Engineering Tenure and Promotion Guidelines
The David L. Hirschfeld Department of Engineering approved and submitted these tenure and promotion guidelines on Feb. 17, 2019. They were approved by the dean on April 2, 2019, and submitted to the provost for his review.
DLHE OP 06.02
Purpose
The purpose of this document is to clearly state minimum expectations for tenure of tenure-track faculty candidates and promotion of tenured faculty candidates holding appointments in the David L. Hirschfeld Department of Engineering. While the document outlines several areas in which a faculty may excel in, it is an expectation of each candidate to pursue activities that lead to a well-rounded portfolio of teaching excellence, scholarly creativity, and service leadership. This document also serves to protect faculty candidates who may hold significant accomplishments in these three areas, but are at risk of dismissal or non-promotion from the university due to a recommendation against tenure or promotion made at the department level. Future revisions of this departmental operating procedure will strive to balance minimum teaching, scholarship, and service expectations that are aligned with the department’s vision and mission statements; and future revisions will strive to provide sufficient recourse for faculty candidates who are subject to dismissal or non-promotion from the university based on an unjustifiable recommendation made at the department level.
Policy and Procedure
This document outlines the requirements and minimum expectations for faculty employed in a full-time tenure-track or tenured position at Angelo State University within the David L. Hirschfeld Department of Engineering. This document supplements but does not supersede the university’s tenure and promotion standards and procedures (ASU OP 06.23) and annual performance evaluation for tenured and tenure eligible faculty (ASU OP 06.28).
This departmental policy is established and maintained by the ad-hoc Departmental Tenure and Promotion Committee (DTPC). Creation and establishment of criteria adheres to ASU OP 06.23.3.b. Communication of adopted criteria adheres to ASU OP 06.23.3.d. The timeline for review of criteria the process of adopting approved changes adheres to ASU OP 06.23.3.e.
Faculty holding an appointment as an Assistant Professor, Associate Professor, or Professor are eligible to apply for tenure in accordance with ASU OP 06.23. Faculty holding an appointment as Assistant Professor or Associate Professor are eligible to apply for promotion in accordance with ASU OP 06.23.
To document a faculty candidate’s progress towards tenure and promotion, an individual faculty candidate must prepare a Tenure and Promotion Portfolio (TPP). The TPP is developed and maintained by a candidate in accordance with ASU OP 06.23.6. The TPP is reviewed by the DTPC and the Department Chair, as specified by ASU OP 06.23. The TPP must document demonstrable evidence of the following three categories:
- Teaching
- Research and Creative Works
- Professional Service
A Professional Development Plan (PDP) establishes a set of goals within a singular year on the academic timeline. For each annual faculty evaluation, faculty candidates propose a package and schedule of activities regarding teaching, research and creative works, and professional service. The DTPC provides feedback of the stated goals on how to achieve them during the probationary period. The format of the PDP closely follows that of the Annual Faculty Performance Evaluation for Tenured and Tenure Eligible Faculty, ASU 06.28. Stated goals and the schedule of activities will address departmental criteria established and be included in the TPP under the “Departmental Criteria”
The DTPC is formed by all tenure and tenure track faculty from the department, excluding the Department Chair. The Department chair shall call for a meeting to elect a DTPC chair in accordance to OP 06.23.3.b. The DTPC ad hoc chair shall be a tenured faculty from the Department, however if no tenured members are available to serve, the elected chair may be a tenure-track faculty. The primary function of the DTPC is to establish, communicate and periodically review departmental tenure and promotion criteria (hereafter referred to as “criteria”) to which the TPP and PDP are compared during any performance evaluation consistent with ASU OP 06.23 and ASU OP 06.28.
Departmental criteria provide specific and measurable criteria relating to broad categories of teaching, research and creative works, and professional service during a candidate’s service during the timeline stated in ASU OP 06.23.4. The criteria are contained in the three rubrics, attached to this document in Appendix I. In sections 6.a, 6.b, and 6.c general examples of activities that support these criteria are stated. Tenure and promotion from assistant professor to associate professor in the areas of teaching, research, and service require a candidate to achieve ratings of “On track to meet target criteria” or “On track to surpass target criteria for all criteria.
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Teaching: Within the “Teaching Effectiveness” section of the TPP, (OP 06.23.7.g) a subsection entitled “Teaching and Curriculum Development” is incorporated to substantiate stated goals in the PDP within a stated academic year. The “Teaching and Curriculum Development” subsection may be summarized in memorandum form with detailed examples of demonstrable teaching and curriculum development for the department that may include but is not limited to:
- Instruction of courses, labs, and/or sections;
- Contribution to assessment and/or evaluation of curriculum;
- Advising and/or mentorship of students;
- Integration of new technologies and/or methods to curriculum;
- Integration of pedagogical methods to curriculum;
- Contributions to department curriculum development;
- Contributions to continuous improvement to curriculum;
- Contributions to K-16 curriculum development;
- Peer evaluations for teaching effectiveness;
- Self-reflection of teaching effectiveness;
- Participation in professional educator development; and
- Developing review materials and/or leading departmental review sessions for the Fundamentals of Engineering Examination.
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Research and Creative Works: Within the “Scholarly Activity” section of the TPP, a subsection entitled “Research, and Creative Works” is incorporated to substantiate stated goals in the PDP within a stated academic year. The “Research, and Creative Works” subsection may be summarized in memorandum form with detailed examples of demonstrable research, and creative works that may include but is not limited to:
- Authorship and/or co-authorship of funding grant proposals;
- Authorship and/or co-authorship in peer-reviewed journals, conference proceedings, book chapters, and/or books;
- Dissemination of research through conferences, workshops, webinars, symposiums and/or any documented medium;
- Procurement of teaching and/or research equipment;
- Mentoring, advising, and/or supervision of undergraduate research students; and
- Pursuing professional licensure, entrepreneurial activities, patents, etc.
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Professional Service: Within the “Professional Service” section of the TPP, a subsection entitled “Professional and Community Service” is incorporated into the TPP to substantiate stated goals in the PDP within a stated academic year. The “Professional and Community Service” subsection may be summarized in memorandum form with detailed examples of demonstrable professional and community service that may include but is not limited to:
- Service to professional, educational, and/or technical societies;
- Service to editorial and/or agency committees;
- Service to department, college, and/or university committees;
- Service to community, K-16, pre-service and in-service teachers;
- Service to outreach, recruitment, and retention efforts; and
- Advising registered student organizations.
Departmental criteria provide specific and measurable criteria relating to broad categories of teaching, research and creative works, and professional service during a candidate’s service during the timeline stated in ASU OP 06.23.5. The criteria are contained in the three rubrics, attached to this document in Appendix I. In sections 7.a, 7.b, and 7.c general examples of activities that support these criteria are stated. Promotion from associate professor to professor in the area of teaching requires a candidate to achieve ratings of “On track to meet target criteria” or “On track to surpass target criteria” for all criteria T1, T2, and T3. At least one of the teaching criteria must be rated as “On track to surpass target criteria.” Promotion from associate professor to professor in the area of research requires a candidate to achieve ratings of “Improvement needed to meet target criteria,” “On track to meet target criteria,” or “On track to surpass target criteria” for all criteria of research. Promotion from associate professor to professor in the area of professional service requires a candidate to achieve ratings of “On track to meet target criteria” or “On track to surpass target criteria” for all criteria S1, S2, and S3. One of these criteria must be rated as “On track to surpass target criteria.”
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Teaching: Within the “Teaching Effectiveness” section of the TPP, (OP 06.23.6.g) a subsection entitled “Teaching and Curriculum Development” is incorporated to substantiate stated goals in the PDP within a stated academic year. The “Teaching and Curriculum Development” subsection may be summarized in memorandum form with detailed examples of demonstrable teaching and curriculum development for the department that may include but is not limited to:
- Instruction of courses, labs, and/or sections;
- Contribution to assessment and/or evaluation of curriculum;
- Advising and/or mentorship of students;
- Integration of new technologies and/or methods to curriculum;
- Integration of pedagogical methods to curriculum;
- Contributions to department curriculum development;
- Contributions to continuous improvement to curriculum;
- Contributions to K-16 curriculum development;
- Peer evaluations for teaching effectiveness;
- Self-reflection of teaching effectiveness;
- Participation in professional educator development;
- Developing review materials and/or leading departmental review sessions for the Fundamentals of Engineering Examination.
- Recognition of teaching accomplishments from sources internal to ASU; and
- Recognition of teaching accomplishments from external agencies, institutions, committees, foundations, and/or organizations.
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Research and Creative Works: Within the “Scholarly Activity” section of the TPP, a subsection entitled “Research, and Creative Works” is incorporated to substantiate stated goals in the PDP within a stated academic year. The “Research, and Creative Works” subsection may be summarized in memorandum form with detailed examples of demonstrable research, and creative works that may include but is not limited to:
- Authorship and/or co-authorship of funding grant proposals;
- Authorship and/or co-authorship in peer-reviewed journals, conference proceedings, book chapters, and/or books;
- Dissemination of research through conferences, workshops, webinars, and/or symposiums;
- Procurement of teaching and/or research equipment;
- Mentoring, advising, and/or supervision of undergraduate research students; and
- Pursuing entrepreneurial activities, patents, etc.
- Recognition of scholarly activity and creative works from sources internal to ASU; and
- Recognition of scholarly activity and creative works from external agencies, institutions, committees, foundations, and/or organizations.
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Professional Service: Within the “Professional Service” section of the TPP, a subsection entitled “Professional and Community Service” is incorporated into the TPP to substantiate stated goals in the PDP within a stated academic year. The “Professional and Community Service” subsection may be summarized in memorandum form with detailed examples of demonstrable professional and community service that may include but is not limited to:
- Service to professional, educational, and/or technical societies;
- Service to editorial and/or agency committees;
- Service to department, college, and/or university committees;
- Service to community, K-16, pre-service and in-service teachers;
- Service to outreach, recruitment, and retention efforts; and
- Advising registered student organizations.
- Recognition of professional service from sources internal to ASU; and
- Recognition of professional service from external agencies, institutions, committees, foundations, and/or organizations.
The DTPC shall review tenured and tenure-track faculty annually using the department level criteria stated in this document. The process for annual evaluation is stated in ASU OP 06.28. During the probationary period, the DTPC will evaluate tenure-track faculty as stated in ASU OP 06.23.4. The DTPC will evaluate tenured faculty applying for promotion to Professor as stated in ASU OP 06.23.5.
In accordance with ASU OP 06.23.3.e. review of established criteria will occur at least once every three years, initiated by the Department Chair and College Dean, with any changes to the criteria ultimately approved by the College Dean and PVPAA by the last Friday prior to the fall semester. Once the Dean of the College and Chair or the Department have determined a review of criteria are in order, the process detailed in ASU OP 06.23.3.b. commences.
Appendix
| Performance Level | 1. Unsatisfactory Progress Toward Meeting Target Criteria | 2. Improvement Needed to Meet Target Criteria | 3. On Track to Meet Target Criteria | 4. On Track to Surpass Target Criteria |
|---|---|---|---|---|
|
Criterion T1: Classroom, laboratory, and/or section preparation |
1) Students unaware of course learning objectives. 2) Never prepared for lecture, lab, and/or sections. 3) Not utilizing relatively current material in lecture, lab, and/or sections. 4) Course syllabi lacks structure. |
1) Students mostly unaware of course learning objectives. 2) Sometimes prepared for lecture, lab, and/or sections. 3) Sometimes utilizing relatively current material in lecture, lab, and/or sections. 4) Course syllabi needs improvement in structure. |
1) Students mostly aware of course learning objectives. 2) Mostly prepared for lecture, lab, and/or sections. 3) Mostly utilizing relatively current material in lecture, lab, and/or sections. 4) Course syllabi is adequately structured. |
1) Students consistently aware of course learning objectives. 2) Consistently prepared for lecture, lab, and/or sections. 3) Consistently utilizing relatively current material in lecture, lab, and/or sections. 4) Course syllabi has outstanding structure. |
|
Criterion T2: Student interaction |
1) Little to no communication (email or/and office hours) with students. 2) Frequent tardiness to return graded course materials. |
1) Frequent lack of communication (email or/and office hours) with students. 2) Sometimes tardy to return graded course materials. |
1) Mostly reliable in communication (email or/and office hours) with students. 2) Mostly timely to return graded course materials. |
1) Consistent reliability in communication (email or/and office hours) with students. 2) Consistently timely to return graded course materials. |
|
Criterion T3: Student Experience |
1) Instructor’s examples, problems, and illustrations provide no value to the course. 2) Students are not engaged in class. 3) Instructor frequently exuding a negative attitude in lecture, lab, and/or sections. 4) Use of classroom technology and chalkboard management did not facilitate achieving learning objectives. |
1) Instructor’s examples, problems, and illustrations commonly provided no value to the course. 2) Some students are engaged. 3) Instructor sometimes exuding a negative attitude in lecture, lab, and/or sections. 4) Use of classroom technology and chalkboard management intermittently facilitated achieving learning objectives. |
1) Instructor’s examples, problems, and illustrations commonly provided value to the course. 2) Most students are engaged. 3) Instructor mostly exuding a positive attitude in lecture, lab, and/or sections. 4) Use of classroom technology and chalkboard management facilitated achieving learning objectives. |
1) Instructor’s examples, problems, and illustrations repeatedly provided value to the course. 2) All students are engaged. 3) Instructor consistently exuding a positive attitude in lecture, lab, and/or sections. 4) Use of classroom technology and chalkboard management greatly facilitated achieving learning objectives. |
| Performance Level | 1. Unsatisfactory Progress Toward Meeting Target Criteria | 2. Improvement Needed to Meet Target Criteria | 3. On Track to Meet Target Criteria | 4. On Track to Surpass Target Criteria |
|---|---|---|---|---|
|
Criterion R1: Productivity in Research and Creative Works |
No evidence of research or creative works exists. No dissemination of research or other scholarly activities. | Some evidence of research or creative works exists. No effort is made to disseminate research or other scholarly activities. | Evidence of research or creative works exists. Dissemination of research or scholarly activities is achieved in non-peer-reviewed: journals, conferences, proceedings, workshops, seminars, symposia, etc… Dissemination in peer-reviewed journals, conferences, proceedings, etc. is planned. | Frequent, regular evidence of research or creative works exists. Dissemination of research or other scholarly activities is pursued and/or achieved in peer-reviewed journals, conferences, proceedings, book chapters, books, etc… |
|
Criterion R2: Attainment of Funding and/or Equipment for Scholarship and Creative Works |
Neither internal nor external funding is pursued. No grant proposals are submitted, and no research monies are obtained. | Internal or external funding is pursued, and internal funding is occasionally achieved. | Internal or external funding is pursued. Recurring internal funding is achieved or external funding is achieved. | Frequent internal or external funding is pursued and achieved. |
|
Criterion R3: Engagement in Research and Creative Works along with Undergraduate and/or Graduate Students |
No evidence of research or creative works that involves undergraduate and/or graduate students exists. No dissemination of research exists. | Some evidence of research or creative works that involves undergraduate and/or graduate students exists. No effort is made to disseminate research. | Evidence of research or creative works that involves undergraduate and/or graduate students exists. Students disseminate research in department-wide, university-wide, or local community settings. | Frequent, regular evidence of research or creative works that involves undergraduate and/or graduate students exists. Students disseminate research in journals, conference presentations, proceedings, or other regional or national settings. |
|
Criterion R4: Engagement in Scholarly Community |
No evidence of recurring involvement with professional societies, editorial boards, conference organizers, research consortiums, or other professional groups exists. Rarely attends conferences or professional meetings. | Attends conferences and/or professional meetings on a recurring basis. Reviews conference proceedings regularly. | Attends conferences regularly. Moderates sessions (session chair or equivalent) at conferences or professional meetings. Reviews journal articles or grant proposals. | Attends conferences regularly. Serves in an organizational capacity for a professional conference, or organization, or holds an editorial position for a professional journal. |
| Performance Level | 1. Unsatisfactory Progress Toward Meeting Target Criteria | 2. Improvement Needed to Meet Target Criteria | 3. On Track to Meet Target Criteria | 4. On Track to Surpass Target Criteria |
|---|---|---|---|---|
|
Criterion S1: Service to the Department |
1) No evidence of activity in departmental service assignments, committees, functions, and duties. 2) Not accepting leadership roles. 3) No evidence of service to department student organization. |
1) Some evidence of activity in departmental service assignments, committees, functions, and duties. 2) Accepts leadership roles but applies minimal effort. 3) Accepts the role of department student organization advisor but applies minimal effort. |
1) Active in departmental service assignments, committees, functions, and duties. 2) Accepts leadership role(s) and performs satisfactorily in that capacity 3) Accepts the role of department student organization advisor and performs satisfactorily. |
1) Frequently active in departmental service assignments, committees, functions, and duties. 2) Accepts leadership role(s) and performs beyond and above expectations. 3) Accepts the role of department student organization advisor and performs beyond and above expectations. |
|
Criterion S2: Service to the University |
1) No evidence of activity in University functions/duties, missing university committee assignments. 2) No evidence of service to University-wide student organization. |
1) Some evidence of activity in University functions/duties, partially active in university committee assignments. 2) Accepts the role of University-wide student organization advisor but applies minimal effort. |
1) Active in University functions and duties, active in university committee assignments. 2) Accepts the role of University-wide student organization advisor and performs satisfactorily. |
1) Frequently active in University functions/duties, active in multiple university committee assignments. 2) Accepts the role of University-wide student organization advisor and performs beyond and above expectations. |
|
Criterion S3: Service to the Community |
1) No evidence of community or educational outreach, recruitment, functions, duties, or projects. | 1) Some evidence of community or educational outreach, recruitment, duties, or projects. | 1) Active in community or educational outreach, recruitment, functions, duties or projects. | 1) Frequently active in community or educational outreach, recruitment, functions, duties or projects |
OP approved by Tenure and Promotions Committee on Feb. 15, 2019.
Approved by all tenure track faculty Feb. 15, 2019.
Table headings edited for accessibility July 25, 2019.