning the comments and recommendations. If the faculty members choose to make written comments, they will be added to the Personnel Recommendation Form before being forwarded to the dean's office for the College RPT Committee's and dean's review. The faculty members will sign the document indicating that the review has taken place and that they have had the opportunity to make written comments. The signing of the document should be done in a private, confidential area. At the dean's level of review, the dean will notify the faculty member that the comments and recommendation of the College RPT Committee and the dean have been completed. Those comments and recommendations will be given to the faculty member by the dean personally or via confidential campus mail. The faculty member will have three working days to make written comments concerning the comments and recommendations. If the faculty members choose to make written comments, they will be added to the Personnel Recommendation Form before being forwarded to the Vice Chancellor for Academic Affairs. The faculty members will sign the Personnel Recommendation Form indicating that the review has taken place and that they have had the opportunity to make written comments.

Promotion and Tenure

In all cases one must be rated at least average in the areas of teaching, research/creative activity, and service to be promoted or to acquire a continuous appointment (tenure). Additionally, one must be judged outstanding either in teaching or in research/creative activity and above average in one of the remaining two categories. This means that an outstanding teacher who is above average in service must also be at least average in research/creative activity and that one who is outstanding in research/creative activity and above average in service must also be at least average as a teacher.

Self-assessment should be provided in all three areas, and the candidates for tenure or promotion should indicate the rating (outstanding, above average, average, below average, unsatisfactory, or not applicable) they would give themselves in each area. Likewise, the chair/director of the department/school, the department/school committee, and the college committee should rate the faculty member in all three areas using the same descriptors. The department/school committee, department/school chair/director, college committee, and dean all have responsibility to assess this self-evaluation in the light of workload assignments and participation in the department/school, college, profession, and community activities. It is in the best interests of candidates and the college that candidates be notified of their strengths and weaknesses at each level of review.

The date by which one must be considered for tenure is specified at the time of initial appointment. The probationary time period will normally approach the allowable maximum of seven years. Should a faculty member be on disability leave, it is understood that the College of Education RPT Guidelines will be consistent with the current policy as stated in the Collective Bargaining Agreement.

Although involving separate decisions, untenured assistant professors may anticipate consideration for promotion and tenure at the same time. Assistant professors must be considered for tenure during the year specified on their contract, and assistant professors will usually be considered for promotion to associate professor during the same year. While a faculty member's entire career record is relevant for promotion to associate professor, documentation of activities in teaching, research/creative activity, and service while at the assistant professor rank are particularly important and should be submitted for review.

Associate professors usually are considered eligible for promotion to full professor after their fifth year of service in their current rank. Evidence produced since attainment of current rank should be submitted for review for promotion. Promotion to full professor requires evidence that the candidate has compiled a record of quality teaching, professional service, and has made a significant contribution to research/creative activity.

ACTIVITY CATEGORIES AND DOCUMENTATION

This section describes the kinds of activity which should be listed in the "Record of Professional Accomplishments" and provides guidelines on how to organize and present materials for documenting performance. A cumulative record of faculty work should be provided for consideration of reappointment, promotion, or tenure. Though a faculty member's entire career record is relevant to consideration of promotion to associate or full professor, accomplishments since appointment at current rank are particularly important.

Faculty will submit a one-inch notebook which will include:

1) the RPT forms;

2) self-assessment of the candidate's work in teaching, research/creative activity, and service;

3) a descriptive listing of work that adheres to the following headings and sub-headings of teaching, research/ creative activity, and service; and

4) a table(s) that summarizes the data from student evaluations of teaching.

Faculty will provide a maximum of four samples of their best work in the area of research/creative activity. In the case of a best work that has been accepted, but has not been published or produced, a copy of the manuscript or creative work and a letter from the editor or producer would be appropriate documentation. All other documentation should be organized and maintained by the faculty member and be available upon request.

Candidates should use the same headings and sub-headings that are used in this document when reporting information on the "Record of Professional Accomplishments." If there was no activity in a particular heading or subheading, write "none." Appended materials should be organized using the same headings and subheadings.

Faculty members should choose whether a particular presentation, publication, or activity best represents teaching, research/creative activity, or service and list it in only that category. Should a single activity be substantial in terms of faculty effort and time and represent a substantial contribution in more than one area, the faculty member should indicate specific contributions in each area.

I. TEACHING

The scholarship of teaching is a process of seeking and imparting knowledge which makes the scholarship of discovery, the scholarship of integration, and the scholarship of application meaningful. The scholarship of teaching seeks to encourage students to become critical thinkers. As indicated by the Board of Regents' Policy Statement, teaching is the first priority with special emphasis on the undergraduate student. Graduate education is also a vital part of the mission.

Beyond instruction or supervision in organized classes, seminars, practica, student teaching, and conference courses, this category includes student advising, thesis/ dissertation/portfolio committee chair and member, course development, and program development. Grants related to teaching or to the development of courses and programs should also be included.

Faculty members are encouraged to provide several types of evidence of teaching. The following list illustrates recommended forms of documentation. A summary table of student evaluations of teaching must be included, but it is not to be the sole basis of judgment.

If workload credit was awarded for special projects or activities in any of the categories listed below, the credit allocation, the semester and year it was awarded, as well as the nature of the assignment should be noted. (For example: Fall Semester 1995, 3 hours, course development. Spring Semester 1996, 3 hours, curriculum revision.)

A. Self-assessment and reflection

Write a reflective critique of scholarship of teaching. Include a discussion of such factors as teaching philosophy, teaching goals, teaching load, analysis of courses taught, course development or revision, use of technology, teaching methodologies, advising role, and impact on students. Reflect on strengths and areas of improvement in teaching and supervision. Faculty should rate their own teaching as outstanding, above average, average, below average, or unsatisfactory and give a rationale for the rating.

B. Student evaluation

Acceptable types of evidence are the data from the standard college Student Evaluation of Instruction Teaching Questionnaire, the Center for Faculty Development data (TABS), and instructor-designed evaluations.

The results of student ratings on the college course evaluations should be presented in a table format. All courses taught since appointment at UNOmaha should be listed. The table should include the following:

1) department/school and course number,

2) elective or required course,

3) number of students enrolled and the number of students completing the questionnaire, and

4) composite mean scores related to the instructor and course.

Faculty members should not use students' written comments from the course evaluation forms in this section unless all student comments (both positive and negative) are presented. Those comments should be included in the support notebook which is maintained by the faculty member. Any students comments, however, may be used in the faculty reflective comments if they are used to assist the faculty member in making a point.

Letters of testimony from students or former students should not be included unless those letters have been solicited by the department/school committee and represent a fair sampling of student opinion.

C. Peer evaluation

Written reports of observations of teaching by colleagues and the chair/director are appropriate and may be included in the one-inch notebook.

D. Teaching awards

Indicate all nominations or awards received.

E. Advising

Describe advising role. Include such things as academic advising, chairing or membership on portfolio committees, master's thesis committees, educational specialists committees, field projects committees, and dissertation committees, as well as work with students outside the department/school.

F. Course and program analysis and development

Describe the development or major revisions of courses or programs in the department/school.

G. Grants related to teaching

Describe the purposes and objectives of the grant and give particulars concerning granter, amount of grant, duration, etc.

In collaborative efforts, individual contributions should be specified.

II. RESEARCH/CREATIVE ACTIVITY

As indicated by the Board of Regents' Policy Statement on the Relationship of Teaching, Research/Creative Activity, and Service at the University of Nebraska, research/creative activity plays a vital role at the University of Nebraska, and the pursuit of new knowledge in diverse areas of endeavor should be encouraged. Faculty should pursue basic research and applied research/creative activity or both which apply to diverse areas, populations, and geographic areas. The College of Education endorses scholarly activities of Discovery, Integration, and Application, as described in Scholarship Reconsidered.

Scholarship of Discovery is synonymous to basic research. This activity adds to the human understanding through various forms of investigation. This area of scholarship investigates problems by means of an appropriate design and methodology and interprets findings within an explanatory framework. Studies which are theoretical, experimental, analytical, or descriptive-interpretive are among the standard forms of inquiry.

Scholarship of Integration brings together disparate facts or research findings from various sources and disciplines. Oftentimes related ideas and findings are presented in a new perspective. This activity interprets, adds context to, and explains research results from an interdisciplinary perspective.

Scholarship of Application is service-related and links an individual's expertise in scholarly areas to specific scholarly problems. It includes applied research and outreach to schools, businesses, communities, and individuals. This area of scholarship is where theory and practice interact.

Each of these types of scholarship is valued by the college and each is important to fulfilling its role and mission. In all cases, scholarship entails disciplined inquiry in which a justified problem is investigated. Recognized forms of scholarly activity include, but are not limited to, theoretical studies, case studies, application/best practices studies, descriptive-interpretive studies, and evaluative studies. In addition, scholarly activity includes preparation of technical reports (e.g., accreditation reports), interim and final reports of grant activity, and monographs on specific topics.

Other creative work includes instructional materials such as textbooks, learning programs, and books of readings; artistic creations (dance and art); and educational hardware, software, and web sites. Instructional materials representing a new conceptual departure in the teaching of a subject or the application of an improved pedagogical process are more highly regarded than those which merely update or essentially duplicate existing materials.

Publications, presentations, and performances should be listed following an accepted bibliographic form. The publications manual of the American Psychological Association (most recent edition) is highly recommended. In cases of joint authorship, one's role in the publication or creative work should be clearly indicated. A single copy of each published book, book chapter, published work, or adjudicated creative work should be available upon request as supporting documentation. Single as well as collaborative work is valued. All authors/creators are to be listed in order of contribution or as they will or did appear in the publication/presentation/performance. The percent of contribution of the reporting author/creator is to be reported in parentheses at the end of the citation.

If an item has not yet been published or presented, it should be listed as "in press" or "in progress." Work published, in press, or already presented will be taken as the strongest evidence of scholarly/creative activity, though activity in progress is relevant to evaluation of the faculty member's continuing scholarly and creative interests.

Faculty should note only whether a particular manuscript is under review, in press, or published.

If workload credit or professional development leave was awarded for special projects or activities in any of the categories listed below, the credit allocation, the semester and year it was awarded, as well as the nature of the assignment should be noted. (For example: Fall Semester 1995, 3 hours, research. Spring Semester 1996, 3 hours, grant writing.)

A. Self-assessment and reflection

Write a reflective critique of research/creative activity performance. Indicate how the scholarship forms of discovery, integration, and application relate to the faculty member's discipline and interest. The reflective assessment and reflection might include strengths, areas for improvement, the importance of the work, the reputation of the journals, publishers, conferences, performance, etc. Faculty should rate their own research/creative activity as outstanding, above average, average, below average, or unsatisfactory and give a rationale for the rating.

B. Publications/Creative Activity

1. Books

Provide the bibliographic listing and a brief description of how the book contributes to the field or discipline.

2. Reports and monographs

Provide a bibliographic listing, a brief description, and the nature of the agency or organization to which the document was submitted.

3. Chapters and sections

Provide the bibliographic listing and a brief description of how the chapters or sections contribute to the field or discipline. State whether this is the first presentation of the item or if it has previously appeared elsewhere. Indicate how the item was selected (invited, competitively selected, etc.).

4. Articles

Provide the bibliographic listing and a brief description of how the articles contribute to the field or discipline. In all cases evidence about the nature of the journal--its focus, audience, and status in the field should be reported.

4.1. Refereed journals
4.2. Other professional publications
4.3. Publications for nonprofessional audiences

5. Adjudicated Work

Provide a brief description of the work, whether it was peer reviewed , and the name of the adjudicating body.

C. Editorships

List books of readings here.

Describe responsibilities of journal editorship and selection process.

Describe the nature of the journal (its status in the field, focus, audience, etc.).

D. Reviews of books and other educational materials

List the book or other educational material reviewed, for whom it was reviewed, selection process, and the date that it was reviewed.

E. Paper presentations, demonstrations, and performances at professional conferences

List the title of the paper, presentation, or performance and the name and date of the conference. Indicate how the item was selected (invited, competitively selected, etc).

F. Creations and inventions related to field of experience

Describe the item and note its utility and educational significance.

G. Research/creative activity grants

Describe the purposes and objectives of the research/creative activity and give particulars concerning granter, amount of grant, duration. List grants and their funding status (e.g., under review, funded, not funded, approved but not funded).

List separately under the appropriate heading the product of the research/creative activity grant (book, report, article, performances, etc.).

H. Work in progress

List work currently in progress such as manuscripts under review, grants in development, data collection in progress, and creative work being developed.

I. Other evidence of scholarly or creative activity

J. Research/creative activity awards

Indicate all nominations or awards received.

III. SERVICE

This section deals with professional service activities. An important characteristic of all service in this category is its professional nature. Only activities which are directly related to the role and mission of the college, which directly assist the profession, or in which one clearly functions as a representative of the profession should be noted. Faculty members should describe their service in terms of specific responsibilities and achievements.

If workload credit was awarded for special projects or activities in any of the categories listed below, the credit allocation, the semester and year it was awarded, as well as the nature of the assignment should be noted. (For example: Fall Semester 1995, 3 hours, MOEC Task Force. Spring Semester 1996, 3 hours, AAUP Executive Committee.)

A. Self-assessment and reflection

Write a reflective critique of service performance. This might include a discussion of such factors as time commitment, duties, and outcomes of various committees; the nature of involvement with local schools, agencies, or organizations; and the impact of the service. Reflect on strengths and areas of improvement in service activity. Faculty should rate their own service activity as outstanding, above average, average, below average, or unsatisfactory and give a rationale for the rating.

B. Within the University

1. Committees

Indicate the purpose and functions of the committee, role on the committee (e.g., chair, secretary, member), and the selection process.

2. Administrative service

This includes administrative positions at the department/school, college, and university levels and positions involving the direction or coordination of programs and course sections, centers, institutes, etc.

3. Service awards

Indicate all nominations or awards received.

4. Other

Other examples of service to the university include consulting with university units and agencies, speaking to campus organizations, volunteer work in campus projects, service on university boards and advisory bodies, serving as faculty sponsor for student organizations, and collecting data and conducting surveys and studies for university units and agencies.

C. Outside the University

Service activities taking place outside the university for the direct benefit of some outside group are appropriate for this category. Working with children in a learning disabilities clinic or training paramedics in resuscitation techniques would be examples of such off-campus-based service.

An important characteristic of all service in this category is its professional nature. Only activities which directly assist the profession, or in which one clearly functions as a representative of the profession should be noted. Services which are mainly civic or charitable or which lie beyond one's professional identification should not be included. Entrepreneurial professional activities (e.g., consulting and private practice) are acceptable to the extent permitted by the Regents' Bylaws.

1. Officer in a professional association

Specify the association and indicate whether it is a local, state, national, or international organization. Give the name of the office held, state whether it is an elected or appointed position, and indicate the dates of service.

2. Other work for professional associations

List activities such as committee service, helping to plan programs, membership on advisory boards, etc.

3. Advising or consulting with governmental agencies and private organizations

Name the organization, dates of service, and the responsibilities.

4. Conducting non-credit workshops and in-service programs

Name the organization, title of the presentation/activity, and relevant dates.

5. Informational talks and presentations to school and community groups

Name the organization, title of the presentation/activity, and relevant dates.

6. Serving on accreditation visitations and other external evaluations

Name the organization, dates of service, and the responsibilities.

7. Grants related to service

Describe the purposes and objectives of the grant and give particulars concerning granter, amount of grant, duration, etc.

In collaborative efforts, individual contributions should be specified.

8. Service awards

Indicate all nominations or awards received.

Approved by the Faculty of the College of Education, May 6, 1999