To achieve tenure, faculty members must demonstrate:

  • Sustained effectiveness in teaching and service during the review period, and
  • Integration of no less than two of the following during the review period: teaching, scholarship, and service, and
  • Accomplishment in scholarship as defined in the University Faculty Handbook document entitled “Retention, Tenure and Promotion Review: Definitions.”

Section 9.01   Timing of Tenure Review

Faculty are normally reviewed for tenure in the academic year specified in their Letter of Hire, unless extended under the Extending Tenure Review Period policy.

Faculty members who wish to initiate a review for tenure before the date specified must notify the primary review administrator(s) by the date established by the provost. For mandatory reviews (i.e., retention and tenure), the provost will notify candidates, heads, and deans of the faculty scheduled for mandatory reviews each year.

Section 9.02   University Standards

The University standards for the award of tenure are:

  • Sustained effectiveness in teaching and service during the review period, and
  • Integration of no less than two of the following during the review period: teaching, scholarship, and service, and
  • Accomplishment in scholarship.

Section 9.03 Performance Indicators and Weighting

Weighting and performance indicators for promotion and tenure in the areas of teaching, scholarship, and service as described in the University Faculty Handbook will be specified in Departmental Role and Scope documents.

Section 9.04 Quantitative and Qualitative Expectations

Consistent with the University Faculty Handbook and the standards below, in light of the diverse disciplines included in the College of Letters and Science, quantitative and qualitative expectations for promotion and tenure will be specified in the Departmental Role and Scope documents.

Section 9.05 Evidence of Performance Indicators

Teaching:

Student evaluations should be both quantitative and qualitative: quantitative in order to allow comparison with other teachers, and qualitative to enable students to elaborate on their perceptions of strengths and weaknesses of the teacher. Because student evaluations are vulnerable to different types of bias, they should not be the sole measure of teaching effectiveness.

Peer evaluations, instructor-provided materials, and other evidence described in the Departmental Role and Scope document must also be included and considered.

Scholarship:

In light of the diverse disciplines included in the College of Letters and Science, evidence of performance indicators, such as publications, grant activity, and other scholarly products, and the standards and methods that will be used to assess them, will be elaborated in Departmental Role and Scope documents.

Service:

In light of the diverse disciplines included in the College of Letters and Science, evidence of performance indicators in the area of service, such as professional, university, and community service, will be elaborated in the Departmental Role and Scope documents.