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Objective evaluation of the quality and significance of scholarly achievement in each scholarly area is the cornerstone of NSUís RTP process.
Professional Portfolios make up the candidate-developed portion of the retention, tenure, and promotion (RTP) file. Faculty members scheduled for evaluation shall prepare a portfolio as described below. Verification of evidence in portfolios by RTP reviewers may occur at any level of the review process. If RTP reviewers find a discrepancy in the Portfolio, this will be documented in the recommendation. Portfolios may be submitted on CD, DVD, or other portable media.
The professional portfolio for tenure and promotion review will consist of a two inch binder (or approximate equivalent number of pages if submitted using a CD, DVD, or other portable media) containing the following:
Evidence shall consist of representative samples of the candidate's best work, not an exhaustive compilation of materials. Documentation within each of the portfolio sections shall focus on the quality and significance of the activity, using an appropriate combination of narrative and illustrative materials. It shall focus on documenting the activities of the individual faculty in Teaching, Scholarship, and Professional/University Service rather than on documenting the results of a project or a program. Similarly, in documenting collaborative work, faculty shall focus on their personal role and contribution to the collaborative process and outcomes. Candidates are encouraged to highlight activities which are integrative and collaborative and which serve NSUís mission, vision, and values.
Any material deemed by the faculty member as relevant to the evaluation or review may be contributed to the file within the limits of the two-inch binderís capacity. Material not fitting the binder will be housed separately in the college for review by those participating in the review process.
To meet the criteria set forth by the Oklahoma Board of Regents as stated in the Faculty Handbook in section 3.361, all evaluation for tenure and/or promotion shall address whether each candidate has achieved excellence in:
Northeastern State University is committed to the advancement of knowledge through Teaching, Scholarship, and Service that supports the academy and the community. The primary focus, however, is teaching, as stated in Strategic Plan Goal 1. ďProvide a quality curricular and co-curricular education in a flexible student-centered environment.Ē
The following list of activities is meant to provide examples of the kinds of evidence in the areas of Teaching, Scholarship, Contribution to the Institution and Profession, and Non-Teaching Duties that may be considered for inclusion in a professional file. The list is not meant to be exhaustive and examples may rise to the level of what constitutes scholarship (see Appendix C2 for scholarship defined by NSU deans). There may be other evidence, worthy of inclusion, which is not mentioned on the list. Also, the evidence on the list should not be interpreted as requirements, but as examples of the kinds of evidence candidates, mentoring committees, chairs and deans may consider when evaluating a candidateís performance.
Teaching includes all work that is intended to advance learning within an engaging, civil environment. The assessment of teaching should be evaluated as objectively as possible and take into account quantitative indicators such as contact hours, number of preparations, number of students, number of advisees, student evaluation ratings, peer/observer ratings, etc. However, the primary evidence of effective teaching should come from the assessment of learning outcomes/learning gains exhibited by students.
Documentary evidence of effective teaching and learning outcomes may include but is not limited to:
For purposes of this Retention, Tenure, and Promotion Policy (RTP), scholarship shall be construed to encompass all scholarly work that furthers the educational goals of students, faculty, academic units, the university as a whole, and the community. This definition allows for a greater recognition of diverse faculty activities. All faculty members have a responsibility to their students, their disciplines, the community, and the university to strive for excellence in intellectual, ethical, aesthetic, and creative achievement. Such achievement in at least one of the four scholarship areas identified in the Boyer Model (i.e., Teaching and Learning, Discovery, Integration, and Professional Application) is an indispensable qualification for retention, tenure, and promotion. Outcomes from the scholarship activities must be peer reviewed and professionally communicated as identified in Appendix C2. While the traditional categorization of faculty roles into the three functional areas of Teaching, Scholarship, and Professional Service serves to clarify a complex evaluation process, it is important to remember that these divisions function primarily as tools for the assessment of faculty work.
The four Boyer areas of scholarship as described below, underscore the fact that sharp distinctions between categories do not exist and that scholarly activities should emphasize collaborative and integrative relationships. It should also be emphasized that no faculty member shall be expected to commit an equal amount of time, make an equal contribution, or achieve equally in the four categories of scholarship described hereafter.
Contributions to Teaching and Learning involve facilitating student learning, critical thought, and inquiry, as well as transmitting, integrating, interpreting, and extending knowledge. In addition, teaching should reveal and develop diverse perspectives, help to facilitate creativity and life-long learning, and work to integrate various principles central to the mission, vision, and values of Northeastern State University. The faculty member's contributions in Teaching and Learning may be evaluated for scholarly achievement if the criteria in Appendix C2 are met. Activities to consider in the evaluation of Teaching and Learning may include, but are not limited to, those listed in Appendix C.
Scholarly activity in this area constitutes academic work that confronts the unknown, seeks new understandings, and/or offers a new perspective on knowledge, through both individual and collaborative work both within and across disciplines. Activities to consider in the evaluation of Discovery may include, but are not limited to, those listed in Appendix C.
The diversity of internal and external needs, as well as faculty training and experience, leads to many different forms of Professional Application. However, Professional Application activities share all of the following distinguishing characteristics:
They contribute to the public welfare or the common good;
They call upon faculty members' academic and/or professional expertise;
They directly address or respond to real-world needs; and
They support NSUís vision, mission, and values.
Faculty members who are engaged in Professional Application use their academic training and experience to serve the public and contribute to NSUís mission, vision, and values. Professional Application includes internal service to the discipline, department, college, and university and contributing to the shared governance system and institutional development through a variety of activities including service on committees, task forces, policy advisory bodies, and the development and management of academic programs.
Externally, Professional Application addresses the core values associated with regional stewardship, which can be found by reading material defining ĎMaking Place Matterí, AASCUís initiative that has been adopted by the Oklahoma System of Higher Education Board of Regents. Activities to consider in the evaluation of Professional Application may include, but are not limited to, those listed in Appendix C. In order to be considered as a form of scholarship, both peer review and dissemination of results are expected.
Integration is a scholarly area that gives meaning to isolated facts, putting them into perspective and into context. Connections across the disciplines to solve problems, raise questions for research and examination, and involve others from various backgrounds to create and initiate new ways of thinking all reflect this area of scholarship. Integration can also involve fitting original research into larger intellectual patterns and work underway to lead new understandings. Key words often used to reflect the possibilities of scholarship inherent within this area include interdisciplinary, integrative, and interpretive. Activities to consider in the evaluation of integration may include, but are not limited to, those listed in Appendix C.
Evidence of outcomes achieved during the review period in at least one of the four areas of the Boyer Model of the Scholarship of Teaching, the Scholarship of Discovery, the Scholarship of Integration, and the Scholarship of Application:
Documentary evidence of scholarly activities may include but is not limited to:
NSUís commitment to Making Place Matter and public engagement provides opportunities for new and evolving forms of the scholarship of application, including research that draws on and supports its environment.
Documentary Evidence of Professional/University Service and outcomes achieved during the review period may include, but is not limited to, the following:
For example, serving as Department Head or Program Coordinator.
Last Updated: October 26, 2011