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5 : Departmental Standards for Promotion and Tenure
Department of Psychology
Reviewed and approved: September 2, 2022
Overview
The information in this document is of particular relevance to faculty who are working toward tenure, promotion, or both. The Faculty Handbook sets forth the general principles underlying the faculty evaluation process (HYPERLINK "http://senate.asp.radford.edu/documents/TR_Faculty_Handbook.pdf"http://senate.asp.radford.edu/documents/TR_Faculty_Handbook.pdf). That document lists three evaluation areas in which the individual must demonstrate competence: teaching, professional contributions, and university service. The weighting of the three areas of evaluation is determined by each individual faculty member within the parameters set forth in the Faculty Handbook. The present document elaborates on how these general areas of evaluation are applied within the department.
Each year, pre-tenure faculty will receive two separate performance evaluations from 1) the personnel committee and 2) the department chair. These evaluations provide the individual with feedback on the personnel committees perception and the department chairs perception of the faculty members performance in the three areas of teaching, professional contributions, and university service. However, faculty seeking tenure and promotion are encouraged to review standards carefully and to seek informal feedback regularly.
Faculty Evaluation Criteria within the Psychology Department
As noted above, the Faculty Handbook prescribes that faculty will be evaluated based on teaching, professional development, and university service. Although it is highly unlikely that an individual will manifest excellence in all three evaluation areas, faculty are expected to evidence demonstrable contributions and acceptable performance in all three areas, with an emphasis and expectation for effective teaching.
Within the Psychology Department, the three areas of teaching, professional development, and university service are evaluated through the prism of breadth, quality, and leadership. Definitions and examples of each domain are outlined in the sections below. The examples are intended to articulate the most frequent ways that faculty have provided evidence in the past. However, faculty are neither limited to these examples, nor are they expected to perform all of the examples cited. Furthermore, many faculty accomplishments will address two, or even all three, of these domains. Finally, breadth, quality, and leadership need not be considered categories, but rather continua along which teaching, professional development, and university service are evaluated.
It is highly unlikely that a faculty member will manifest excellence in all three domains of breadth, quality, and leadership. However, successful candidates for tenure and promotion would be expected to provide evidence of breadth, quality, and leadership as they relate to one or more of the evaluation categories (details are provided below). Consistent with the Faculty Handbook and current procedure, the professional judgment of the evaluating faculty members (i.e., personnel committee, promotion committee, or department chair) will be employed in the assessment of breadth, quality, and leadership.
Teaching
The department highly values teaching. It is expected that the individual will be an effective teacher and will extend teaching efforts beyond the classroom. In the Faculty Handbook, teaching is typically given the highest weighting in faculty evaluation.
Breadth: The Faculty Handbook recognizes several dimensions of teaching and requires that teaching performance be based upon several sources of evidence. Therefore faculty members are evaluated on their contributions to multiple aspects of the teaching endeavor. Successful breadth would include evidence of contributions in multiple categories listed below (or other teaching-relevant activities):
Teaching multiple types of courses
Teaching courses at both the graduate and undergraduate levels
Developing new courses
Applying new technologies to existing courses
Chairing theses, dissertations, or serving on committees for these
Mentoring scholarly activities of students outside the classroom (e.g., independent studies, honors capstone courses, research teams)
Continuing education in teaching (e.g., participating in Our Turn)
Supervising student-oriented projects (in-class or out-of-class) conducted for organizations in the community
Supervising practica and internships
Quality: Teaching is considered the sine qua non of our faculty, which makes teaching quality especially important. Although teaching quality can be demonstrated in multiple ways, student evaluations (numeric and written comments) are highly weighted as a source of evidence. Consistent with the importance placed by the department, the Faculty Handbook includes a section outlining the procedures for obtaining and interpreting student evaluations. In addition to student evaluations, other examples of quality teaching include:
Peer evaluation
Formative self-assessment
Invited presentations at workshops on teaching
Publications or presentations on teaching techniques
Nominations for teaching awards
Evidence of successful student mentorship (e.g., mentee awards, placement of mentees in graduate programs or discipline-relevant positions)
Successful student presentations
Leadership: A final indicator of teaching effectiveness occurs when faculty positively influence the teaching of others. Examples of leadership in teaching include:
Course development
Mentorship of new faculty on teaching
Mentoring GA/GTA/GTFs on teaching
Invited presentations at workshops on teaching
Organization of workshops or symposia on teaching
Publications or presentations on teaching
Leadership role on departmental or university committees related to curricula
Establishing practica and internship sites
Professional Contributions
A faculty member is expected to model being a life-long learner and show evidence of ongoing expertise in his or her field.
Breadth: The Faculty Handbook explicitly recognizes many forms of professional contributions. Successful breadth would include evidence of professional contributions in multiple categories listed below (or other professionally-relevant activities):
Publishing scholarly work
Presenting scholarly work
Submitting and/or receiving grants (internal/external) that support scholarly work
Service to the profession (reviewing for journals, assisting with conferences, serving on professional boards)
Applied work related to ones discipline (e.g., consulting, presentations to community groups)
Continuing education in scholarly or professional domains
Licensure in ones discipline
Quality: Although the quality of ones professional contributions can be demonstrated in multiple ways, a general theme is the acknowledgement of ones work by others. Examples of quality professional contributions include:
Peer-reviewed journal publications
Invited chapters in edited books
Books
External competitive grants
Invited or peer reviewed presentations
Nominations for scholarly awards
Recognition of applied work related to ones discipline (e.g., awards for applied activities)
Membership on journal editorial boards
Leadership: A final indicator of success occurs when one takes a lead role in professional activities. Examples of leadership in professional activities include:
Lead authorship on publications or presentations
Principal investigator role on grants
Organizing professional sessions, symposia, or conferences
Mentoring student publications or presentations
Lead role in programs that utilize ones professional skills in applied settings
Invited editorships
Leadership roles in professional organizations
University Service
It is expected that the individual will be a collegial partner in the duties required to maintain the department, college, and university.
Breadth: The Faculty Handbook states that faculty are expected to show a consistent pattern of active contributions to the department, college, and university. Successful breadth would include evidence of university service in multiple categories listed below (or other service-relevant activities):
Evidence of collegiality (i.e. active cooperation and consensus building in the furtherance of department wide functions and goals)
Serving on departmental, college, or university committees
Academic advising
Participating in extracurricular student activities (e.g., club advising, Quest)
Activities in the recruitment of prospective students and faculty
Coordinating campus visits for alumni, community members, and professional colleagues
Developing relationships with community members to further program, departmental, or university goals
Quality and Leadership: With regard to university service, indicators of quality and leadership are largely overlapping. Examples of quality and leadership in university service include:
Nominations for student advising awards or university service awards
Leadership roles on committees
Acting as a graduate program coordinator
Leadership roles on documents that summarize a committees work
Effectively communicating a committees work to constituents
Recognized ability to work across disciplines and with diverse personalities
Initiation of new university services, programs, or organizations
Submitting and/or receiving grants that support a university service
Sponsorship of student organizations
Tenure and Promotion Guidelines within the Psychology Department
With the evaluation criteria described above in mind, a new faculty member should meet jointly with the department chair, personnel committee chair, and a colleague-advocate chosen by the faculty member (typically in his or her program area) to develop a set of realistic and appropriate goals upon joining the department. Goals are not expected to be the same for every faculty member, but will depend on the individuals strengths, the program and department needs, and the university context. The mutually agreed upon goals will provide guidance to the personnel committee and department chair as to what constitutes minimal, moderate, or extensive contributions in each area of evaluation (see Tenure Guidelines below). Faculty are encouraged to revisit and reevaluate their goals with the department chair and personnel chair in light of possible changes in programmatic and departmental needs.
Performance goals are intended to be flexible across faculty members and thereby match an individual faculty members strengths with the needs of the department. However, these goals are not infinitely flexible for the typical faculty member. Notably, the Faculty Handbook states that each of the three areas of faculty evaluation (teaching, professional contributions, and service) are not given equal weight. Rather, teaching is given the most weight, followed by professional contributions and university service.
Tenure Guidelines
As noted above, it is highly unlikely that a faculty member will manifest excellence across teaching, professional contributions, and university service. Further, it is unlikely that one will document extensive breadth, quality, and leadership within any one of these areas (let alone all three). Rather, faculty seeking tenure should meet two qualifications. First, faculty should provide evidence of quality in his or her teaching this is the sine qua non of departmental evaluations as well as providing evidence of meeting minimal expectations regarding breadth, quality, and leadership in professional activities and university service. Second, the successful applicant for tenure should demonstrate that they have, in some way, gone beyond this minimal evidence. Accomplishing this second goal could be achieved by either 1) moderate evidence across all three evaluation areas, or 2) extensive evidence within one or two of the evaluation areas. Thus, the tenure decision is based on a compensatory model: Strengths in one area can somewhat offset limitations in another area. However, quality in ones teaching is a prerequisite. The goals set with the department chair, personnel chair, and advocate-colleague will provide guidance as to what constitutes minimal, moderate, or extensive contributions in each area of evaluation (see above). Except in extraordinary circumstances, it is assumed that the criteria for tenure are comparable to the criteria for promotion to associate professor.
Promotion Guidelines
Promotion to senior instructor. Special purpose faculty currently at the rank of instructor, that hold the primary responsibility of teaching, and would like to seek promotion to senior instructor should have at least (a) moderate evidence of breadth and quality in their teaching and at least (b) minimal evidence of leadership in teaching. Special purpose faculty at the rank of instructor that hold responsibilities split across multiple areas (e.g., teaching and university service) and would like to seek promotion to senior instructor should have at least (a) minimal evidence of breadth and quality in ones teaching and (b) moderate evidence of breadth and quality in the additional evaluation area(s) (i.e., professional development and/or university service).
Promotion to associate professor. The rank of instructor is used only when an individual is hired ABD and given a prearranged time period in which to complete the degree. Thus, there is minimal use of the instructor rank in this department. An individual at the rank of instructor would not be expected to engage in activities beyond his or her assigned teaching duties until the dissertation is defended. Hence, no committee assignments, student advising, or serving on graduate committees would be expected. Such an arrangement obviously impairs the development of the individual as a faculty member, and should be implemented in only extraordinary circumstances.
Promotion to associate professor as special purpose faculty. Faculty seeking promotion to associate professor should have at least moderate evidence of quality in ones primary special purpose area, as defined by the Chair and respective faculty member, required for service in the department (for example, teaching, administrative roles, supervision, etc.). Faculty should also have minimal evidence of breadth, quality, and leadership in two additional areas of service in the department (e.g., teaching and service) as defined by the Chair and respective faculty member. Accomplishing this second goal could be achieved by either (a) moderate evidence across the three evaluation areas, or (b) or extensive evidence within one or two of the evaluation areas.
Promotion to professor. Promotion to professor implies that the individual has already met the guidelines for promotion to associate professor and that a higher order of achievement is now required with emphasis placed on quality and leadership. As with tenure and promotion to associate professor, two criteria are necessary for promotion to professor. First, faculty seeking promotion to professor should provide evidence of meeting minimal expectations demonstrating ongoing breadth, quality, and leadership in the three areas of faculty evaluation. Second, faculty should provide substantial evidence of quality and leadership. The individual should demonstrate quality and leadership in all areas, but it is not necessarily expected that her or his development would be equal in all areas.
Promotion to professor as special purpose. Promotion to professor implies that the individual has already met the guidelines for promotion to associate professor and that a higher order of achievement is now required with emphasis placed on quality and leadership. As with promotion to associate professor, two criteria are necessary for promotion to professor. First, faculty seeking promotion to professor should provide evidence of meeting minimal expectations demonstrating ongoing breadth, quality, and leadership in the three areas of primary duties as defined by the Chair and respective faculty member. Second, faculty member should provide substantial evidence of quality and leadership. The individual should demonstrate quality in leadership in all areas, but it is not necessarily expected that their development would be equal in all areas.
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