NSU
Northeastern State University Faculty Council

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THE PROFESSIONAL FILE

TENURE AND PROMOTION REVIEW

Materials for tenure/promotion shall be arranged in the following order. Please use white paper, Times New Roman font, and size 12 type.

  • APPLICATION LETTER

• Clearly address your application request (tenure, Assistant, Associate or Professor)

• Briefly highlight your strengths--points you feel most significantly support your case for tenure or promotion (self-assessment 1-2 pages).

II. CURRICULUM VITAE

A. Full name, Title, College

B. Current Rank and Tenure Status

  • Graduate Faculty Membership

D. Education (institution, degree, year: list most recent first)

  • Academic Appointments at NSU and Other Institutions (Institution, rank, dates: list most recent first)
  • Administrative Appointments at NSU and Other Academic Institutions
  • Other Employment Related to Your Professional Activity (Organizational, position, dates: list most recent first)
  • Membership in Professional, Honorary, and Other Learned Societies (Organization, dates, offices held, dates)
  • Academic Honors and Awards

III. EVIDENCE OF MEETING TENURE AND PROMOTION CRITERIA - To meet the criteria set forth by the Oklahoma Board of Regents and as stated in the Faculty Handbook, all evaluations for tenure and/or promotion shall address whether each candidate has achieved excellence in:

  • Effective Classroom Teaching
  • Scholarly Activities
  • Contributions to the Institution and Profession (university & professional service)
  • Performance of Non-teaching Semi-administrative or Administrative Duties (if applicable)
    • EFFECTIVE CLASSROOM TEACHING

This section is a comprehensive overview of your record and accomplishments in teaching. In addition to information on classes taught and teaching load, it should include your own self-assessments, external assessments such as peer evaluations and summaries of formal student evaluations, and any relevant outcomes assessment data that may be available. As is made clear by the following list, teaching involves not only classroom instruction, but also a variety of activities that take place outside the classroom.

1. General teaching load

2. Teaching load by semester (course, credit hours, lecture/lab/clinical, number of students, campus where taught, student assistance, graduate/undergraduate credit)

3. Undergraduate research/development projects supervised by semester

4. Graduate research/development projects supervised by semester

5. Workshops, Institutes, and Short Courses taught if not a part of regular load

6. Self-evaluation of teaching including methodology and/or philosophy of teaching, theories of learning process, etc.

7. Student evaluations (summary sheets with dates, semester, course title and number)

8. Faculty (peer) evaluations

9. Departmental/Dean evaluations

B. SCHOLARLY ACTIVITIES

All members of the faculty at Northeastern State University are expected to be involved in scholarly activities which contribute to the multifaceted mission of a community of scholars whose primary responsibility is teaching. Scholarship can be viewed as the ongoing search for knowledge in one's field of study and the effective oral and written exchange of that knowledge within and across disciplines. At its core, scholarship contributes to the effectiveness of the University by ensuring that faculty members remain intellectually engaged and actively involved in their respective fields of study. Scholarship embraces a variety of activities which have in common this dimension of intellectual engagement.

Four types of scholarship are defined under scholarly and creative accomplishments below. These categories are designed to present a useful paradigm that will help faculty members recognize and develop the scholarly dimension of their work. The nature and manner of presentation of scholarship can vary dramatically across disciplines; therefore, the examples given are not intended to be exclusive. The following categories and examples are taken from and/or based on the work of Boyer (1990) and Glassick, Huber, and Maeroff (1997).

1. The Scholarship of Teaching. When viewed as scholarship, teaching moves beyond the realm of transmitting knowledge into the broader area of transforming and extending knowledge as well. The scholarly teacher both educates and entices future scholars by stimulating active learning and encouraging students to be critical, creative thinkers, with the ability to be lifelong learners. Examples of the Scholarship of Teaching include:

• New courses and laboratories developed or major changes in such materials

(courses and dates)

• Course bibliographies

• Advising and counseling students regarding course content (number of students, time involved)

• Experimental or innovative teaching (description and evaluation)

  • Preparation of instructional media (type, description, date)

• Supervision of theses or other student projects (including clinical supervision)

  • Honors courses taught

• Grants for teaching improvement or curriculum development

• Letters of support, internal and external

2. The Scholarship of Discovery. This area of activity most closely conforms to traditional academic conceptions of scholarship. It involves original research which is designed to add to the current state of knowledge in a particular discipline. Examples of Scholarship of Discovery include:

• Articles in national and regional journals which are refereed (publication format-author(s), title, name or journal, dates, pages)

*in print

*accepted for publication

*submitted for publication

• Productions, publications exhibitions or performances of artistic/creative works (Nature/Name of activity, date, by invitation)

• Scholarly papers and addresses (title of work, where presented, length of presentation, by invitation)

• Inventions, discoveries, patents, improvements, major designs (nature of discovery)

• Illustrated material and other media (nature of material)

• Grant proposals submitted and/or funded (funding awarded, duration of grant)

  • Unsponsored faculty research with specific documentation

• Scholarly practice which results in the creation or dissemination of new knowledge, clarification of existing knowledge or creative application of knowledge

• Literature reviews to develop courses

• Literature Reviews for publishing

  • Letters of support, internal and external

3. The Scholarship of Integration. This second area of scholarship involves the interpretation and synthesis of information within and between disciplines. It involves making complex ideas understandable to an audience of nonspecialists. Examples of Scholarship of Integration include:

• Textbooks/laboratory manuals published (name, publisher, date of publication)

  • Articles in university publications and other locally supported and circulated journals (publication format-author(s), title, name of journal, dates, pages)

• "Popular writing" - writing for nonspecialists (title, publication, date)

• Preparing computer software or video cassette

• Developing/revising core curriculum

• Developing a cross-disciplinary seminar

• Indexing/cataloging

  • Editing books

• Book reviews and abstracts published

• Bibliographies published

• Professional consulting (Nature of activity, impact of work on the field)

• Services to organizations

• Letters of support, internal and external

4. The Scholarship of Application. The Scholarship of Application is characterized by the dynamic interaction of theory and practice which results in new understanding. Consequently, the lessons learned from the application of knowledge should inform and enrich teaching. Examples of the Scholarship of Application include:

• Community service functions that relate directly to the intellectual work of the professor

• Editorial service serving as a referee for a professional journal

• Participating in activities which involve professional expertise applying theoretical/scientific models to tangible situations

  • Service on national or regional boards with research or scholarly functions (name and function of board, nature of participation, time required, etc.)

• Consultation on legislation

• Involvement in industry projects

  • Presentations/participation at professional meetings
  • Short courses or seminars related to the faculty member's discipline (nature of the activity, by invitation)
  • Letters of support, internal and external

  • CONTRIBUTIONS TO THE INSTITUTION AND PROFESSION (last five years)

1. Committee service (university, college, department, nature and time spent on these)

2. Service on Faculty or Graduate Council

3. Participation in student recruitment

  • Committee assignments in professional organizations (nature of work, dates and time required)
  • Student advising/counseling load (could be here or in IV, A, 6 above)
  • Special university, college or departmental coordinator or other service foundations
  • Other activities which enhance the image of the university, represent the university to the public, further the goals and direction of the university, or exercise one's professional competence for the benefit of the public.

D. PERFORMANCE OF NON-TEACHING SEMI-ADMINISTRATIVE OR ADMINISTRATIVE DUTIES (if applicable)

Last Updated : September 10, 2003 by lhw