The following are the policies, procedures, and criteria for review, reappointment,
promotion, and tenure of faculty in the College of Design. They are based upon
the similar document that was approved by the faculty in 1996, but have been
updated to reflect changes instituted at the university level and the academic
organization of the College at the beginning of the 2000-2001 academic year.
Based upon the approval of the faculty in the Spring of 2000, the Associate
Dean of Academic Affairs will act as the liaison with the Provost's office and
the clearinghouse for information regarding these policies, procedures, and
criteria. The Associate Dean will also update this document on an as needed
basis as changes are instituted at the University, College, School, or Department
level.
POLICIES, PROCEDURES, AND CRITERIA FOR REVIEW, REAPPOINTMENT, PROMOTION,
AND TENURE
1.0 PROLOGUE
The primary objective of faculty evaluation must be the professional development
and fulfillment of each individual faculty member. Decisions regarding faculty
reappointment, promotion, and tenure, therefore, are among the most important
in the life of an academic community. These decisions are determined on the
basis of the performance and record of the faculty member and are considered
in an ordered and deliberate review process. The process and its specific criteria
are the province of the faculty. The equitable and consistent application of
the criteria is the responsibility and duty of the tenured faculty. The dean,
school director, department chairs, and other university administrators have
a perspective on the process from the standpoint of clarity and adherence of
each review to the process, available resources, and contribution of the individual
to the college and the university. The character of the institution will emerge
from the consistency, fairness, and equity of the review process. Individual
faculty performance will vary in content and focus. Each candidate is entitled
to clearly articulated expectations and procedures. Tenured faculty are equally
entitled to knowledge about the candidate, information about performance, and
other pertinent disclosures that a comprehensive process brings forth.
The guidelines that follow describe the process for reviewing faculty within
the College of Design. The roles and responsibilities of the candidate, the
reviewing faculty, and appropriate administrators are set forth along with sequence
of events which articulate the process.
2.0 POLICIES
2.1 University Policies
The basic procedures, policies, and criteria governing review, reappointment,
promotion, and tenure decisions have been established by the University and
are contained in the "North Carolina State University Tenure Regulations"
which have been approved by the NCSU Board of Trustees and the UNC Board of
Governors. The essential elements of these regulations are set forth in chapters
5 and 6 of the Faculty Handbook(1996). (As these are periodically
updated, reference should be made to the current edition.)
Within these chapters are broad policy statements regarding matters such
as non-discrimination, nepotism, and tenure conferral. Also faculty positions
are defined as to type, rank, and qualifications. These policies provide
a framework for decisions and procedures for review, reappointment, promotion,
and tenure of faculty members in the College of Design.
2.2 College, School, and Departmental Policies
Policies, procedures, and criteria established by the College of Design and
its School and departments regarding review, reappointment, promotion, and
tenure are defined in subsequent sections of this document. They are intended
to supplement university policies and regulations, providing specific applications
and details appropriate to the disciplines represented in the College within
the broadly defined framework set by university policies.
Consistent with the College of Design Faculty Constitution and Bylaws, these
policies and procedures have been approved by the college faculty, school
and departmental faculties where specific to a school or department, and the
Dean.
3.0 PROCEDURES
Procedures outlined in this section describe the principal elements and events
of the review process as well as the roles and responsibilities of the various
participants in the process - candidate, reviewing faculty, administrators,
and others. These procedures, as amplified by referenced appendices, are to
be applied consistently and equitably to all cases of review, reappointment,
promotion, and tenure in the College of Design.
3.1
Career Development Plan
The Career Development
Plan is an essential element of the process for review, reappointment, promotion,
and tenure. It is the responsibility of the individual faculty member to
formulate the plan and articulate his or her career goals within the framework
of university, college, school and departmental purposes.
It is important to remember
that the process leading to review, reappointment, promotion, and tenure begins
on the first day of the initial appointment; and the preparation of the Career
Development Plan, as required during the individual's first year as a tenure-track
faculty member, will enable him or her to build a credible case for review,
reappointment, promotion, and tenure.
A full description of
the concept of the Career Development Plan, its elements, and requisite procedures
is set forth in Appendix 5.2.
3.2
Performance Review of Faculty
The major responsibility
of the College of Design's academic school and departments is to provide education
programs of the highest quality, and the faculty evaluation process is closely
linked to this responsibility. Teachers and programs alike cannot remain
on the leading edge of professional education unless they are rigorously and
objectively evaluated. Teachers cannot remain constructive forces in their
field unless they continue to learn and grow. While the process of evaluation
ultimately results in judgment related to administrative decisions on review,
reappointment, promotion, tenure, and compensation, the positive and constructive
dimensions of feedback and guidance must also be given appropriate consideration.
For all these reasons,
all members of the College of Design faculty - tenured and tenure-track -
are required to undergo periodic performance evaluations as described below.
3.2.1
Tenure-Track Faculty Review Process
- Tenure-track faculty
are reviewed on an annual basis.
- The review shall
be conducted by the faculty member's School Director or Department Chair
and shall focus on the Career Development Plan. (The School Director
or Department Chair may involve other school or departmental faculty in
the review process if procedures and responsibilities have been clearly
defined in writing and approved by the Dean.)
- The School Director
or Department Chair shall interview the faculty member and review progress
made over the course of the past year towards goals outlined in the Career
Development Plan. The faculty member shall provide such additional requested
information as may be needed to assure a full and comprehensive review.
- The Department Chair
shall provide the faculty member a written evaluation indicating his or
her assessment of the faculty member's performance. Areas of concern
and guidance as to how performance may be improved or how goals may be
accomplished should be noted.
- The faculty member
under review shall be afforded an opportunity to respond in writing to
the evaluation.
- The evaluation report
together with the response shall be made available to the school or departmental
tenured faculty and the Dean. The report and response shall also be included
in the faculty member's permanent record for reference when future reappointment,
promotion, and tenure actions are considered.
- The annual review
shall be concluded by the end of the spring semester.
3.2.2
Comprehensive Review of Tenured Faculty (CRTF)
- Tenured faculty submit
an annual report and career development plan for review and discussion each
year. The school director or department chair conducts the review that follows
all the guidelines as described in 3.2.1 for tenure-track faculty.
- A comprehensive review
is conducted of all tenured faculty, at least once every five years for
professors and at least once every three years for tenured assistant and
associate professors.
- Each school and department
shall establish a Comprehensive Review Committee (CRC) whose members are
selected according to the approved school or departmental guidelines that
may be found at www.ncsu.edu/ncsu/provost/academic_affairs/crtf/dept/.
The CRC reviews all comprehensive performance reviews to determine if a
faculty member meets or does not meet expected levels of performance, as
outlined in each school and departmental CRTF guidelines (submitted and
approved by provost spring 1999). The review process will follow that described
in the Faculty Handbook (details may be found at www.ncsu.edu/provost/fh/profrev.htm).
3.3
Responsible Participants in Reappointment, Promotion, and Tenure Review
Process
3.3.1
Provost and vice-chancellor (hereinafter referred to as Provost)
As the chief academic
officer of the NCSU, the Provost has authority in all matters pertaining
to the reappointment, promotion, and compensation of faculty in the University.
Specific responsibilities and involvement in reappointment, promotion, and
tenure review process affecting College of Design faculty are identified
in section 3.4.
3.3.2
Dean of the College of Design
As chief administrative
and academic officer of the College, the Dean is responsible for formulating,
in consultation with the School Director and Department Chairs, recommendations
to the Provost on reappointment, promotion, tenure, and compensation for
all faculty of the College. The Dean's perspective on all such recommendations,
comprising an assessment of resources, commitment to a fair and consistently
applied review process, and concern for academic excellence, is articulated
in Appendix 5.5.
3.3.3
College of Design RPT Advisory Committee
The Dean shall appoint
a College Committee comprised of six persons who are to serve on a three-year
rotating basis (two persons to cycle off the committee each year). The
committee is to be comprised of full professors with representation from
each school and department. This committee is advisory to the Dean. The
committee will have for its review all of the same documents that the school,
department, and external reviewers have for their review. Each member of
this committee is responsible for reviewing all documentation on each candidate
before discussion of the candidate, for attending the public presentation
of each candidate (barring serious schedule conflicts), and for maintaining
confidentiality of the committee's proceedings and discussions. The committee
will only conduct business when all members are present.
The written recommendation
of the committee will include a report on the committee vote as well as
brief specific documentation of measurement of the candidate against college
criteria in the traditional areas of teaching, research, and service. The
written form of this recommendation is to be circulated to and approved
by each member of the committee before it is forwarded to the Dean. A copy
of the recommendations is to be forwarded by the Dean to the relevant school
director or department chair to be shared with the candidate.
3.3.4
School Director or Department Chair
As the chief administrative
officer of the school or department, the School director or Department Chair
conducts all periodic reviews of faculty performance and manages all reappointment,
promotion, and tenure proceedings within the school or department. The
School Director or Department Chair's perspective, comprising resource availability,
assurance of a consistent and fair review process, and maintenance of the
school or department's academic mission, provides a unique position from
which to formulate an individual recommendation on all RRPT actions.
The school director
or department chair is responsible for guiding each non-tenured faculty
member through the process; for giving clear information to the faculty
member about progress toward promotion and tenure in each annual review;
for assisting the candidate in preparing the document; for notifying all
members of the faculty and the RPT Committee of the date and time of the
candidate's public presentation; for seeing that promotion and tenure reviews
in the school or department proceed on schedule; and for informing the candidate
of the recommendations of the School Director or Department Chair, school
or department committee, college committee, and the Dean subsequent to each
review.
3.3.5
School or Departmental RPT Committee
The school or Departmental
RPT Committee comprises all tenured faculty for RPT actions, excepting that
for promotion to (full) professor. In this one case, the committee membership
is limited to the school's or department's (full) professors. The responsibilities
of the Committee are to review the candidate's credentials for reappointment,
promotion, and/or tenure in the light of university, college, school, and
departmental criteria and to formulate a collective recommendation based
on majority vote. Written commentary from the committee's deliberations
shall be maintained and provided to the School Director or Department Chair.
3.3.6
Candidate
The outcome of any
RPT decision is necessarily dependent on the quality of the Candidate's
academic performance throughout his or her term of appointment and the quality
and thoroughness of the Candidate's credentials submission. As outlined
elsewhere, the Career Development Plan provides a formal means for articulating
goals and aspirations and documenting professional progress and achievement.
Regularly updated, the CDP and other such information as may be stipulated
by university, college, school, and departmental policies shall be provided
by the Candidate for review at each step in the process.
3.3.7
Students
Student participation
in the RRPT process is through course and teaching evaluations which the
Candidate is encouraged to utilize as a critical part of his or her credentials
submission.
3.3.8
External Reviewers
Evaluations of accomplished
scholars who are not a part of the NC State community provide a valuable
element in assessing the accomplishments of faculty who are being considered
for promotion in rank and for conferral of tenure. These evaluations should
be obtained in a manner that assures the involvement of the individuals
being reviewed and the academic leadership of the school or department in
identifying outside evaluators. Care should be taken to avoid the request
of evaluations from individuals who have a close working relationship with
the individual being reviewed, but the evaluators must be people of significant
expertise and reputation in the fields of the individuals being reviewed.
Outside evaluators should be provided with documentary evidence of the individual's
accomplishments and asked to comment on the quality, quantity, impact, and
creativity of those accomplishments.
These guidelines are
provided for use in obtaining outside evaluations:
- Evaluations should
be obtained from at least five individuals and from no more than six; all
evaluations received should be included in the review dossier (PA-2).
- The faculty member
being reviewed should be consulted regarding the identification of evaluators,
but no more than half of the evaluations may come from individuals recommended
by the faculty member.
- Care should be taken
to assure that the outside evaluations supplement, rather than supplant,
the judgment of the school or departmental voting faculty.
- Reviewers should be
informed that their letters will become part of the personnel file for the
individual being reviewed and that, accordingly, they may be examined by
the individual.
- Evaluators should
be requested to provide an assessment of the quality, quantity, impact and
creativity exhibited by the dossier provided to them. The letter should
indicate that reviewers should not comment on whether the individual would
receive tenure/promotion in the institution of the letter writer nor their
opinion about whether the person should be promoted/tenured here. Copies
of the reviewers' letters, each accompanied by a brief statement from the
school director or department chair stating why the reviewer was selected
(brief bio., reputation in the field, ....etc.), should be included in the
PA-2 dossier.
External reviewers
are required on all cases of reappointment, promotion, and tenure excepting
the initial reappointment of an assistant professor.
3.3.9
Mentors
Each School Director
and Department Chair is responsible for appointing a full professor to each
non-tenured faculty member as a mentor. The mentor is to give guidance,
advice, and support to the junior faculty member in the process toward promotion
and tenure.
3.4 Schedule for Faculty Review, Reappointment, Promotion,
and Tenure
The following schedule establishes target dates for all specific required actions
in the reappointment, promotion, and tenure review process. Further, it identifies
the party responsible for initiating action or decision at each step in the
process. This schedule is based upon the Provost's timetable that requires that
the Dean submit each recommendation regarding these matters by February 1.
May 1 School Director or Department
Chair to notify all faculty of the procedures and schedule for review.
May 15 School Director
or Department Chair to meet with each candidate who is required to be reviewed
or who wishes to be reviewed. Purpose of meeting is to make sure each candidate
has the latest information regarding criteria, procedures, and schedule from
the University, College, School, and Department. Begin discussion to identify
external reviewers
August 15
List of external reviewers established with consideration of potential reviewers
from candidate and the established University and College criteria.
September 1 School Director or Department Chair
to have completed the list of external reviewers who have agreed to perform
reviews.
to submit document for distribution to external reviewers.
Document mailed to external reviewers.
September 15 Candidate
to submit complete document for review (PA2 form).
School Director or Department Chair to schedule candidate's public presentation
for some time during October.
October 1 Dean to have completed appointment of the College
RPT Committee.
Receipt of comments
from external reviewers.
November 1 Completion of review by the School or Department
Senior Faculty with written recommendation to the School Director or
Department Chair and Dean.
Dean to submit multiple
copies of all documentation on all candidates to College's RPT Committee
for review (School Director or Department Chair recommendation to
be forwarded on November 15)*.
November 15 Completion of review by the School Director
or Department Chair with written recommendation to the Dean.
January 10 College's RPT Committee to submit written
recommendation regarding each candidate to Dean.
February 1 Dean to submit credentials and recommendations
for each candidate to Provost.
*Relevant information to be submitted by the Dean to the College's RPT
Committee includes: current versions of the University and College, guidelines
and procedures; and each candidate's package of information (including external
evaluations, supporting materials, and the results of School or Department committee
and School Director or Department Chair reviews).
The dates stated above are guides which may need to be adjusted each year to
account for weekends, academic holidays, etc.
4.0 DOCUMENTATION AND CRITERIA
The organization and categories for documentation and criteria defined in this
section are established by university policy and are outlined in the PA.2 form
(see also Appendix 5.1). Specific interpretation of the expectations for each
category and item are defined by criteria established by the faculty of the
College of Design and are set forth in Appendix 5.3. School and Departmental
criteria which supplement college criteria have been developed by faculty in
each school and department and are set forth in Appendix 5.4
To be prepared by the individual being reviewed:
I.
BRIEF RESUME
A.
Include only Education (Degrees, Dates, Institutions, Locations), Professional
Experience (Titles, Organizations, Locations, Dates of Employment),
Scholarly and Professional Honors, Professional Licenses, Professional Society
Memberships, and Consulting Activities.
II.
INSTRUCTIONAL CONTRIBUTIONS
A.
Teaching Effectiveness - List courses taught, with an evaluation of teaching
effectiveness, including a summary analysis of student evaluations for the
past three years and summary of available peer evaluations.
B.
Scholarly Contributions - Include listing of original publications on
teaching methods, reviewed audiovisual and computer-based educational programs,
grants and contracts, textbooks and laboratory manuals.
C.
Instructional Development - Include innovations in courses and curricula.
D.
Advisory Activities - Include undergraduate academic advising, graduate
committees, postdoctoral student advising, student organizations, special
projects with students.
E.
Cross-Disciplinary Activities - Include graduate program participation,
special courses, and curricular development efforts.
F.
Self-assessment (no more than one page).
III.
RESEARCH CONTRIBUTIONS
A.
Scholarly Achievements - Publications (original research articles and
research review articles in peer-reviewed journals, research abstracts, books),
invited and uninvited research presentations, appointments or election to
study sections and editorial boards.
B.
Recognized Creative and Professional Achievement - Include publication
of creative or professional works, exhibitions, honors, awards, fellowships,
prizes, competitions, and other pertinent evidence.
C.
Research Project Record - Include externally and internally sponsored
grants and contracts and unsponsored and independent research and provide
funding levels and duration.
D.
Master's and Doctoral Theses Directed.
E.
Technology Transfer - Include invention disclosures, patents filed and
patents awarded, new cultivars developed and released, major software packages,
design patents, and other pertinent evidence.
F.
Cross-Disciplinary Activities - Include participation in Centers, Institutes,
and other organized research efforts between schools or departments within
and across colleges.
G.
Self-assessment (no more than one page).
IV. EXTENSION
AND PUBLIC SERVICE CONTRIBUTIONS
A. Scholarly
Achievement and Publications - Include lists of refereed publications, brochures,
reports, pamphlets, nonrefereed publications, computer software, educational
video tapes, slide sets, popular press articles, and other pertinent evidence.
B. Technology
Transfer - Include major accomplishments, program impacts.
C. Recognized
Creative and Professional Achievement - Include exhibitions, honors, awards,
prizes, grants and contracts, and other pertinent evidence.
D. Public
Service - Include seminars and meetings arranged, special intervention
programs, workshops, special projects, design assistance, and other pertinent
evidence.
E.
Cross-Disciplinary Activities - Include contributions to special University-wide
initiatives.
F.
Self-assessment (no more than one page).
V. OTHER
CONTRIBUTIONS
A.
Include University service (department, school, college, and NC State
committees), state and regional, and national and international activities
and committee work with self assessment.
To be completed by the
school director or department chair:
VI. OUTSIDE
EVALUATIONS
A.
Include with letters received from external peer evaluators a brief description
of the professional background of each of the external peer evaluators, a
typical copy of a letter requiring the external peers' evaluation, and a summary
of their evaluations of this candidate. See "Use of Outside Evaluation
in Promotion and Tenure."
VII.
SCHOOL OR DEPARTMENTAL ASSESSMENT AND RECOMMENDATION
A.
Attach school or departmental voting faculty assessment/summary (limited
to two pages)
B.
School Director or Department Chair's assessment and recommendation
To be completed by the
dean:
VIII
COLLEGE ASSESSMENT AND RECOMMENDATION
A.
Attach college promotion and tenure committee assessment/summary (limited
to two pages)
B.
Dean's assessment and recommendation
5.0 APPENDICES
5.1 NC State Form PA-2
5.2 Career Development Plan
5.3 College Criteria for Review, Reappointment, Promotion, and
Tenure
5.4 School and Departmental Criteria for Review, Reappointment,
Promotion, and Tenure
5.5 Dean's Perspective for Review, Reappointment, Promotion, and
Tenure
Appendix 5.1
DOCUMENTATION SUPPORTING THE PROPOSED ACTION (PA-2)
TO BE SUBMITTED TO THE PROVOST AND VICE CHANCELLOR FOR ACADEMIC AFFAIRS
Please Note:
* If any category is not applicable for the recommendation, please
indicate the number and use the symbols N/A.
* Start each Roman Numeral category on a new page.
* Prepare single sided only.
The PA-2 form is reproduced in this document as Section 4.0: DOCUMENTATION
AND CRITERIA.
Appendix 5.2
CAREER DEVELOPMENT PLAN
Prologue
A career development program is the responsibility of the individual faculty
member. A career development plan should not be construed as a bureaucratic
exercise; rather it is a serious attempt to provide the faculty member with
an opportunity to assert his or her own prerogatives in career planning. Further,
it is an attempt to place emphasis upon reflective activity in the academy.
It will serve as a guide for mentoring and a means to assess success.
It should be recognized that some of the elements outlined below may not be
within the newly-appointed faculty member's experience and thus will not be
included in his or her initial Career Development Plan. These elements will,
however, become critical parts of the Plan by the end of the faculty member's
first appointment period.
Within this section, the emphasis is placed on documenting behavior patterns
and accomplishments to build a comprehensive case for review, reappointment,
promotion, and tenure. This is intended to empower the candidate throughout
the process and to provide a humane, open and clearly articulated framework
for this most critical enterprise.
1.0 Initial Preparation, Updating, and Review
University policy requires that all tenure-track faculty members
prepare and periodically update a Career Development Plan. All new faculty
must prepare a plan in the first year of appointment, and all current faculty
must prepare a plan in academic year 1996-97. Annual updates documenting activities,
achievements, and progress towards goals is a normal part of the Faculty Annual
Report.
Career Development Plans may be revised at anytime, but new
Career Development Plans must be prepared no less frequently than every three
years for non-tenured faculty and five years for tenured faculty.
Departments are encouraged to develop and publish formats for
documenting Career Development Plans and reporting progress towards attainment
of goals. School Directors Department chairs may share responsibility for review
and approval of Career Development Plans with departmental senior faculty.
2.0 Career Development Goals
The Career Development Plan must incorporate goals for professional development
which forecast the faculty member's career aspirations and focal academic concerns.
These goals should be outlined with reference to each of following factors and
shall be reviewed and approved by the School Director or Department Chair:
. Goals
. Relevancy (of goals to missions of department, school, college, and
university)
. Mechanisms (to be employed in pursuing goals)
. Timetables (for making demonstrable progress towards goals)
. Resources (needed to help attain goals)
Attainment of goals, taking into account established timetables
and available resources, represents credible evidence for reappointment,
promotion, and tenure considerations.
3.0 Critical Self-Assessment:
Building a Case Statement for Review, Reappointment, Promotion, and Tenure
3.1 Demonstrating a Knowledge Base
The faculty member should describe his or her own special area of experience
and should document how his or her knowledge base complements the school or
department and the institution.
3.2 Demonstrating Comprehension, Analysis, and Synthesis
The faculty member should document the ability to articulate complex concepts
through teaching and writing. The faculty member should document attempts to
explore new forms of knowledge.
The faculty member should document his/her own work and the work of students
which demonstrate the ability to assess alternative opinions and approaches
in the creative process and in scholarship.
The faculty member must document the ability to combine experiences and fundamental
knowledge into a personally significant opinion which may be shared and defended.
3.3 Demonstrating Application
Creative Activity, Practice, and Research:
The faculty member should assess personal progress in the area of creative
activity and/or research. In particular, it is necessary to understand the
reflective aspects of such work. Through this work, a personal philosophy and
area of strength should be evolving. This is the section where specific research
or creative activity should be cited: publications, presentations, exhibitions,
designs, and other forms of distribution.
Committee Assignments and Related Activity Within the University:
The faculty member should outline contributions made to the entire life of
the institution.
Appointments and Activities Outside of the University:
The faculty member should chronicle contributions to the discipline and/or
relationship to, and the impact upon, academic work. This section, as does
the creative activity and/or research section, requires an assessment of progress.
3.4 Education
Impact of Contribution:
The faculty member should consider the impacts of his or her contributions
upon the larger community of the discipline. Has the body of
knowledge of the discipline been advanced? What impact has the work of the
faculty member had upon his or her academic life?
Student Evaluations and Teaching:
The faculty member should construct a self-assessment of activity in the classroom,
to include specific reference to student evaluations.
Faculty and Peer Evaluations:
The faculty member should document attempts to respond constructively to the
comments of faculty colleagues and peers.
4.0 Mentoring and Networking
The establishment of a personal network is a valuable resource for personal
development. It is a device to obtain critical reflection upon the work of
an individual and the means by which connections may be established to leaders
in a specific area of interest. Networking enhances individual development.
The faculty member should seek out specific mentors from the within and outside
the faculty to act as advisors. Independent reviewers with recognized expertise
are able to assess the progress of the individual with a degree of credibility.
The faculty member should be responsible for seeking out mentors and maintaining
a constructive relationship with them. Faculty should have at least three mentors,
from both on and off campus.
Appendix 5.3
College Criteria for Review, Reappointment, Promotion, and Tenure
Prologue
These criteria define those activities and levels of achievement appropriate
for each academic rank. Categories and terminology used in the outline are
consistent with the NCSU Form PA-2 (Policy section 4.0 and Appendix 5.1), but
the criteria are intended to stipulate expectations in terms suitable for College
of Design faculty. It is necessary to refer to the PA-2 form, the appropriate
section of Appendix 5.4, and the appropriate section of this Appendix in the
preparation of credentials. The criteria outlined are those among which
each candidate will find and define his/her qualifications. Each school and
department will decide how to apply the criteria.
Attention is called to the distinctions that are made in the College Criteria
for each rank. An instructor is to, in general, have potential for achievement.
An assistant professor is to have demonstrated abilities. An associate professor
is to have recognized abilities. And a full professor is to have an extensive
record of distinction and significant contributions.
1.0 INSTRUCTOR
1.I Brief Resume'
1.I.A Education. Masters, professional or equivalent degree,
or equivalent professional experience.
1.I.B Professional Experience and Licenses. Teaching and/or
professional experience, position titles, and any related licenses held.
1.I.C Scholarly and Professional Honors. Fellowships, awards,
exhibitions, shows, prizes.
1.I.D Professional Society Memberships. Memberships in professional
and related service organizations, elected and appointed offices held.
1.I.E Consulting Activity. Design projects directed, commissions
completed, designs accepted, reports prepared, exhibitions presented, other
germane creative activity.
1.II Instructional Contributions
1.II.A Teaching Effectiveness. Responsible performance in past
teaching assignments, lectures, critiques, etc. Courses taught with student,
peer evaluations. Evidence of ability/potential for those without previous
teaching experience.
1.II.B Scholarly Contributions. Publications on instructional
theory, subject matter, and methods, or potential to contribute to scholarly
discourse on instruction.
1.II.C Instructional Development. Evidence of ability/potential
for innovation in curriculum and/or courses taught, special courses, workshops,
special seminars.
1.II.D Advisory Activities. Evidence of ability/potential for
advising. Record of student advising, supervised competitions, special projects,
etc.
1.II.E Cross-Disciplinary Activities. Evidence of ability/potential
for participation in cross-disciplinary activities in college, university, and
professional arenas.
1.II.F Self assessment
1.III Research
Contributions
1.III.A Scholarly
Achievements. Participation and/or demonstrated promise in scholarly research
endeavors.
1.III.B Recognized
Creative and Professional Achievements. Publication or other appropriate recognitions
of commissioned design projects, innovations, inventions, patents, trademarks,
copyrights, exhibitions, shows. Fellowships, awards, prizes, etc.
1.III.C Research
Project Record. Record of all sponsored grants and contracts, unsponsored and
independent research, and germane creative activity.
1.III.D Masters
or Doctoral Theses Directed. Evidence of ability/potential for those without
experience in this area.
1.III.E Technology
Transfer. Evidence of ability/potential for technology transfer in school or
departmental and college curricula, and for curriculum development. Technology
transfer in professional activities.
1.III.F Cross-Disciplinary
Activities. Evidence of ability/potential for participation in cross-disciplinary
projects, commissions as a teacher or practitioner.
1.III.G Self
assessment
1.IV Extension And Public Service Contributions
1.IV.A Scholarly Achievements and Publications. Evidence of
ability/potential for extension and public service through professional activity.
Refereed and non-refereed publications, exhibitions, and related media.
1.IV.B Technology Transfer. Lectures, seminars, workshops,
and exhibitions presented.
1.IV.C Recognized Creative and Professional Achievement. Evidence
of ability/potential for creative and professional activity, publications of
creative work, awards, fellowships, exhibitions, prizes, etc.
1.IV.D Public Service. Evidence of ability/potential in extension
and public service. Participation in local, regional affairs where the role
and stature of the school or department, college, and profession would be enhanced.
Lectures, seminars, workshops, exhibitions related to interests/concerns and
programs in the community at-large. Committee involvement. Design assistance.
Elementary college, middle college, and high college lectures, projects, workshops,
orientations.
1.IV.E Cross-Disciplinary Activities. Evidence of ability/potential
for participation in college, university, and professional courses, seminars,
meetings, workshops, projects, and publications.
1.IV.F Self assessment
1.V Other Contributions
1.V.A University Service. Evidence of ability/potential to
contribute in non-teaching activities, responsibilities, committees, etc.
1.V.B Community Service. Participation through professional
and service organizations, or as an individual, in local affairs where the role
and stature of the school or department, college and university would be enhanced.
Design assistance, lectures, seminars, exhibitions, shows.
1.V.C Self assessment
2.0 ASSISTANT PROFESSOR
2.I Brief Resume'
2.I.A Education.
Master's, professional or equivalent degree, or equivalent professional experience.
2.I.B Professional
Experience and Licenses. Teaching and/or professional experience, position
titles, and any related licenses held.
2.I.C Scholarly and Professional Honors. Fellowships, awards,
exhibitions, shows, prizes.
2.I.D Professional Society Memberships. Memberships in professional
and related service organizations, elected or appointed offices held.
2.I.E Consulting Activity. Design projects directed, commissions
completed, designs accepted, reports prepared, exhibitions presented, other
germane creative activity.
2.II Instructional Contributions
2.II.A Teaching Effectiveness. Demonstrated responsible performance
in past teaching assignments, lectures, critiques, etc. Courses taught with
student, peer evaluations. Demonstrated evidence of ability/potential for those
without previous teaching experience.
2.II.B Scholarly Contributions. Publications on instructional
theory, subject matter, and methods. Demonstrated ability to contribute to
scholarly discourse on instruction.
2.II.C Instructional Development. Demonstrated evidence of
innovation in curriculum and/or courses taught, special courses, workshops,
special seminars. Ability/potential to contribute to enhancement of the school's
or department's courses, programs, and curricula.
2.II.D Advisory Activities. Demonstrated ability/potential
for advising both at the graduate and undergraduate levels. Record of student
advising, including independent study, special courses, supervised competitions,
special projects, etc.
2.II.E Cross-Disciplinary Activities. Demonstrated ability/potential
for constructive participation in cross-disciplinary activities in the school
or department, college, university and professional arenas.
2.II.F Self assessment
2.III Research Contributions
2.III.A Scholarly
Achievements. Demonstrated evidence of scholarly research endeavors in which
the candidate has made a contribution. Evidence of potential for independent
research and scholarly activity.
2.III.B Recognized
Creative and Professional Achievements. Publication or other appropriate recognitions
of commissioned design projects, innovations, inventions, patents, trademarks,
copyrights, exhibitions, shows. Fellowships, awards, prizes, etc.
2.III.C Research
Project Record. Record of all sponsored grants and contracts, unsponsored and
independent research, and germane creative activity.
2.III.D Masters
or Doctoral Thesis Directed. Demonstrated ability/potential for participation
in graduate committee activities and providing constructive guidance in final
projects.
2.III.E Technology
Transfer. Demonstrated ability/potential for technology transfer in school
or departmental and college courses and curricula, and for curriculum development.
Technology transfer in professional activities.
2.III.F Cross-Disciplinary
Activities. Demonstrated ability/potential for participation in cross-disciplinary
projects, commissions as a teacher and practitioner.
2.III.G Self
assessment
2.IV Extension and
Public Service Contributions
2.IV.A Scholarly
Achievements and Publications. Demonstrated ability/potential for extension
and public service through school or department, college, university, and professional
activity. Refereed and non-refereed publications, exhibitions, and related
media.
2.IV.B Technology
Transfer. Lectures, seminars, workshops, and exhibitions presented; their
significance and program impact.
2.IV.C Recognized Creative and Professional Achievement. Demonstrated
ability/potential for professional creative activity, publications of creative
work, work presented at public or professional meetings and/or related school
or departmental or college programs. Pertinent awards, fellowships, exhibitions,
prizes, etc.
2.IV.D Public Service. Demonstrated ability/potential in public
service activities. Participation in local, regional affairs where the role
and stature of the school or department, college, university, and profession
would be enhanced. Lectures, seminars, workshops, exhibitions related to interests/concerns
and programs in the community at-large. Committee involvement. Design assistance.
Elementary college, middle college, high college lectures, projects, workshops,
orientations.
2.IV.E Cross-Disciplinary Activities. Demonstrated ability/potential
for constructive participation in college, university, and professional courses,
seminars, workshops, meetings, projects, and publications.
2.IV.F Self assessment
2.V Other Contributions
2.V.A University
Service. Demonstrated ability/potential and willingness to contribute in non-teaching
activities, responsibilities, committees, etc.
2.V.B Community
Service. Participation through professional and service organizations, or as
an individual, in local affairs where the role and stature of the school or
department, college, and university would be enhanced. Design assistance, lectures,
seminars, exhibitions, shows, etc.
2.V.C Self
assessment
2.VI Outside Evaluations
2.VI.A Written peer evaluations including the qualifications
of the evaluators to provide consultation to the school or department, college,
and university (per policy section 3.3.8).
3.0 ASSOCIATE PROFESSOR
3.I Brief Resume'
3.I.A Education. Master's degree in related and/or professional
field, or equivalent professional experience. Normally holder of highest degree
in field.
3.I.B Professional Experience and Licenses. Teaching and/or
professional experience, position titles, and any related licenses held.
3.I.C Scholarly and Professional Honors. Memberships in scholarly
societies. Fellowships, awards, exhibits, shows, prizes.
3.I.D Professional Society Memberships. Memberships in professional
and related service organizations, elected and appointed offices held.
3.I.E Consulting Activity. Design projects directed, commissions
completed, designs accepted, reports prepared, exhibitions presented, other
germane creative activity.
3.II Instructional Contributions
3.II.A Teaching Effectiveness. Recognized ability and potential
for distinction in teaching. Teaching assignments/courses representing responsibility
and leadership, with student/peer evaluations and evidence of student performance.
Current and potential areas of teaching interests and expertise.
3.II.B Scholarly Contributions. Refereed publications of scholarly
articles, books, scholarly studies, lectures, and panel presentations on instructional
theory, subject matter, and methods. Invitations as lecturer, panelist in area(s)
of expertise. Pertinent fellowships, awards, exhibitions, shows, prizes, etc.
3.II.C Instructional Development. Recognized ability and innovation
in curriculum development and/or courses taught, special courses, workshops,
special seminars. Evidence of constructive contributions to the school's or
department's and college's courses, programs, and curricula.
3.II.D Advisory Activities. Recognized ability in advising
at both the graduate and undergraduate levels. Record of supervised independent
study, special courses, competitions, special projects, etc.
3.II.E Cross-Disciplinary Activities. Recognized ability and
evidence of constructive participation in cross-disciplinary activities in the
school or department, college, university, and professional arenas.
3.II.F Self assessment
3.III Research Contributions
3.III.A Scholarly
Achievements. Recognized scholarly research endeavors in which the candidate
made significant, constructive contributions. Refereed publications, research
presentations, and appointments to research association and editorial boards.
Demonstrated ability for directing independent research and/or other scholarly
activity. Potential for distinction in research.
3.III.B Recognized
Creative and Professional Achievements. Publication or other appropriate recognitions
of commissioned design projects, innovations, inventions, patents, trademarks,
copyrights, exhibitions, shows, etc. Fellowships, awards, honors, prizes, invitations
to serve as critic, juror, panelist, and lecturer at professional and academic
meetings and events.
3.III.C Research
Project Record. Record of all sponsored grants and contracts, unsponsored independent
research, and germane creative activity.
3.III.D Masters
or Doctoral Thesis Directed. Recognized ability for directing graduate committee
activities and providing constructive guidance in final projects. Record of
committee assignments, including chairs and other roles.
3.III.E Technology
Transfer. Recognized ability for technology transfer in school or departmental
and college courses and curricula, and for curriculum development. Technology
transfer in professional activities, publication in scholarly journals or other
media appropriate to the extension of knowledge in the field.
3.III.F Cross-Disciplinary Activities. Recognized ability in
cross-disciplinary research projects, design commissions, etc. Invitations
to serve as critic, juror, panelist, and lecturer in area(s) of expertise.
3.III.G Self assessment
3.IV Extension and Public Service Contributions
3.IV.A Scholarly Achievements and Publications. Recognized
ability in extension and public service through school or departmental, college,
university, and professional activity. Publication in refereed journals, non-refereed
publications, professional journals, exhibitions, and related media.
3.IV.B Technology Transfer. Lectures, seminars, workshops,
exhibitions, courses, and short courses presented; their significance and program
impact.
3.IV.C Recognized Creative and Professional Achievement. Recognized
ability for creative and professional activity, publication of creative work,
work presented at public or professional meetings and/or related school or departmental,
college, or university sponsored programs. Pertinent awards, fellowships, exhibitions,
prizes, etc.
3.IV.D Public Service. Recognized ability in public service
activities. Constructive participation in local, regional, national, and international
affairs where the role and stature of the school or department, college, university,
and profession would be enhanced. Lectures, seminars, workshops, and exhibitions
related to interests/concerns and programs in the community at-large. Design
assistance. Elementary college, middle college, high college projects, lectures,
workshops, orientations.
3.IV.E Cross-Disciplinary Activities. Recognized contribution
to and willing participation in cross-disciplinary college, university, and
professional courses, seminars, panels, workshops, meetings, projects, and publications.
3.IV.F Self assessment
3.V Other Contributions
3.V.A University
Service. Recognized ability and willingness to contribute to non-teaching activities,
responsibilities, committees, etc.
3.V.B Community
Service. Constructive participation through professional and service organizations,
or as an individual, in local affairs where the role and stature of the school
or department, college, university, and profession would be enhanced. Design
assistance, lectures, seminars, workshops, exhibitions, shows, etc.
3.V.C Self
assessment
3.VI Outside Evaluations
3.VI.A Five
to seven written peer evaluations including the qualifications of the evaluators
to provide consultation to the school or department, college, and university
(per policy section 3.3.8).
4.0 PROFESSOR
4.I Brief Resume'
4.I.A Education. Master's degree in related and/or professional
field, or equivalent professional experience. Normally holder of highest degree
in field.
4.I.B Professional Experience and Licenses. Teaching and/or
professional experience, position titles, and any related licenses held.
4.I.C Scholarly and Professional Honors. Memberships in scholarly
societies. Fellowships, awards, exhibits, shows, prizes.
4.I.D Professional Society Memberships. Memberships in professional
and related service organizations, elected and appointed offices held.
4.I.E Consulting Activity. Design projects directed, commissions
completed, designs accepted, reports prepared, exhibitions presented, and other
creative activity which are primary responsibility of candidate and of significant
quality. Evidence of primary responsibility or authorship: e.g., associate
or principal positions or their equivalent, senior professional office assignment,
principal in own firm, etc.
4.II Instructional
Contributions
4.II.A Teaching
Effectiveness. Recognized ability and distinction in teaching. Superior rating
on student and peer teaching evaluations. Teaching assignments/courses representing
leadership roles in the conduct and direction of the instructional programs
of the school or department and college. Evidence of student performance. Current
and potential areas of teaching interests and expertise.
4.II.B Scholarly
Contributions. Extensive and significant record of refereed publication of
scholarly articles, books, scholarly studies, panel presentations, reviews in
professional journals or other appropriate media on instructional theory, subject
matter, and methods. Invitations as lecturer, panelist in area(s) of expertise.
Pertinent fellowships, awards, exhibitions, shows, prizes, etc.
4.II.C Instructional
Development. Distinction and innovation in curriculum development and courses
taught, special courses, workshops, special seminars. Record of leadership
in the school's or department's and college's courses, programs, and curricula.
4.II.D Advisory
Activities. Recognized ability and distinction in advising at both the graduate
and undergraduate levels. Record of supervised independent study, special courses,
competitions, special projects, etc. Distinction in directing graduate study
and in the role of graduate committee chair.
4.II.E Cross-Disciplinary
Activities. Demonstrated evidence of leadership role in initiating and developing
cross-disciplinary activities in school or departmental, college, university,
and professional arenas.
4.II.F Self
assessment
4.III Research Contributions
4.III.A Scholarly Achievements. Extensive record of significant
scholarly research endeavors in which the candidate had principal responsibility.
Expectation of continued productivity. Refereed publications, research presentations,
and appointments to research association and editorial boards. Demonstrated
evidence of leadership role in directing independent research and/or other scholarly
activity.
4.III.B Recognized Creative and Professional Achievements.
Extensive record of publication or other appropriate recognitions of commissioned
design projects, innovations, patents, trademarks, copyrights, exhibitions,
shows, etc. Fellowships, awards, prizes, invitations to serve as critic, juror,
panelist, and lecturer at significant professional and academic conferences
and events.
4.III.C Research Project Record. Record of all sponsored grants
and contracts, unsponsored and independent research, and germane creative activity.
4.III.D Masters or Doctoral Thesis Directed. Recognized ability
and distinguished record in directing graduate committee activities and providing
constructive guidance in final projects. Record of committee assignments, including
chairs and other roles.
4.III.E Technology Transfer. Demonstrated leadership role in
technology transfer in school or departmental and college courses and curricula,
and for curriculum development and innovation. Technology transfer in professional
activities, publication in scholarly journals or other media appropriate to
the extension of knowledge in the field.
4.III.F Cross-Disciplinary Activities. Demonstrated leadership
role in cross-disciplinary research projects, design commissions, etc. Invitations
to serve as critic, juror, panelist, and lecturer in area(s) of expertise.
4.III.G Self assessment
4.IV Extension and
Public Service Contributions.
4.IV.A Scholarly
Achievements and Publications. Extensive record of significant contributions
in extension and public service through school or departmental, college, university
and professional activities. Publication in refereed journals, non-refereed
publications, professional journals, exhibitions, and related media.
4.IV.B Technology
Transfer. Lectures, seminars, workshops, exhibitions, exhibitions, courses,
and short courses presented; their significance and program impact.
4.IV.C Recognized
Creative and Professional Achievement. Distinction in professional creative
activity, publication of creative work. Work presented at public or professional
meetings and/or related school or departmental, college, or university sponsored
programs. Pertinent awards, fellowships, prizes, etc.
4.IV.D Public Service. Demonstrated leadership role in public
service activities. Significant participation in local, regional, national,
and international affairs where the role and stature of the school or department,
college, university, and profession would be enhanced. Lectures, seminars,
workshops, and exhibitions related to interest/concerns and programs in the
community at-large. Design assistance. Elementary college, middle college,
high college, projects, lectures, workshops, orientations.
4.IV.E Cross-Disciplinary Activities. Distinguished contributions
to and willing participation in cross-disciplinary college, university, and
professional courses, seminars, panels, workshops, meetings, projects, and publications.
4.IV.F Self assessment
4.V Other Contributions
4.V.A University Service. Record of willing and constructive
contributions in non-teaching activities, responsibilities, committees, etc.
4.V.B Community Service. Significant community service contributions
through professional and service organizations, or as an individual, in local
affairs where the role and stature of the school or department, college, university,
and profession would be enhanced. Design assistance, lectures, seminars, workshops,
exhibitions, shows, etc.
4.V.C Self assessment
4.VI Outside Evaluations
4.VI.A Evidence of national recognition for contributions in
teaching, research/creative activity, and/or extension and public service.
Written peer evaluations including the qualifications of the evaluators to provide
consultation to the school or department, college, and university. (per policy
section 3.3.8)
Appendix 5.4
SCHOOL AND DEPARTMENTAL CRITERIA FOR REVIEW, REAPPOINTMENT, PROMOTION, AND
TENURE
Note: Criteria specific to individual schools or departments will be incorporated
in this appendix upon their adoption by school or departmental faculty and approval
by the dean of the College of Design and Provost of the University.
Appendix 5.5
Dean's Perspective for Review, Reappointment, Promotion, and Tenure
The Role of NC State College of Design Dean
1.0 Prologue
This document clarifies the perspective of the Dean of the College related
to the evaluation of faculty performance for review, reappointment, promotion
and tenure. Such clarification must take into account the varied interests
and abilities of the faculty. In every case it is the responsibility of the
candidate to build a case of demonstrable evidence, including a teaching portfolio,
a body of creative and reflective work, and a network of recognized peers who
are able to objectively comment on the progress of the candidate.
2.0 Resource, Personnel Performance, and Progress Review
2.1 School or Department Resource Review
Before deciding on the review, reappointment, promotion, or tenure of a faculty
member, the Dean shall meet with the Director of the School or Chair of the
Department in question to review the specific faculty needs of the School or
Department. This review shall include an assessment of the performance of
the candidate with the perspective of the College and School or Department strategic
and educational plans.
2.2 School or Department and College Consultations
The Dean may hold a consultation with the tenured faculty of a School or Department
to request specific opinions regarding a review, reappointment, promotion, or
tenure action. The purpose of this consultation is to provide the Dean with
additional information regarding the appropriate course of action.
The Dean may hold a consultation with College RPT Committee to request specific
opinions regarding a review, reappointment, promotion, or tenure action. The
purpose of this consultation is to provide the Dean with additional information
regarding the appropriate course of action.
2.3 Validation of Documentation and Related Committee Findings
The recommendations of all required reviewers must be complete prior to the
Dean's assessment. This includes the review and validation of all submitted
documentation, a review of the candidate's personnel file, and an assessment
of candidate's performance relative to the expectations set forward in the specific
School, Department or College criteria, the school or departmental recommendation,
the School Director's or Department Chair's recommendation and the recommendation
of the College RPT Committee.
2.4 Dean' Assessment
The Dean shall specifically note the role of the candidate in College affairs
and assess the contribution of that candidate in curricular, teaching, administrative,
or reflective activities.
The Dean shall inform the candidate of the College's and the Dean's recommendation.
The Dean shall make sure that the School Director's or Department Chair's recommendation
and the School or Departmental recommendation has been transmitted by the School
Director or Department Chair.
The Dean shall inform the School Director or Department Chair and the School
or Departmental Committee of the recommendation that is being sent to the Provost.
3.0 Dean's Perspectives
3.1 Dedication to the Instruction and Nurturing of the Human
Mind
Teaching is a complex combination of instruction, skills development, advising,
and counseling. Ultimately, the individual who dedicates a life to the nurturing
of the human mind must be rewarded for that contribution. Teaching in formal
and informal situations in the classroom, during office hours, or outside the
University must remain the primary measure of the faculty. This shall comprise
the first perspective of the Dean.
3.2 Dedication to Reflective Practice and Inquiry
In a professional college, the faculty must continue to make substantive contributions
to the body of knowledge of the related design professions, and the academic
disciplines. This contribution through design practice, professional activity,
research, and the articulation of theory is the essential measure of a vital
faculty. This shall comprise the second perspective of the Dean.
3.3 Dedication to the Establishment of a Learning Environment
The faculty perform an important role in the establishment of a learning environment
through their willingness to take action in the form of committee work, self-motivated
projects, fund development, and the support of activities that promote the life
of the community. It is anticipated that the involvement in such activities
will be proportionate to the time of service and level of appointment of the
individual faculty member. This shall comprise the third perspective of the
Dean.
4.0 Candidate and Document Review
4.1 Candidate and Document Review
The Dean shall conduct the review of Department, School, and College criteria
annually prior to the initiation of candidate review. This review is intended
to insure conformance with University criteria and the consistent application
of criteria determined by the faculty of the College of Design.
4.2 Dean's Meeting
The Dean shall meet confidentially with the candidate to review and discuss
the progress of the candidate within the College of Design.
