The term faculty portfolio refers to the standard faculty workload and assigned faculty responsibilities reflecting the mission of the University of Northern Iowa. The standard faculty portfolio includes assigned responsibility in the areas of teaching, research, and service. Negotiated faculty portfolios can be developed to meet individual faculty strengths and areas of interest, as well as meeting the general mission of the School of Kinesiology, Allied Health and Human Services and the University of Northern Iowa. Non-tenured faculty will be expected to use the standard portfolio emphasizing teaching, research, and service. Tenured faculty may use either the standard portfolio or negotiate for an alternative assignment of enhanced teaching, research, or service.
I. CONSIDERATION FOR FACULTY ASSIGNMENTS
A. The standard faculty portfolio will include 9 hours of teaching each semester and 3 hours of assigned time for research. A faculty member may negotiate a portfolio that increases the hours of teaching each semester to 12 or may reduce their teaching load from 9 semester hours with increased responsibilities in the areas of research and/or service.
B. In order to have less than a 9-hour teaching assignment, faculty must submit a proposal for research and/or service. Consideration for research and/or service activities will be predicated upon the possibility for enhancing a faculty member's career objectives and the School's mission.
C. The standard faculty portfolio will serve as the basis for promotion and tenure.
D. The faculty member has the responsibility for assembling the materials and support needed to document his/her teaching, research, and service activities.
II. DEMONSTRATION OF QUALITY TEACHING
Teaching is broadly defined to include classroom teaching; advising; student recruitment; supervision of interns, fieldwork, practica, and experiential learning projects; and thesis/dissertation project supervision.
A. Demonstration of teaching productivity may include the following:
1. Student evaluations, using the standard form.
2. Class visitations by the Director of the School.
3. Peer evaluations.
4. Other evidence may be include:
a. Written and skill test used
b. Facts about the utilization of departmental tests
c. Statements about grading policies
d. Sample grading results
e. Other evaluation tools
f. Student products
B. There may be other pertinent information that a faculty member would wish to add to their teaching portfolio.
III. DEMONSTRATION OF RESEARCH PRODUCTIVITY
We consider the scope of research to be broadly defines to include both scholarly inquiry and creative works. Essential in research is presentation to peers and other colleagues. Toward that end, we believe that demonstration of productivity should consider the following:
A. The sharing of ideas and creative works through formal publications, conferences, seminars, performances, and/or other vehicles.
B. The research in question must have been subjected to external review or have been an invited work from a refereed or reviewed source.
C. Common formats or evidence to present scholarly pursuits often include:
2. Chapters in books
3. Monographs and technical reports
5. Book reviews
6. Presentations at professional conferences
7. Editorial activities
8. Presentations at workshops, seminars, or clinics
9. Contracts or grant proposals
10. Testimony at legislative hearings or meetings
11. Electronic communications
D. The standard portfolio in this area will include evidence of one or more products per year.
IV. DEMONSTRATION OF SERVICE PRODUCTIVITY
It is every faculty member's responsibility to contribute to the governance of their Division, the School, the College of Education, and to the University as a whole. However, service also includes contributions to public activities at the local, state, regional, or national level. Further, service in this context refers to contributions made to professional associations, societies, and groups. Service activities should complement and support teaching and research activities where appropriate.
A number of activities may strengthen a faculty member's productivity in this area:
1. Outreach activities
2. Professional committee memberships
3. Professional committee leadership roles
4. Consulting activities
5. Membership on Division committees
6. Membership on School or College committees
7. Membership on University-wide committees
V. ESTABLISHMENT AND REVIEW OF FACULTY PORTFOLIO
An individual's faculty portfolio (standard or negotiated) will be established on an annual basis by the faculty member and the Director of the School. This will take place in the request for assigned time for research or service made semester by semester. The faculty portfolio (standard or negotiated) should be established in writing and stated in the annual letter of evaluation. Adjustments can be made to an individual's faculty portfolio at any time during the academic year in order to facilitate an individual's professional growth and development or meet the evolving mission of the School.
VI. MERIT AND THE FACULTY PORTFOLIO
Faculty will be evaluated for merit considerations on the basis of their portfolio (standard or negotiated)