Standards of Performance for Retention, Tenure, Promotion and Post-Tenure Review

Standards of Performance for Retention, Tenure, Promotion, and Post-Tenure Review

College of Business and Economics, UWRF

(Approved by the Faculty Development Committee on April, 2012)
(Approved by CBE Faculty September 6, 2012)

Introduction

The College of Business and Economics is committed to excellence in teaching, advising, research/scholarly activity, and professional/university service.  This document presents The College of Business and Economics (CBE) guidelines for retention, tenure, promotion, and post-tenure review.  These guidelines are intended to be consistent with the vision, mission, and values of the CBE.  In addition, these standards of performance are to be consistent with the current CBE Policy on Academically or Professionally Qualified Faculty; and Support for Research, Scholarly Activity, and Professional Activity documents.  This document applies to the entire CBE since the departments in CBE have agreed to have these standards and criteria set on a college-wide basis, to ensure consistency.  While standards are set at the college level, the faculty member is evaluated first at the department level.  Standards that are specific to departments may be added to these guidelines. 

Standards of Performance

Consistent with the Faculty Handbook (Chapter IV), the CBE’s retention, tenure, promotion, and post-tenure review decisions are based on performance in the areas of teaching, research, and service.

Teaching. The most important performance criterion will be effectiveness in teaching.  Teaching shall include, but not be limited to, keeping current in one's field, teaching on-campus courses, or technology-supported hybrid/online courses, and its ancillary activities such as advising, testing, being available to assist students with their academic needs, assurance of learning data collection and report preparation, curriculum revision and development, course development, and maintaining familiarity with technology.  All of these activities are integral to effective teaching, but teaching on-campus/ hybrid/online courses is viewed as the most important activity. 

Effectiveness in teaching will be assessed through peer evaluations & peer review of course material, student evaluations, the faculty member's teaching portfolio, and any other means of evaluation approved by the college and/or the department.

Research and Scholarly Activity. Research and scholarly activity are necessary for continued teaching effectiveness. Research and scholarly activity include publishing refereed journal articles, writing professional books, proceedings, cases, etc. as outlined in the CBE's Policy on Academically or Professionally Qualified Faculty.  Given that the CBE's primary mission is undergraduate education, it is appropriate that faculty members mainly engage in scholarly activity related to Contributions to Practice and Learning & Pedagogical Scholarship.

Service.  Professional and public service enhances teaching effectiveness.  Service includes professional contributions to the department, college, university, and community.

Examples of professional and public service include consulting, being an expert witness, and leading professional associations, serving as discussants or chairs at professional meetings, and making professional presentations to community groups.

Examples of contributions to the university include service on department, college, or university committees; grant writing; and work with student organizations.

Faculty are expected to participate in service and engage in multiple types of service over a five year cycle.

Overall, expectations for faculty vary depending on teaching load.  Table 1 gives sample percentages.  Faculty members should not be expected to have contributions in all three categories in any given year.  There is occasionally a necessary tradeoff among the second and third criteria.  For example, a faculty member who concentrates this year on writing and presenting a professional paper may have less time for professional and public service and contributions to the university.  Over a five-year cycle, however, the faculty member is expected to make contributions in all three areas.

Table 1:  CBE Expectations for Faculty

 

Teaching Load

 

4-4 Teaching Load

3-4 Teaching Load

3-3 Teaching Load

Teaching

65%

60%

55-60%

Research

25%

25-30%

30-35%

Service

10%

10-15%

5-10%


Retention Criteria

Since teaching is a primary function of all CBE faculty, a candidate for retention is expected to demonstrate his/her ability to teach effectively. Criteria for retention are:

  1. Effectiveness as a teacher and advisor

  2. Progress toward meeting the intellectual contribution requirements under CBE Policy on Academically or Professionally Qualified Faculty

  3. Involvement in the areas of service

Tenure Criteria

Granting tenure status is an important decision and should not be considered automatic.  The candidate’s competency must be in keeping with the long range goals of the department, the college, and the university if tenure is to be granted.  Since granting tenure and promotion to the level of associate professor occurs at the same time, to be granted tenure the candidate must meet:

  1. The minimum requirements for promotion to associate professor

  2. The university guidelines regarding tenure as defined by the University Faculty Handbook

Promotion Criteria

Minimum Requirements for Promotion to Associate Professor

  1. Possess  an appropriate doctoral degree

  2. Quality performance in teaching

  3. Meet the intellectual contribution requirements under the CBE Policy on Academically or Professionally Qualified Faculty [1]

  4. Service

  5. Meet the university promotion procedures and guidelines

Minimum Requirements for Promotion to Full Professor

  1. Possess  an appropriate doctoral degree

  2. Quality performance in teaching

  3. Have continued significant research activity and published at least two refereed journal articles over the previous five years.

  4. Service

  5. Meet the university promotion procedures and guidelines

Post-Tenure Criteria

Faculty must provide evidence of continued performance in teaching, research/scholarly activity, and service.

Procedures

Procedures for retention, tenure, promotion, and post-tenure decisions will follow those outlined in Chapter IV of the Faculty Handbook. Candidates must submit documentation of their performance in teaching, research, and service.  Emphasis should be placed on the quality of the documentation and not its quantity to ensure that proposals are not unduly burdensome to candidates or committees assigned to perform the evaluation.  To facilitate the documentation process, candidates are encouraged to maintain an up-to-date portfolio of their work.



[1] The College Policy on Academically or Professionally Qualified Faculty only specifies the minimum level of scholarly activity expectations for promotion.