Department of Crop Science Reappointment, Promotion and Tenure Standards and Procedures
RUL 05.67.07
Authority: Provost and Executive Vice Chancellor
History: First Issued: October, 1999. Last Revised: January 25, 2008. Additional History Information.
Related Policies:
NCSU POL05.20.1 - Academic Tenure Policy
NCSU REG05.67.1 - College of Agriculture and Life Sciences RPT
NCSU REG05.20.27 - Statements of Mutual Expectations
Glassick Standards - See page 6 of the Process Description for RPT
Additional References:
Office of the Provost RPT Website
Contact Info: Department Head, Department of Crop Science (515-2647))
1. INTRODUCTION
This rule describes the Department of Crop Science standards for evaluating faculty performance for reappointment, promotion and tenure and is supplemental and consistent with NC State University Academic Tenure Policy.
The objective of reappointment, promotion and tenure in the Department is to recognize and reward colleagues who have achieved distinction in their discipline and who show expectation of continued professional development and advancement. Distinction is characterized by excellence in conducting and directing teaching, research, and extension activities. Participation in service and University community activities are also recognized as important contributions to the mission and vitality of the Department and University.
Although promotion and tenure are designed to reward distinction in professional development, the gaining of promotion and tenure should not be an end unto itself. Rather, faculty should view such attainment as milestones in continued professional development throughout one's career. While recognizing that the total effects of teaching, research, and extension may take years to surface, the Departmental Voting Faculty and administrators must make judgments on a faculty member's professional development, and potential for continued development, within finite time frames. Therefore, it is critical that the faculty member understand the Department's expectations for reappointment, promotion and tenure, and how those standards will be applied. Because of the wide diversity of disciplines and activities resident within the Department, the faculty and administration also recognize that, although there must exist core expectations for distinction in one's career, the standards must accommodate diversity. Nonetheless, the standards must be applied consistently.
The diversity within the Department is reflected in the fact that research from the very basic to the long-term applied is conducted in the Department. Projects devoted to molecular biology and biogenetic engineering, and fundamental plant biochemistry, are prime examples of basic research activities. At the other extreme, studies involving perennial forage grasses, rotations and tillage methods, and cultivar development represent examples of long-term, applied activities. These latter examples often present special problems to the Departmental Voting Faculty and administrators in evaluating program development and the potential for continued professional development. For example, the appointment of an assistant professor late in the calendar year results in an evaluation and decision on his/her reappointment being made by the Departmental Voting Faculty and administration in about 24 months. For an individual conducting perennial forage studies, only the establishment of the plots may have been accomplished by the time the first evaluation is held. Because many scientific journals require at least two and often three years data for field studies, the faculty member will have had time only to collect the data, and perhaps submit a manuscript, before the final evaluation and decision on promotion and tenure to associate professor is rendered 36 months later. A similar scenario can be developed for a research program involving cultivar development. This discussion is not to suggest that the new faculty member should not undertake long-term studies, but it is presented to make junior faculty, Departmental Voting Faculty, and administration aware of the challenges inherent with such programs.
Hereafter in this rule, "senior faculty" refers to tenured full professors, and "junior faculty" refers to tenured or tenure track assistant professors and tenured or tenure track associate professors.
2. AREAS OF FACULTY RESPONSIBILITY
2.1. Teaching
Teaching is an important and integral component of the Department, college, and University. The Crop Science Department places great value on teaching and associated academic activities that strengthen the educational climate in which our students live and work.
2.2. Research
Faculty members with responsibilities in research are expected to develop and conduct independent, productive research programs directed toward the creation of new knowledge or the creative synthesis of existing knowledge. They will prepare and have approved one or more North Carolina Agricultural Research Service (NCARS) project outlines according to the guidelines for an USDA CRIS project.
2.3. Extension
Extension programs and activities are integral and necessary components of the basic mission of the Department and the college. The primary responsibility of faculty members with extension responsibilities, i.e., Extension Specialists, is to transfer technology by supporting and assisting county extension agents in the development and delivery of pertinent, research-based educational programs to agricultural and related clientele. In addition, the diversification of agriculture in NC and its involvement in issues of broad public concern often necessitate the interaction of extension faculty with colleagues in this and other departments, as well as with representatives of appropriate agencies/organizations/industries outside the university system. The primary focus, however, should be on improving the ability of county agents to effectively and objectively deliver agronomically, economically, and environmentally sound information to their clientele.
While the primary responsibility of technology and information transfer usually require frequent interactions with off-campus clientele, extension personnel holding faculty rank are full members of the Departmental and college community and, therefore, are expected to participate appropriately with research and teaching colleagues in crop science and other departments to accomplish the mission and goals of the Department and to render service to the College, University, and the people of North Carolina.
2.4. Service
Every faculty member is expected to participate in Departmental, College, and University activities and/or committees on a reasonable basis. This includes involvement in professionally related activities of undergraduate and graduate students and, in some cases, managing departmental facilities. However, because of the numerous service opportunities available, judgment and discretion are necessary to determine which activities should have priority, particularly for untenured faculty. The degree of involvement in these activities should be discussed with the Head.
3. GENERAL STANDARDS
Within the context of career-long intellectual and professional development, the Department's operating philosophy is to encourage faculty to pursue excellence rather than simply activity. Although it is easy to count publications, number of students taught, presentations and seminars given, or the number of on-farm tests conducted, such activities do not necessarily reflect quality in the development of a faculty member's program. A single significant publication (or activity) is undoubtedly better than any number of insignificant ones.
In addition to the diversity within the Department, the faculty also recognize that excellence in programs derives from excellence of individuals who, by nature, are individualistic. It is the Department's, College's, and University's responsibility to provide an environment in which individual growth and intellectual excellence can prosper. That environment, which necessarily includes facilities and resources, also includes an intellectual and administrative atmosphere that supports and encourages creativity and innovation. This environment (particularly facilities and resources) may vary depending upon the individual program; thus, such variation must be considered when evaluating professional development and accomplishments during the promotion and tenure review process.
3.1. TEACHING
3.1.1. Classroom Performance
Teaching effectiveness will be evaluated by student questionnaires, observation by peers, and other methods for special situations, as in the case of graduate-level courses with few students. Such methods may include written comments from students, other faculty who visit the class, and graduate students who assist the faculty member in teaching the course. Unannounced visits by the Head or Teaching coordinator are deemed appropriate.
Exit interviews of graduating students by either the Head or Teaching coordinator, and follow-up interviews with graduates who have had the opportunity to assess the value of their education, also are useful standards of classroom performance.
3.1.2. Advising
Competence in academic advising is a vital area of responsibility for faculty, and thus should be an integral part of the evaluation process. Factors to be considered include advising load, survey of students at or following graduation, and advising evaluation results.
3.1.3. Graduate Education and Training
The training of graduate students and collaboration with post-graduates is an important function of the department. Faculty are encouraged to participate in graduate student training. Publication of graduate students, and postdoctoral research contributes greatly to the strength and reputation of a faculty member's program and, subsequently, the Department.
3.1.4. Creativity, Innovation, and Scholarship
Creativity and innovation in course and curricula development are important evaluation standards. Materials and methods developed and/or published as textbooks, laboratory manuals, audiovisuals, and computer-based educational programs are examples of activities, which will be included in the evaluation. Recognition by peers, including honors, awards, and invitations to participate in symposia, conferences, and workshops related to teaching are important evaluation standards.
3.1.5. Additional Evidence of Academic Effectiveness
The evaluation of teaching performance will also consider seeking and obtaining extramural funds for academic programs, teaching development, student recruiting, continued contact with graduates, and sensitivity to the needs and interests of both majors in Agronomy and non-majors inside and outside the classroom, including club advising.
When the faculty member develops a new course, consideration will be given for the time, energy, and expertise required to initiate and carry to fruition such an addition to the Department's academic offerings.
Similarly, oral or poster presentations of academic issues and concepts at professional meetings have considerable value to the individual, Department, and profession, and thus will also be considered an important part of the evaluation.
3.2. RESEARCH
3.2.1. Extramural Funding
It is essential that all faculty recognize that NCARS support is not adequate for the development and maintenance of a research program of such quality as to result in satisfactory progress toward professional development, program growth, and, ultimately, permanent tenure with advancement.
Both effort and success in attracting extramural funding is, therefore, important to the development of a quality research program, and effort in this regard will be considered during the tenure and promotion evaluation process. With the advice of the Head, colleagues, his/her mentor, NCARS personnel, and other appropriate agencies, the faculty member must identify sources of support and submit proposals for consideration. This funding may come through various methods, including direct grants, university mini-grants, memoranda of agreement, unrestricted gifts, and in-kind support.
It is common for junior faculty to seek support in modest amounts for specific, short-term projects targeted toward a narrow set of questions or objectives. Product testing is an example of one type of such activity. While a certain amount of this type research is appropriate and may fit into the overall objective of certain research projects, the faculty member must be very careful that such projects are consistent with the overall program goals and pay their own way. Care must be taken that university policy is followed and that the work is conducted in such a manner that results can be reported in an appropriate form in a timely fashion. Product evaluation alone would not be sufficient research to lead to professional advancement. The faculty member should discuss such opportunities with the Head before such agreements are established or executed.
3.2.2. Reporting of Results (Publications)
Research is not completed until the results are summarized, interpreted, and reported. Faculty who do not complete the research process by reporting the results, in proportion to their research responsibilities, will not receive support for promotion and tenure. Publication of the written word is one mode of communicating information or knowledge. Publication of scholarly works in peer-review journals is, and will remain, an important means of disseminating knowledge. However, there are other, equally appropriate, ways to report information. Experiment Station publications (bulletins, etc.), books, book chapters, review articles, technical papers, and computer programs are important means of disseminating new information.
The oral presentation (both invited and submitted) at professional meetings is not only an appropriate method of transmitting information and knowledge, it is an effectual one in that rapid, lasting impressions (both positive and negative) of the individual, the research, and the Department and University are formed by the recipients of those presentations. Further, it should be recognized that such presentations usually reach a broader audience than the readership of a scientific article. Video presentations hold similar benefits and disadvantages.
There are not specific numbers of publications that will guarantee promotion and tenure. Continued and regular contributions to the scientific literature as evidence of scholarly pursuit is necessary. Quantity is important only as a general indicator of scholarly activity; of more significance is the quality of the contribution to new knowledge.
3.2.3. Potentially Patentable Research
Faculty who are working on developments that may have rather immediate commercial application should familiarize themselves with the University Patent Policy. Additionally, it should be understood that, although a U. S. Patent application can be filed anytime within 12 months after publication of a device or technology, any publication or presentation which provides sufficient detail to allow others to duplicate the device or technology will preclude the filing of foreign patent applications which normally can be filed within 12 months after the filing of a U. S. patent application. These procedures thus may impose constraints to the publication of information in a timely fashion. Faculty members who are involved in potentially patentable developments should consult with and keep the Head informed of such activities so that the Departmental Voting Faculty and administration can be made aware of the situation during the evaluation process for promotion and tenure.
3.2.4. Collaborative Efforts
Independent work is the basis of most scholarly activities and recognition, and it is becoming increasingly important to participate in collaborative work. Ability to cooperate with other faculty within the department, other departments within the university, and with faculty in other institutions, is therefore important. Recognition will be given to junior faculty who contribute to collaborative investigations as junior authors on publications.
3.2.5. Reputation Among Peers
Reputation among peers is important in evaluating faculty. To be considered for promotion and tenure to the associate professor level, all faculty must have established a regional or national reputation. International recognition is required for promotion to the rank of professor. Recognition by peers on a national and international basis is more critical in the evaluation of faculty for promotion to the rank of professor than for promotion to associate professor. Receipt of awards and honors provides a basis for quantifying recognition, as do invitations to participate in symposia or training workshops, to present seminars, to hold editorships, to contribute review papers and/or book chapters, etc. Nomination and election to positions of leadership in professional societies are also indicative of peer recognition. In short, any activity that reflects on the professional competence and reputation of the faculty member contributes to establishing distinction in research.
3.3. EXTENSION
3.3.1. Components of successful Programs
Because of the numerous commodities, issues, and/or disciplines dealt with by Crop Science extension faculty, the specific nature and objectives of programs and approaches used by individual specialists may vary widely. The Statement of Mutual Expectations will describe the responsibilities of an individual faculty member. New faculty members are encouraged to discuss priorities and approaches to program development with the Head, Department Extension Leader, campus extension specialists, county extension agents, commodity leaders and advisory groups, and his/her mentor. In addition, attention to the following components of effective, successful extension programs will facilitate professional development and, therefore, the promotion and tenure process.
3.3.1a. Program Development. Specific program objectives and approaches should be based on the unique needs of the clientele, and most of the primary program objectives should be identifiable by clientele and administrators as belonging to the individual specialist. However, while independent initiative is encouraged to accomplish specific objectives and individual recognition, the integrated nature of some problems will necessitate cooperation with extension/research colleagues in Crop Science and other departments or agencies/organizations, public or private, to accomplish the objectives). Providing leadership for and participation in cooperative extension activities are often evidence of progressive educational programs.
3.3.1b. Program Delivery and Evaluation. New technology and information may be transferred by a multitude of traditional and new techniques, including in-service training (classroom and field), on-farm tests (applied research) and demonstrations, newsletters, tours, short courses, meetings with county extension agents and agribusiness personnel, press and media, videos and computer software development, extension/research publications, etc., depending on the nature and objectives of specific educational programs and clientele. In the case of split appointments, use of appropriate extension delivery techniques which complement individual responsibilities to departmental research or teaching functions are encouraged (e.g., development of written and visual materials which can also be used for teaching or inclusion of treatments in replicated on-farm tests which complement experiments conducted on research stations).
Self- and peer-evaluation of extension programs will assist extension faculty in documenting progress and identifying strong (or weak) points of their programs. Periodic surveys or other instruments which help to quantify positive changes in adoption of program objectives by clientele are also useful to Departmental Voting Faculty and administrators when making promotion and tenure decisions.
3.3.1c. Response to clientele. Extension specialists must respond to appropriate requests by extension clientele in a timely and professional manner.
3.3.1d. Scholarly activities. Extension publications and/or the use of other educational outlets such as those listed under "Program Delivery and Evaluation" are essential and demonstrate the effectiveness of extension programs. In addition, periodic publication in state, regional, national, or other extension bulletins that receive peer review, or in regional or national journals such as Crop Science, Agronomy Journal, Journal of Production Agriculture, Tobacco Science, Peanut Science, Weed Science, Weed Technology, or Journal of Seed Technology are necessary for promotion; the latter are especially important for faculty with joint research appointments. Publication in such journals or other scientific publications, writing of books or book chapters, and training of graduate students, either individually or cooperatively, is evidence of scholarly activity and continued intellectual development within the discipline.
3.3.1e. Program Support and visibility. Individual or cooperative success in obtaining ongoing extramural funding is important and reflects as favorably on extension as on research and other programs. It also demonstrates that extension programs are pertinent and objectives are being achieved.
Most Crop Science extension faculty maintain close, professional contacts with commodity organizations or similar groups. These relationships can help develop statewide recognition of a program, make the specialist aware of clientele concerns, maintain contact with commodity and industry leaders, and, in some instances, serve as sources of financial support.
Individual and/or team awards and recognitions at all levels bring favorable recognition to the program and the Department. They also indicate peer and clientele confidence in faculty expertise in the discipline/commodity program area. Those who receive awards seldom seek them, but often support and participate in obtaining recognitions for deserving coworkers. Similarly, international experiences reflect program and professional maturity and are encouraged to the extent that programs and creativity are enhanced.
3.4. Service in Professional Societies and Within the University Itself
All faculty members are expected to become involved in the operation of the department, college, and university by serving in various capacities (e.g., on committees, boards, panels, task forces, and commissions). Faculty members are also expected to further their disciplines by providing service to their professional societies by serving as officers or on committees, serving as editors and reviewers for professional journals or other professional publications, and serving on study and review panels for governmental agencies and funding organizations. Although there is a reasonable limit to the extent of involvement, it is not unreasonable for these tasks to average 10 to 15% of a faculty member's time. Appointments requiring larger amounts of time should be approved in advance by the department head.
4. STANDARDS FOR REAPPOINTMENT AS ASSISTANT PROFESSOR
The Department of Crop Sciences reviews faculty being considered for reappointment to assure that they are making satisfactory progress towards promotion to associate professor with tenure. The individual is expected to show evidence that significant scholarly activity is in progress and there is a willingness and ability to work with colleagues and participate in Department, College and University activities.
In addition to annual reviews by the Head, the reappointment process includes an interim judgment about the faculty member's probable suitability for tenure in the Department. Strengths and weakness should be identified, and standards for promotion and tenure that remain to be satisfied should be clearly articulated to the faculty member.
If the assistant professor is reappointed, he or she will be expected to follow the written and oral guidance of the Department and the Dean, and meet the expectations stipulated in the review.
5. STANDARDS FOR ASSOCIATE PROFESSOR WITH TENURE
To be considered for promotion to Associate Professor in the Department of Crop Science, an individual must fulfill the standards as described in Section III. The Departmental Voting Faculty must have a reasonable expectation that the candidate will continue to build a national and international reputation through continued contributions to the field.
6. STANDARDS FOR PROFESSOR
To merit promotion to Professor, an individual faculty member will have met the standards described above for appointment or promotion to associate professor with tenure. Furthermore, the individual will have demonstrated a proven record of distinguished achievement in teaching, research and extension commensurate with their Statement of Mutual Expectations. For promotion to full professor, the department must be assured that the candidate has a national and international reputation for excellence in her/his field and that the candidate will maintain this reputation through significant contributions to the field.
7. PROCEDURES
Faculty are responsible for being knowledgeable about the Department's reappointment, promotion and tenure standards and procedures, as well as the College and University related processes. Faculty are encouraged to maintain professional records on an ongoing basis.
USDA scientists add significantly to the research capabilities of the Department, and are considered to be full members of the faculty. Consistent with university policy, the Department evaluates USDA personnel holding faculty rank for promotion on the same basis as tenure-track faculty.
Each year the Department Head will be responsible for establishing deadlines in accordance with the College and University stated timelines for submission and review of materials and for a meeting of tenured faculty for discussion and voting on each reappointment, promotion, and tenure case. Emeriti faculty will be included consistent with Policy 05.20.2 Emeritus Faculty Status and Involvement which states "Emeriti are not departmental voting faculty and may not vote on reappointment, promotion or tenure decisions. However, Emeriti faculty may be consulted regarding candidates for reappointment, promotion and tenure. Candidate dossiers may only be examined with the permission of the candidate." All assessments, discussions, and voting on each case will be in strict confidence. All appropriate faculty are expected to be present at the discussion and vote unless there are extreme circumstances which would warrant a faculty member's absence. Faculty members who are unable to be present at this meeting will be expected to review each faculty member's dossier and submit their vote for each candidate to the Department Head.
In brief, the following sequence of events constitute the review process for promotion and tenure:
7.1. Preliminary review of non-tenured faculty by all tenured faculty.
7.2. Eligible cases are brought before the tenured faculty by the mentor and Head.
7.3. The merits of individual cases are considered and discussed by the tenured faculty and a secret vote is taken (for, against, abstain). Absentee ballots are collected by the Head and the votes are added to the total.
7.4. The remaining procedures are consistent with the N. C. State University Academic Tenure Policy.
