This document sets forth guidelines for promotion and tenure within the School of Kinesiology, Allied Health and Human Services. Guidelines have been established in order to provide faculty with knowledge of the factors necessary to successfully pursue promotion and/or tenure. The University of Northern Iowa is a comprehensive university dedicated to excellence in its tripartite mission of teaching, research and service. Excellence in all of these areas is expected in order for one to move successfully from assistant professor to associate with tenure, and from associate to full professor.
Promotion to Associate Professor and Tenure
Excellence in the core criteria cited elsewhere in this document in each of the areas of teaching scholarship and service represents the minimum requirement for consideration for promotion to associate professor. Promotion to associate professor and tenure is given for demonstrated excellence, not potential.
Promotion to Full Professor
Promotion to full professor requires sustained evidence of excellence in all endeavors, teaching, research and service, beyond the core criteria as cited elsewhere in this document.
Promotion to full professor requires a national or international reputation as reflected in the individual's contribution to one's profession by awards, honors, professional service activities, and/or references to one's scholarly or creative endeavors in national and international journals and/or professional magazines or other appropriate media.
Promotion to full professor requires depth and focus to one's area of professional scholarship. This should be reflected in a longer term and sustained commitment to scholarly or creative investigation in one or more areas (as contrasted with a shotgun approach). One research study should lead to others, and in effect contribute to the building or development of the body of knowledge in the individual's chosen area of interest.
Promotion to full professor requires the demonstration of leadership within the School, College, University and professional community as reflected in sustained and meaningful contributions to governance. Further, the individual should have demonstrated significant leadership amongst his or her peers as reflected in curriculum initiatives, mentoring and team research activities, and policy initiatives leading to the advancement of programs.
You are expected to be thoroughly familiar with scholarship in your discipline and about current ideas on teacher effectiveness. For your classes you need to develop course content as well as techniques of presentation and evaluation that reflect that knowledge. You also need to present course material carefully and clearly. Indeed, one of the most important characteristics of university level teaching should be the myriad of ways that a faculty member's own research and scholarship is brought to bear in the classroom. Learning from creative scholars is why students study at universities. Strive to live up to that expectation. You also need to stimulate students to do high quality work. You are expected to show a sustained interest in effective teaching techniques and to revise courses to keep them up to date both in content and in style of presentation. You may also be expected to do academic advising, consultation, informal teaching, and the supervision of student research. Finally, you must build a record of evidence of your achievement in all of these areas. Your attitude as you approach these responsibilities will affect success. All of us need to regard our students as our primary constituency, as individuals whose needs are of very high priority and who must be served in a caring, welcoming way.
Student assessments administered every term in the candidate's classes using the standard form Class visitations at least annually by the Director of the School and/or members of PAC (for non-tenured faculty) Samples of course syllabi and examinations provided to PAC.
- Student products, assignments and projects provided to PAC
- Student testimonials
- Curricular development projects completed by the candidate
- Awards and recognition for teaching excellence
- Evidence of the sharing of innovative instructional materials and concepts through formal publications, conferences and seminars (Glassick, Huber, & Maeroff, 1997, p. 31)
- Evidence of presentation which reaches beyond students, clients or the public in order to connect with colleagues (Glassick, Huber, & Maeroff, 1997, p. 32)
- Other items deemed appropriate for the teaching area by the candidate
In general, original work and new knowledge are the goals of scholarly and creative activity. These accomplishments may take the form of traditional scholarship and be measured by publication of significant articles, briefs, reviews, and books; they may also be achieved in other forms of distinguished scientific, artistic, professional, and creative production and performance. In order to be awarded tenure at this institution you must show evidence of a productive, independent and creative mind; you must make significant, sustained contributions in your field; you must be continuously and effectively engaged in innovative creative activity of high quality and significance. Work that is redundant or derivative in nature might not be considered a significant contribution.
- Scholarly work must be presented in an appropriate medium
- Peer reviewed/refereed work is necessary
- National distribution and/or exposure is expected
- Work in which the candidate is single or lead author will be given more weight
- Presentations by the candidate at professional meetings
- Effort in scholarship resulting in professional growth, but not directed toward the core requirements
- Additional publication/productivity not related to the core criteria above. This should involve original thought and should contribute to the candidate's professional growth.
- There may be additional areas in which a faculty member demonstrated notable scholarly or productive accomplishment. The Director and the PAC will examine these areas, keeping in mind the spirit of individual differences among faculty members.
While probationary faculty members routinely dedicate their efforts more to the teaching and research areas, it is important for them to have some involvement in service activities in order to become aware of the kind of service that assists the university to function effectively. The major thrust of this service will be devoted to Division and School needs. Limited, meaningful service , in combination with scholarship and effective teaching, is the path to follow.
- Service on Division and School governance groups
Student advising Additional Criteria
- Outreach activities such as lectures, seminars, performances, master classes
- Manuscript review
- Editorship/guest editorship
- Service on College, University, Professional and community governance groups
- Holding elective office in professional and/or community organizations
- Community service related to professional training