University of Tulsa Faculty SenateUniversity of Tulsa Faculty Senate
(Adopted, February 12, 1993)
"Faculty shall be evaluated in the categories of teaching, scholarships or creative achievement, and service. Although some quantitative measures of evaluation may be employed, excellence in performance is of primary importance; that is, the quality, significance, and impact of accomplishments are of greater importance than their number. In addition to meritorious accomplishments, a high potential for continued excellence is required for promotion and tenure." [III.A. 1991 IV.A 1996 University Statement on Academic Freedom and Responsibility, and Tenure]
The faculty of the Henry Kendall College affirms that the professional life of the College as an intellectual entity and the mission of the College to educate its students are founded on a dynamic relationship between teaching and scholarly or creative achievement. Recognizing the diversities of disciplines comprising the College, the faculty charges each academic unit to define for its members the expectations for teaching and for scholarly or creative activities that most contribute to that relationship at each academic rank. The faculty likewise affirms that service to the institution, the profession, and the community is a significant dimension of the professional life of faculty members and further charges each academic unity to set forth for its members the expectations for such service.
The statement which follows adapts the 1991 1996 University Statement on Academic Freedom and Responsibility, and Tenure for use by the College in guiding its tenure and promotions process. Within the frameworks established by the University and the College Statements, the academic units have the following responsibilities:
*to draft criteria statements specifying the standards and practices in their respective academic disciplines to serve as guidelines and measures when reviewing candidates and when recommending them to the College for promotion and tenure;
*to be advisers and mentors to their faculty in specifying the standards and practices expected of them in order to be recommended for advancement, promotion, and tenure;
*to serve as advocates capable of justifying and documenting their recommendations regarding advancement, promotion, and tenure to the College and University, based on their own criteria statements and the standards established by the College and University.
The College faculty subscribes to the definitions of academic rank set forth in section I.B. of the 1991 Statement on Academic Freedom and Responsibility, and Tenure. The College statement elaborates standards for measuring professional accomplishment and the potential for professional development at each rank in accordance with those definitions. In the College, advancement in rank is understood to be based on clear evidence of the fulfillment of these standards and of the promise of further professional development.
Instructors on tenure track contracts are appointed for terms of two academic years. The minimum requirements for appointment to instructor are: (a) possession of appropriate training for courses assigned as indicated by a nonterminal master's degree from an accredited college or university, or equivalent credentials and evidence of progress toward a terminal degree; (b) evidence of promise as a teacher as indicated by successful previous experience or by recommendations from those in a position to assess such potential; and (c) evidence of promise as a scholar as indicated by previous research, writings, publications or performances, as well as the recommendations of those in position to assess such potential. The College further expects promise of participation in the activities and life of the College.
Assistant Professors are appointed for terms of three academic years. The minimum requirements for appointment to assistant professor are: (a) an appropriate terminal degree or its equivalent from an accredited college or university, or other appropriate credentials as evidenced by specialized study, certification, or experience; (b) evidence of teaching effectiveness as indicated by successful previous experience or by recommendations of those in position to assess such potential; (c) a demonstrated ability to do scholarly or creative work as indicated by the dissertation or creative project for the terminal degree, or on the basis of previous publications or performances, as well as on the basis of recommendations of those in position to assess such potential; and (d) promise of institutional, professional, and community service beyond teaching and research. The College recognizes that opportunities for contributions to the curriculum, institutional and educational goals, or intellectual life of the College as a whole are typically limited at this academic rank. Nevertheless, the College expects readiness to participate in one or more of the programs or activities which contribute to these ends.
Associate Professors are appointed either for terms of three academic years or with tenure. The minimum requirements for appointment to associate professor are: (a) an appropriate terminal degree or its equivalent from an accredited college or university or distinguished credentials as evidenced by specialized study, certification, or experience; (b) an established reputation as an effective teacher as assessed through student evaluation and faculty review; (c) a growing reputation for significant scholarly or creative achievement and the promise of continuing to extend that reputation in ways specified and defined by the academic unit in its criteria statement; and (d) a record of institutional, professional, and community service beyond teaching and research, including evidence of effective contributions to the curriculum, institutional and education goals, or intellectual life of the College as a whole.
Professors are appointed either for terms of three academic years or with tenure. The minimum requirements for appointment to professor are: (a) an appropriate terminal degree or its equivalent from an accredited college or university or distinguished credentials as evidenced by specialized study, certification, or experience; (b) an established reputation as an effective teacher as demonstrated by a distinguished teaching performance assessed by student evaluation and faculty review; (c) a distinguished reputation for scholarship or creative achievement, and the clear promise of continuing to extend that reputation in ways specified and defined by the academic unity in its criteria statement; and (d) a record of institutional, professional, and community service beyond teaching and research, including evidence of significant contribution to the curriculum, institutional and educational goals, or intellectual life of the College as a whole, especially as these activities demonstrate professional leadership.
Faculty shall be evaluated in the categories of teaching, scholarship or creative achievement, and service. Although some quantitative measures of evaluation may be employed, excellence in performance is of primary importance; that is, the quality, significance, and impact of accomplishments are of greater importance than their number. In addition to meritorious accomplishments, a high potential for continued excellence is required for promotion and tenure. The College expects candidates recommended by the academic units for promotion and tenure to have met the stipulated College and University standards and to evidence potential o meeting the standards stipulated by the next higher academic rank. The strongest evidence of this potential is founded on the assumption of a dynamic of effective teaching and the capacity for scholarly or creative endeavors and is additionally supported by the service to the institution, the profession and the public.
The College requires that those reviewed as Assistant Professors and those promoted from Assistant Professor to Associate Professor, with or without tenure, provide evidence of teaching effectiveness through student evaluations and faculty review. Teaching includes, among other things, classroom, laboratory, studio, and clinical instruction, development of new courses and teaching methods, publication of instructional materials, academic advising, and, where relevant, supervision and direction of graduate and undergraduate student projects, exhibits, and performances.
The College also requires evidence demonstrating the ability to do scholarly or creative work. Achievement is scholarship or creative endeavors includes all non-instructional activity which furthers the knowledge and development of the academic field. Scholarly publication, research grants, compositions, and exhibitions, as well as consultancies, editorships and other exercises of critical judgments in the academic disciplines are some of the primary components of this category. Those reviewed at this rank for advancement must show evidence of scholarly or creative achievement and the potential of making a significant contribution to knowledge in or advancement of their field as specified and defined by the academic unit.
The College also requires for advancement evidence of professional service. Professional service includes administrative, advisory, and other services to the College and University, governmental and community bodies, and academic-professional organizations. Because expectations and opportunities for service in professional bodies differ, each academic unity must specify and define appropriate activities at this rank. The College recognizes also that the demands of teaching and scholarship/creative achievement and the lack of service opportunities afforded, suggest modest expectations for institutional service beyond the academic unit at these ranks. Nevertheless the College requires evidence of participation in the programs and activities which contribute to the curriculum, institutional and educational goals, or intellectual life of the College or University.
The College requires that those promoted from Associate Professor to Professor provide evidence of a significant contribution to the instructional goals of the College and promise of future significant contribution. Measure of this criterion include effective classroom, laboratory, studio or clinical instruction indicated by student evaluations and faculty reviews. Other measures are activities related to curriculum development and instructional methods, accomplishments of students, and the direction of student theses or supervision of independent research, performance, or exhibition projects.
The College also requires that those promoted at this level show evidence of significant contributions in scholarly or creative endeavors and the promise of future contributions of similarly high quality. While each academic unit must define and specify the measures of significant contributions as recognized by their discipline, the College expects that the qualitative component of these measures be of first consideration. Therefore, achievements marked by rigorous peer review or competition, those which receive wide recognition, and those which require the highest levels of professional expertise and judgment will constitute the strongest evidence.
Service to the public, the profession, and the institution is required by the College for promotion at this level. Public service is typically evidenced by the use of ones professional skills and expertise in the service of governmental, community, or other public bodies. Expectations and opportunities for professional service differ widely and must be defined and specified by each academic unit. The College nevertheless requires evidence of significant contributions and the promise of future contributions to professional organizations and activities. The College also requires evidence o f significant contribution and the promise of future contribution to the curriculum, institutional and educational goals, or intellectual life of the College or University.
College criteria for professional review of tenure faculty members will be according to rank as specified in this document.