Department of Crop Science Reappointment, Promotion and Tenure
Standards
and Procedures
RUL 05.67.7
October, 1999 Archived Version (Effective October 1999 through October 21, 2004)
Reappointment, Promotion and Tenure (RPT)
Authority: Provost and Vice Chancellor for Academic Affairs
History: First Issued: October, 1999. Additional History Information.
Related Policies:
Humanities and Social Sciences RPT,
Academic Tenure Policy,
Promotion and Tenure Departmental Criteria and
Procedures
Contact Info:
These guidelines summarizing the Department's standards for evaluating faculty
performance should be read in conjunction with the NCSU Faculty Handbook (cf.
chapter 5 --Appointments, Promotions, and Retirement" and Chapter 6 "Faculty
Rights and Responsibilities") and the code of the Board of Governors of
the University of North Carolina.
I. GENERAL DISCUSSION
In brief, the following sequence of events constitute the review process for
promotion and tenure: after preliminary review of non-tenured faculty by all
tenured faculty, eligible cases are brought before the tenured faculty by the
mentor and Head; the merits of individual cases are considered and discussed
by the tenured faculty, and a secret vote is taken (for, against, abstain);
the Head indicates concurrence/disagreement with the vote; based on further
discussion by the tenured faculty and the Head, the Head forwards his recommendation
to the Dean, along with the vote; the Head meets with the Dean and Directors
to discuss each case; if positive, the Dean's recommendation is forwarded to
the Provost; if the Provost concurs with the recommendation, it is forwarded
to the Board of Trustees who then act on the recommendation. The same sequence
is followed for promotion from associate to full professor except that cases
are reviewed only by the full professors in the department and a consensus is
developed whether or not to send the case forward to the Dean.
The objective of the promotion and tenure policy of 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 senior faculty
and administrators must make judgements on a faculty member's professional development,
and potential for continued development, within finite time-frames. Therefore,
it is critical that the faculty understand the Department's expectations for
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 guidelines must be flexible
to accommodate diversity. Nonetheless, the guidelines must be applied consistently.
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 support and
encourage 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.
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 senior 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 senior 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,
senior faculty, and administration aware of the problems inherent with such
programs.
Because initial childcare is important in family development, the departmental
faculty recognize that it is appropriate for faculty members to request the
stopping of the tenure clock during pregnancy and following the birth or adoption
of a child. Individual circumstances will determine whether the faculty member
wishes to avail herself/himself of this provision. It should be noted that the
individual must request stoppage of the tenure clock, and that the request should
be made at the appropriate time relative to conflicting demands.
Although seldom requested, any faculty member may request the tenure clock
be stopped for extraordinary circumstances, such circumstances might include
serious extended personal illness or extended illness of a spouse or family
member, including parental care.
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, judgement 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.
One component of professional development involves self-development in teaching,
research, extension, or other scholarly and germane activities. The pursuit
of these activities may include scholarly assignments off-campus at intervals
of about six or seven years (otherwise known as sabbaticals at other institutions).
The Department recognizes that, in order to achieve distinction in teaching,
research, or extension, it is important that faculty maintain their skills and
activities "at the cutting edge, and, therefore, faculty are encouraged
to consult with the Head about including scholarly leaves in their plans for
professional and personal development.
II. TEACHING
Because of the Department's land-grant heritage, teaching is an important and
integral component of the Department, college, and University.
A. Classroom Performance
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. The faculty are expected to take teaching and advising seriously,
and therefore, academic performance will be weighed heavily in the tenure and
promotion review process.
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 criteria of classroom performance.
B. 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 the recently developed advising evaluation instrument.
C. Creativity, Innovation, and Scholarship
Creativity and innovation in course and curricula development are important
evaluation criteria. 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 criteria.
Additional evidence of academic effectiveness which should be part of the evaluation
process includes 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.
III. RESEARCH
Faculty with specific appointment time in research are expected to devote the
specified portion of their time to the development and conduct of independent,
productive research programs directed toward the creation of new knowledge or
the creative synthesis of existing knowledge. All faculty with research
appointments will prepare and have approved one or more North Carolina Agricultural
Research service project outlines according to the guidelines for an USDA CRIS
project.
A. 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 take the form of direct
grants, university mini-grants, memoranda of agreement, unrestricted gifts,
in-kind support, and collaborative efforts.
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.
B. 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 appointment, 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.
C. 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 senior faculty and administration
can be made aware of the situation during the evaluation process for promotion
and tenure.
D. 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.
E. 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.
F. 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.
G. USDA Personnel
USDA scientists add significantly to the research capabilities of the Department,
and are considered to be full members of the faculty. It is the policy of the
Department that USDA personnel holding faculty rank will be evaluated for promotion
on the same basis as other faculty.
H. Time-in Grade
After a faculty member has been granted tenure at the associate professor rank,
there is no finite time period established before that individual can be considered
for promotion to professor. Each individual case will be decided on its own
merit. Generally, however, at least five years elapse before faculty are considered
for promotion. As indicated in previous sections, many factors enter into the
evaluation of professional growth, distinction in the discipline, and scientific
maturity. Therefore, faculty should not be discouraged, nor viewed negatively,
if promotion is not forthcoming within any given time period.
IV. EXTENSION
Extension programs and activities are integral and necessary components of
the basic mission of the Department and the college. 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.
A. Primary Role
The primary responsibility of 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.
B. 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. 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.
1. Program Development. Although the core program is the same for all
extension specialists, 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.
2. 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 senior faculty
and administrators when making promotion and tenure decisions.
3. Response to clientele. Extension specialists must respond to appropriate
requests by extension clientele in a timely and professional manner.
4. Scholarly activities. Extension publications and/or the use other
educational outlets such as those listed under "Program Delivery and
Evaluation" are essential and substantially 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,
Journal of seed Technology, etc. are generally 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.
5. 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.
