These guidelines provide a basis for judgment in evaluating and rewarding meritorious performance of faculty in Florida Institute of Technology's College of Psychology and Liberal Arts. Promotion and tenure are an acknowledgement of a faculty member's achievements in the areas of teaching/supervision, research/scholarship, and service/ administration.
Faculty Handbook (FH) 2.8 Tenure Policies and Procedures details the procedures that candidates, academic unit heads, promotion committees, and deans must follow. Collection of documentation for the dossier is the responsibility of the candidate going up for promotion and tenure. The dossier must follow the same organization and use the same headings and sub-headings as those that are listed in FH Appendix 1.
Appointment as an assistant professor is based on a candidate's potential to teach effectively, develop a meaningful research/scholarship program, and contribute service to the program, school, college, and university. Potential is determined typically through the examination of a curriculum vitae, letters of recommendation, an invited interview, and a research presentation or seminar.
A candidate will be considered for promotion to associate professor with tenure in his/her sixth year in rank as an assistant professor. Procedures involving extensions to the probationary period for a pre tenured faculty member are identified in Section 2.1.2.3 of FH 2.8 Tenure Policies and Procedures.
Promotion of candidates to associate professor and the granting of tenure are based on the fulfillment of potential in teaching/supervision, research/scholarship, and service/administration.
Teaching/supervision performance of high quality is expected of all faculty, and such performance is evaluated on the basis of current and former student evaluations, peer evaluations, and the demonstration of effective and innovative teaching. The candidate must provide sufficient documentation to support his/her candidacy for promotion and tenure.
Candidates for promotion and tenure must evidence a meaningful program of research/scholarship and record of academic achievement. Candidates are expected to demonstrate that they will be able to establish national and international reputations in their fields and continue to be productive researchers and scholars. The "Promotion Criteria" section below details the types of research/scholarship considered for promotion and tenure to be submitted for review. The candidate's research/scholarship program is evaluated by the committee and at least three associate or full professors in the candidate's area of specialization.
Service/administration is a category that includes a faculty member's contributions to the program, school, college, university, and profession. Qualification in university and professional service is based on letters from administrators, supervisors, and colleagues in those endeavors and other documentation of activity. For faculty members with administrative roles as part of their workload, those contributions are represented within this category.
A candidate can be considered for promotion to professor in his/her sixth year in rank as an associate professor. There is no maximum time limit.
Promotion to professor is based on a record of academic achievement and the establishment of a university-wide and national or international reputation for research/scholarship.
The criterion elements for promotion to professor are the same as those for promotion to associate professor. However, the requirements within these criteria are more extensive for promotion to professor, and letters will be solicited from at least five full professors who are well-established in the candidate's area of specialization.
The three areas in which a candidate is evaluated for promotion and tenure are teaching/supervision, research/scholarship, and service/administration. Each area represents an important measure of a faculty member's performance. As merit in individual areas is evaluated in relation to the candidate's official roles and responsibilities, the weight of the individual categories may vary.
The criteria for promotion and tenure are described below. These criteria set minimum thresholds for promotion and tenure eligibility and the CoPLA promotion committee will use these criteria in making a promotion and tenure recommendation to the dean. Faculty who meet these criteria may be considered for promotion and tenure, but candidates are encouraged to exceed the minimum standards to make a stronger case for promotion and tenure. The lists of general categories for consideration and sources for evaluation in the three areas are not all-inclusive, and candidates are encouraged to highlight all relevant contributions in the dossier.
Teaching/Supervision
Candidates seeking promotion to associate professor with tenure must demonstrate a record of achievement in teaching. The candidate's narrative should characterize his/her teaching philosophy and contributions to the program, school, college, and university. Candidates should identify courses that they created and/or taught and discuss curriculum development, supervision of graduate and undergraduate students, and advising as well as other types of contributions to teaching, including the development of pedagogical tools or methods.
Supporting evidence for teaching includes the following:
Student Evaluation of Faculty Teaching
A candidate will submit his/her end of course evaluations for all of his/her courses and/or supervision units from the past two years and provide a statistical summary for all of his/her courses and/or supervision units at his/her current rank.
Peer Evaluation of Faculty Teaching
The academic unit head (or designee) is responsible for assigning two senior faculty members to conduct individual peer appraisals of the candidate's teaching activities. A candidate must have at least two peer appraisals conducted by senior faculty during the pre-tenure period before going up for promotion to associate professor and tenure. Evaluation of teaching activities may be done by the academic unit head, program chair, or by other senior faculty members who are recognized as excellent teachers. Individuals outside the academic unit may also be enlisted. Scheduling of observations should be arranged with the candidate in advance.
These peer evaluations should, at a minimum, specifically address and provide relevant examples of the candidate's ability to present course content and/or skills to students, integration of topics, structure of the teaching session, and congruence between course goals and accomplishments.
An important part of peer review is the evaluation of instructional materials prepared by the candidate.
General categories for consideration and sources for evaluation:
Threshold criteria for promotion to associate professor with tenure:
Research/Scholarship
Candidates must demonstrate a record of academic achievement in their fields and promise of continued growth and productivity. It is expected that assistant professors will develop the foundation of their scholarly programs during their minimum five years in rank. Promotion to associate professor Candidates must demonstrate a record of academic achievement in their fields and promise of continued growth and productivity. It is expected that assistant professors will develop the foundation of their scholarly programs during their minimum five years in rank. Promotion to associate professor and the granting of tenure recognize the promise of an active and vigorous research agenda and output. The candidate should demonstrate a line of thematic or programmatic research and not simply a number of unrelated studies, presentations, and publications. Hence, in addition to the demonstration of activity listed below, a characterization of the programmatic quality and overall contribution to the scholarly field is expected from the candidate's narrative and external references. Where available, formal measures of the candidate's scholarly work (e.g., h-index from Google Scholar, ResearchGate Score, journal impact factor, and Social Sciences Citation Index), published reviews of the candidate's scholarly work, and assessments of the quality and reputation of the journals and/or publishers should also be provided by the candidate and external references. Sources for evaluation include copies of articles and essays, tables of contents, award letters, etc.
General categories of scholarship for consideration:
Threshold criteria for promotion to associate professor with tenure:
Activity in these additional areas may make a stronger case for promotion:
Service/ Administration
Service activities include but are not limited to the following: committee work for the program, school, college, or university; student advising; faculty mentoring; coordinating programs linking student or faculty expertise to opportunities outside the university; and service to the faculty member's discipline through involvement in professional organizations and conferences. Contributions in administrative/leadership roles are considered for tenure and promotion to associate professor although it is recommended that tenure-track faculty delay taking on administrative positions until after they have received tenure and promotion to associate professor. Service should reflect continued/consistent growth and development, progressing each year under review. For example, short-term committee membership or membership on committees that have little responsibility should be offset with added responsibilities/roles in other committees or evidence of new initiatives on the existing committees.
General categories of service for consideration:
General categories of administration for consideration include but are not limited to the following:
Sources of evaluation of administration should include a list of activities and accomplishments while serving in administrative roles, which can be documented through letters, memos, catalog entries, contracts, or other relevant evidence. Candidates should also submit letters from their supervisors outlining and evaluating their performance and contributions to the university.
Threshold criteria for promotion to associate professor with tenure and sources for evaluation:
Activity in these additional areas may make a stronger case for promotion:
Teaching/Supervision
Candidates seeking promotion to professor must demonstrate a record of achievement in teaching. The candidate's narrative should characterize his/her teaching philosophy and contributions in teaching to the program, school, college, and university. Candidates should identify courses that they created and/or taught and discuss curriculum development, supervision of graduate and undergraduate students, and advising as well as other types of contributions to teaching, including the development of pedagogical tools or methods.
Supporting evidence for teaching includes the following:
Student Evaluation of Faculty Teaching
A candidate will submit his/her end of course evaluations for all of his/her courses and/or supervision units from the past two years and provide a statistical summary for all of his/her courses and/or supervision units at his/her current rank.
Peer Evaluation of Faculty Teaching
The academic unit head (or designee) is responsible for assigning two senior faculty members to conduct individual peer appraisals of the candidate's teaching activities. A candidate must have at least two peer appraisals conducted by senior faculty during his/her time at rank of associate professor before going up for promotion to professor. Evaluation of teaching activities may be done by the academic unit head, program chair, or by other senior faculty members who are recognized as excellent teachers. Individuals outside the academic unit may also be enlisted. Scheduling of observations should be arranged with the candidate in advance.
These peer evaluations should, at a minimum, specifically address and provide relevant examples of the candidate's ability to present course content and/or skills to students, integration of topics, structure of the teaching session, and congruence between course goals and accomplishments.
An important part of peer review is evaluation of instructional materials prepared by the candidate.
General categories for consideration and sources for evaluation:
Threshold criteria for promotion to professor:
Research/Scholarship
Candidates must demonstrate an ongoing record of academic achievement and establishment of national or international reputation in their fields. It is expected that associate professors will solidify their scholarly programs during their minimum five years in rank. Promotion to professor recognizes an active and vigorous research agenda and output. The candidate should have established a line of thematic or programmatic research and not simply a number of unrelated studies, presentations, and publications. Hence, in addition to the demonstration of activity listed below, a characterization of the programmatic quality and overall contribution to the scholarly field is expected from the candidate's narrative and external references. Where available, formal measures of the candidate's scholarly work (e.g., h-index from Google Scholar, ResearchGate Score, journal impact factor, and Social Sciences Citation Index), published reviews of the candidate's scholarly work, and assessments of the quality and reputation of the journals/publishers should also be provided by the candidate and external references. Sources for evaluation include copies of articles and essays, tables of contents, award letters, etc.
General categories of scholarship for consideration:
Threshold criteria for promotion to professor:
Activity in these additional areas may make a stronger case for promotion:
Service/ Administration
Service activities include but are not limited to the following: committee work for the program, school, college, or university; student advising; faculty mentoring; coordinating programs linking student or faculty expertise to opportunities outside the university; and service to the faculty member's discipline through involvement in professional organizations and conferences. Contributions in administrative/leadership roles are considered for promotion to professor.
Service should reflect continued/consistent growth and development, progressing each year under review. For example, short-term committee membership or membership on committees that have little responsibility should be offset with added responsibilities/roles in other committees or evidence of new initiatives on the existing committees. For promotion from associate professor to professor, candidates should have service commitments at the university level and in the larger academic community in national or international organizations.
General categories of service for consideration:
General categories of administration for consideration include but are not limited to the following:
Sources of evaluation of administration should include a list of activities and accomplishments while serving in administrative roles, which can be documented through letters, memos, catalog entries, contracts, or other relevant evidence. Candidates should also submit letters from their supervisors outlining and evaluating their performance and contributions to the university.
Threshold criteria for promotion to professor and sources for evaluation:
Activity in these additional areas may make a stronger case for promotion:
These guidelines provide a basis for judgment in evaluating and rewarding meritorious performance of non-tenure-track teaching faculty in Florida Institute of Technology's College of Psychology and Liberal Arts. Promotion is an acknowledgement of a faculty member's achievements in the areas of teaching/supervision, research/scholarship, and service/administration. Non-tenure-track faculty in the College of Psychology and Liberal Arts will be evaluated in these three categories with an emphasis on their contributions in teaching/supervision and service.
Faculty Handbook (FH) 2.8 Promotion and Tenure Policies and Procedures details the procedures that candidates, academic unit heads, promotion committees, and deans must follow. Collection of documentation for the dossier is the responsibility of the candidate going up for promotion. The dossier must follow the same organization and use the same headings and sub-headings as those that are listed in FH Appendix 1.
Appointment as a non-tenure-track assistant professor is based on a candidate's potential to teach effectively, contribute service to the program, school, college, and university, and advance scholarly knowledge. Potential is determined typically through the examination of a curriculum vitae, letters of recommendation, an invited interview, and a teaching or research presentation or seminar.
A non-tenure-track candidate can be considered for promotion to associate professor in his/her sixth year in rank as an assistant professor. There is no maximum time limit.
Promotion of non-tenure-track candidates to associate professor is based on the fulfillment of potential in teaching/supervision, research/scholarship, and service/administration.
Teaching/supervision performance of high quality is expected of all faculty, and such performance will be evaluated on the basis of current and former student evaluations, peer evaluations, and the demonstration of effective and innovative teaching. Non-tenure-track candidates for promotion must be able to demonstrate superior professional achievement in teaching/supervision and advising. The candidate must provide sufficient documentation to support his/her candidacy for promotion.
Non-tenure-track candidates for promotion must evidence the advancement of scholarly knowledge through scholarship of discovery, which includes publications in pedagogy or the candidate's area of specialization, and scholarship of teaching/pedagogy, which focuses on teaching practice and includes curriculum development and research projects. The "Promotion Criteria" section below details the types of research/scholarship considered for promotion to be submitted for review. The candidate's research/scholarship program is evaluated by the committee and at least two associate or full professors in peer programs or the candidate's area of specialization.
Service/administration is a category that includes a faculty member's contributions to the program, school, college, university, and profession. Qualification in university and professional service is based on letters obtained from administrators, supervisors, and colleagues in those endeavors and other documentation of activity. For faculty members with administrative roles as part of their workload, those contributions are represented within this category.
A non-tenure-track candidate can be considered for promotion to professor in his/her sixth year in rank as an associate professor. There is no maximum time limit.
Promotion to professor is based on a record of achievement in teaching/supervision, research/scholarship, and service/administration. For non-tenure-track candidates, promotion to professor demonstrates superior quality of teaching, contributions to the academic community, and meritorious service to the program, school, college, university, and profession.
The criterion elements for promotion to professor are the same as those for promotion to associate professor. However, the requirements within these criteria are more extensive for promotion to professor, and letters will be solicited from at least three full professors in peer programs or the candidate's area of specialization.
The three areas in which a non-tenure-track candidate is evaluated for promotion are teaching/supervision, research/scholarship, and service/administration. Each area represents an important measure of a faculty member's performance. As merit in individual areas is evaluated in relation to the candidate's official roles and responsibilities, the weight of the individual categories may vary.
The criteria for promotion are described below. These criteria set minimum thresholds for promotion eligibility and the CoPLA promotion committee will use these criteria in making a promotion recommendation to the dean. Faculty who meet these criteria may be considered for promotion, but candidates are encouraged to exceed the minimum standards to make a stronger case for promotion. The lists of general categories for consideration and sources for evaluation in the three areas are not all inclusive, and candidates are encouraged to highlight all relevant contributions in the dossier.
Teaching/Supervision
Non-tenure-track candidates seeking promotion to associate professor must demonstrate a record of achievement in teaching. The candidate's narrative should characterize his/her teaching philosophy and contributions to the program, school, college, and university.
Teaching faculty should demonstrate superior quality of teaching and sustained contributions in teaching and learning. Evidence of professional development in teaching includes established strong performance in teaching and student supervision, a wide range of courses developed and taught, curricular and pedagogical improvement and innovation, advanced professional training, participation in and organization of teaching and learning workshops, and mentoring of peers in best practices in teaching. Candidates should identify courses that they created and/or taught and discuss curriculum development, supervision of graduate and undergraduate students, and advising as well as other types of contributions to teaching/supervision, including the development of pedagogical tools or methods.
Candidates should describe their learning goals and outcomes as well as methods of assessment and evaluation.
Supporting evidence includes the following:
Student Evaluation of Faculty Teaching
A candidate will submit his/her end of course evaluations for all of his/her courses and/or supervision activities from the past two years and provide a statistical summary for all of his/her courses and/or supervision activities at his/her current rank.
Peer Evaluation of Faculty Teaching
The academic unit head (or designee) is responsible for assigning three senior faculty members to conduct individual peer appraisals of the non-tenure-track candidate's teaching activities. A candidate must have at least three peer appraisals conducted by senior faculty during his/her time at rank of assistant professor before going up for promotion to associate professor. Evaluation of teaching activities may be done by the academic unit head, program chair, or by other senior faculty members who are recognized as excellent teachers. Individuals outside the academic unit may also be enlisted. Scheduling of observations should be arranged with the candidate in advance.
These peer evaluations should, at a minimum, specifically address and provide relevant examples of the candidate's ability to present course content and/or skills to students, integration of topics, structure of the teaching session, and congruence between course goals and accomplishments.
An important part of peer review is the evaluation of instructional materials prepared by the candidate.
General categories for consideration and sources for evaluation:
Threshold criteria for promotion to associate professor:
Research/Scholarship
Non-tenure-track candidates must demonstrate the advancement of scholarly knowledge through scholarship of discovery, which includes publications in pedagogy or the candidate's area of specialization, and scholarship of teaching/pedagogy, which focuses on teaching practice and includes curriculum development and research projects.
Scholarship of discovery demonstrates the advancement of scholarly knowledge in academic and professional communities. Where applicable, the candidate should identify how the research/scholarship is connected and applied to courses and/or thesis supervision. In addition to the demonstration of activity listed below, a characterization of the programmatic quality and overall contribution to pedagogy or the candidate's scholarly field is expected from the candidate's narrative and external references. Where available, formal measures of the candidate's scholarly work (e.g., h index from Google Scholar, ResearchGate Score, journal impact factor, and Social Sciences Citation Index), published reviews of the candidate's scholarly work, and assessments of the quality and reputation of the journals and/or publishers should also be provided by the candidate and external references. Sources for evaluation include copies of articles and essays, tables of contents, award letters, etc.
Scholarship of teaching/pedagogy includes educational research projects disseminated at professional conferences and/or peer-reviewed publications, publication of textbooks or teaching materials, projects funded by external or internal grants to support instructional activities, and production of instructional videos.
General categories of scholarship for consideration:
Threshold criteria for promotion to associate professor:
Activity in these additional areas may make a stronger case for promotion:
Service/ Administration
Service activities include but are not limited to the following: committee work for the program, school, college, or university; student advising; faculty mentoring; coordinating programs linking student or faculty expertise to opportunities outside the university; and service to the faculty member's discipline through involvement in professional organizations and conferences.
Service should reflect continued/consistent growth and development, progressing each year under review. For example, short-term committee membership or membership on committees that have little responsibility should be offset with added responsibilities/roles in other committees or evidence of new initiatives on the existing committees.
General categories of service for consideration:
General categories of administration for consideration include but are not limited to the following:
Sources of evaluation of administration should include a list of activities and accomplishments while serving in administrative roles, which can be documented through letters, memos, catalog entries, contracts, or other relevant evidence. Candidates should also submit letters from their supervisors outlining and evaluating their performance and contributions to the university.
Threshold criteria for promotion to associate professor and sources for evaluation:
Teaching/Supervision
Non-tenure-track candidates seeking promotion to professor must demonstrate a record of achievement in teaching. The candidate's narrative should characterize his/her teaching philosophy and contributions to the program, school, college, and university.
Teaching faculty should demonstrate superior quality of teaching and sustained contributions in teaching and learning. Evidence of professional development and growth in teaching includes established strong performance in teaching/supervision, a wide range of courses developed and taught, curricular and pedagogical improvement and innovation, advanced professional training, participation in and organization of teaching and learning workshops, and mentoring of peers in best practices in teaching. Candidates should identify courses that they created and/or taught and discuss curriculum development, supervision of graduate and undergraduate students, and advising as well as other types of contributions to teaching, including the development of pedagogical tools or methods. Candidates should describe their learning goals and outcomes as well as methods of assessment and evaluation.
Supporting evidence includes the following:
Student Evaluation of Faculty Teaching
A candidate will submit his/her end of course evaluations for all of his/her courses and/or supervision activities from the past two years and provide a statistical summary for all of his/her courses and/or supervision activities at his/her current rank.
Peer Evaluation of Faculty Teaching
The academic unit head (or designee) is responsible for assigning three senior faculty members to conduct individual peer appraisals of the non-tenure-track candidate's teaching activities. A candidate must have at least three peer appraisals conducted by senior faculty during his/her time at rank of associate professor before going up for promotion to professor. Evaluation of teaching activities may be done by the academic unit head, program chair, or by other senior faculty members who are recognized as excellent teachers. Individuals outside the academic unit may also be enlisted. Scheduling of observations should be arranged with the candidate in advance.
These peer evaluations should, at a minimum, specifically address and provide relevant examples of the candidate's ability to present course content and/or skills to students, integration of topics, structure of the teaching session, and congruence between course goals and accomplishments.
An important part of peer review is the evaluation of instructional materials prepared by the candidate.
General categories for consideration and sources for evaluation:
Threshold criteria for promotion to professor:
Research/Scholarship
Non-tenure-track candidates must demonstrate the advancement of scholarly knowledge through scholarship of discovery, which includes publications in pedagogy or the candidate's area of specialization, and scholarship of teaching/pedagogy, which focuses on teaching practice and includes curriculum development and research projects.
Scholarship of discovery demonstrates the advancement of scholarly knowledge in academic and professional communities. Where applicable, the candidate should identify how the research/scholarship is connected and applied to courses and/or thesis supervision. In addition to the demonstration of activity listed below, a characterization of the programmatic quality and overall contribution to pedagogy or the candidate's scholarly field is expected from the candidate's narrative and external references. Where available, formal measures of the candidate's scholarly work (e.g., h index from Google Scholar, ResearchGate Score, journal impact factor, and Social Sciences Citation Index), published reviews of the candidate's scholarly work, and assessments of the quality and reputation of the journals and/or publishers should also be provided by the candidate and external references. Sources for evaluation include copies of articles and essays, tables of contents, award letters, etc.
Scholarship of teaching/pedagogy includes educational research projects disseminated at professional conferences and/or peer-reviewed publications, publication of textbooks or teaching materials, projects funded by external or internal grants to support instructional activities, and production of instructional videos.
General categories of scholarship for consideration:
Threshold criteria for promotion to professor:
Activity in these additional areas may make a stronger case for promotion:
Service/ Administration
Service activities include but are not limited to the following: committee work for the program, school, college, or university; student advising; faculty mentoring; coordinating programs linking student or faculty expertise to opportunities outside the university; and service to the faculty member's discipline through involvement in professional organizations and conferences.
Service should reflect continued/consistent growth and development, progressing each year under review. For example, short-term committee membership or membership on committees that have little responsibility should be offset with added responsibilities/roles in other committees or evidence of new initiatives on the existing committees. For promotion from associate professor to professor, candidates should have service commitments at the university level and in the larger academic community in national or international organizations.
General categories of service for consideration:
General categories of administration for consideration include but are not limited to the following:
Sources of evaluation of administration should include a list of activities and accomplishments while serving in administrative roles, which can be documented through letters, memos, catalog entries, contracts, or other relevant evidence. Candidates should also submit letters from their supervisors outlining and evaluating their performance and contributions to the university.
Threshold criteria for promotion to professor and sources for evaluation:
October 2018
Clinical Faculty is an academic appointment made to a member of a profession who is affiliated with a non-academic university unit and engages in practical instruction of professional students. Clinical faculty make substantial contributions to university programs through their expertise, interest, and motivation to work with the faculty in preparing and assisting with the instruction and supervision of students in practicum settings. Clinical faculty generally serve as professional staff with added responsibilities of student training, research, and university service.
The rank of Clinical Assistant Professor is associated with the following competencies and expectations:
The rank of Clinical Associate Professor is associated with the following competencies and expectations:
Clinical Professor
The rank of Clinical Professor is associated with the following competencies and expectations:
Clinical Faculty Promotion Criteria
These guidelines provide a basis for judgment in evaluating and rewarding meritorious performance of clinical faculty in Florida Institute of Technology's College of Psychology and Liberal Arts. Promotion is an acknowledgement of a faculty member's achievements in the areas of teaching/supervision, research/scholarship, and service/administration. Clinical faculty in the College of Psychology and Liberal Arts will be evaluated in these three categories with an emphasis on their contributions in clinical service and student supervision.
Promotion Procedures
Faculty Handbook (FH) 2.8 Promotion and Tenure Policies and Procedures details the procedures that candidates, academic unit heads, promotion committees, and deans must follow. Collection of documentation for the dossier is the responsibility of the candidate going up for promotion. The dossier must follow the same organization and use the same headings and sub-headings as those that are listed in FH Appendix 1.
Promotion Eligibility
Appointment as a clinical assistant professor will be based on a candidate's potential to provide clinical service effectively and to advance scholarly knowledge. Potential will be determined typically through the examination of an academic curriculum vitae, letters of recommendation, and an invited interview.
A candidate can be considered for promotion to clinical associate professor in his/her sixth year in rank as a clinical assistant professor. There is no maximum time limit.
Promotion of candidates to clinical associate professor is not automatic; it is based on the fulfillment of potential in effective clinical service/supervision, research/scholarship, and service/administration.
Clinical service/supervision performance of high quality will be expected of all clinical faculty, and such performance will be judged on the basis of current and former student evaluations. Peer evaluation of clinical service and supervision of undergraduate and graduate research and practicum can supplement student evaluations. In the absence of an adequate, universal metric to evaluate clinical service/supervision performance, the candidate must provide sufficient documentation to support his/her candidacy for promotion. A candidate will submit his/her end of course evaluations for all of his/her clinical service and/or supervision activities for at least the previous two years and/or statistical summaries for the clinical service/supervision units.
Research/scholarship qualifications will be judged on the basis of an active and meaningful program of research. The "Promotion Criteria" section below details the types of research/scholarship considered for promotion and to be submitted for review. The candidate's research/scholarship program will be evaluated by the committee and at least two external reviewers.
Service/administration is a category that includes a clinical faculty member's contributions to the clinical unit, department, school, college, university, and regional/national/international organizations.
Qualification in university and professional service will be based on letters obtained from administrators, supervisors and colleagues in those endeavors and other documentation of activity. Performance in service activities must rise above the norm to be considered meritorious. For clinical faculty members with administrative roles as part of their workload, those contributions are represented within this category.
A candidate can be considered for promotion to clinical professor in his/her sixth year in rank as a clinical associate professor. There is no maximum time limit.
Promotion to professor will be based on the establishment of a university-wide and national reputation for excellence in clinical work and related scholarship and significant contributions to the teaching and service mission of the unit.
The criterion elements for promotion to professor will be the same as those for promotion to associate professor. However, the requirements within these criteria will be more extensive for promotion to professor, and letters will be solicited from at least three full professors with strong reputations in the candidate's area(s) of specialization.
The three areas in which a clinical faculty candidate is evaluated for promotion are clinical service/supervision, research/scholarship, and service/administration. Each area represents an important measure of a clinical faculty member's performance. As merit in individual areas is evaluated in relation to the candidate's official roles and responsibilities, the weight of the individual categories may vary.
The criteria for promotion are described below. These criteria set minimum thresholds for promotion eligibility and the CoPLA promotion committee will use these criteria in making a promotion recommendation to the dean. Faculty who meet these criteria may be considered for promotion, but candidates are encouraged to exceed the minimum standards to make a stronger case for promotion. The lists of general categories for consideration and sources for evaluation in the three areas are not all inclusive, and candidates are encouraged to highlight all relevant contributions in the dossi er.
Clinical faculty candidates seeking promotion to clinical associate professor must demonstrate a record of achievement in clinical service and student training and articulate a compelling clinical agenda. The candidate's narrative should characterize his/her training philosophy and contributions to the unit.
General categories for consideration and sources for evaluation:
Threshold criteria for promotion to clinical associate professor:
It is expected that clinical assistant professors have at least 2/3 of their clinical service and/or supervision in the previous two years rated "good" or higher to be eligible for promotion to clinical associate professor. Clinical assistant professors will also demonstrate achievements across the categories listed above.
Research/Scholarship
Clinical faculty are expected to contribute to the advancement of scholarly knowledge within their field. General categories of scholarship for consideration:
Expectations for threshold performance during the previous five years:
Activity in these additional areas may make a stronger case for promotion:
Service/ Administration
Clinical faculty members are expected to serve their unit, program, school, college, university and professional organizations. Sources for evaluation will be letters of appointment and recognition and copies of organizations' conference programs/ mailings. Candidates with administrative roles are required to submit letters from their supervisors evaluating their performance and contributions to the university.
Service should reflect continued/consistent growth and development, progressing each year under review. For example, short-term committee membership or membership on committees that have little responsibility should be offset with added responsibilities/roles in clinical program improvement or development.
General categories of service for consideration:
General categories of administration for consideration:
Expectations for threshold performance during the previous five years:
It is expected that assistant professors will have service commitments at the department, college and university levels to be eligible for promotion to associate professor.
Promotion to Clinical Professor
Candidates seeking promotion to clinical professor must demonstrate a record of achievement in clinical service and supervision. The candidate's narrative should characterize his/her training and service philosophy and contributions to the unit.
General categories for consideration and sources for evaluation:
It is expected that clinical associate professors have at least 2/3 of their clinical service and/or supervision in the previous two years rated "good" or higher to be eligible for promotion to clinical professor. It is also expected that clinical associate professors have made significant contributions to their clinical unit at this stage in their careers.
Research/Scholarship
Clinical faculty are expected to contribute to the advancement of scholarly knowledge within their field. General categories of scholarship for consideration:
It is expected that clinical associate professors will solidify their scholarly programs during their minimum five years in rank. Promotion to clinical professor will emphasize not only documentation of individual categories of evaluation but also an active and vigorous research agenda and output. Hence, in addition to the demonstration of activity listed below, a characterization of the programmatic quality and overall contribution to the scholarly field is expected from external references.
Expectations for threshold performance during the previous five years:
Activity in these additional areas may make a stronger case for promotion:
Service/ Administration
Clinical faculty members are expected to serve their unit, program, school, college, university and professional organizations. Sources for evaluation will be letters of appointment and recognition and copies of organizations' conference programs/mailings. Candidates with administrative roles are required to submit letters from their supervisors evaluating their performance and contributions to the university.
Service should reflect continued/consistent growth and development, progressing each year under review. For example, short-term committee membership or membership on committees that have little responsibility should be offset with added responsibilities/roles in clinical program improvement or development.
General categories of service for consideration:
General categories of administration for consideration:
Expectations for threshold performance per year during the previous five years:
It is expected that clinical associate professors will have distinguished themselves in their unit through service and administrative contributions. Service to the larger academic community in national and international organizations is also required to be eligible for promotion to clinical professor.
