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Guidelines For Reappointments and Continuing Appointment of Term Faculty at the School of International Service, ĢƵ
Approved by Office of the Provost September 29, 2023
Term and continuing faculty appointments fundamentally enrich ĢƵ’s mission “to advance knowledge, foster intellectual curiosity, build community, and empower lives of purpose, service, and leadership.” Appointments and reappointments of term faculty and appointments of continuing appointment faculty are contingent on the faculty member demonstrating relevant qualifications and satisfactory performance; on sufficient budget and enrollments; and on the faculty member’s fit with other needs of the teaching or academic unit (Faculty Manual). All teaching or academic units are required to establish standards and expectations of faculty applying for faculty actions in accordance with the “General Criteria for Evaluation of Faculty” (Faculty Manual).This document, Guidelines for Reappointments and Continuing Appointment of Term Faculty at the School of International Service (SIS), ĢƵ (hereafter, “Guidelines”), contains values-based criteria for assessing faculty actions for term and continuing appointment faculty in the professorial lecturer and non-tenure-track professor sequences at SIS. Any inconsistency between these guidelines and the ĢƵ Faculty Manual shall be resolved by giving precedence to the Faculty Manual.
In their roles as scholars, teachers, mentors, distinguished practitioners, bringers of grant money, administrators (in departmental or programmatic positions), and leaders of university-wide research and policy institutes, SIS term faculty are vital to the functioning and identity of SIS and ĢƵ (ĢƵ). However, as at other institutions, the foremost responsibility of most ĢƵ and SIS term faculty is teaching. Effectiveness in the classroom usually holds primary weight in the evaluation of term faculty for purposes of reappointment and promotion. Additional categories bearing weight in evaluation of term faculty are scholarship and/or currency in the field, and service to the university and SIS.
SIS values and commends contributions by candidates to diversity, equity and inclusion (DEI) in their scholarship, teaching, and/or service. All SIS faculty, term and tenure-track alike, should aspire to promote the values of DEI in their work.
The university also expects all faculty members, term and tenure-track alike, as “members of the learned profession responsible for educating the community … to exhibit civility, collegiality, and respect for different points of view in the academic community” (Faculty Manual). In addition, faculty members are expected to “maintain a campus presence that reflects a commitment to connecting with students and to the university community” (Faculty Manual).
Structure of This Document
This document is organized as follows:
- The ‘categories of evaluation’ section describes in greater detail and clarity the various elements which may be used to assess term faculty in terms of teaching, currency in the field, and service.
- The ‘criteria for term reappointment and continuing appointment’ section provides an overview of the university’s expectations at each stage of what the Faculty Manual refers to as “the normal progression” for eligible faculty from single-year term contracts to a three-year term contract to a continuing appointment.
- Section III provides instructions for rank-based criteria for appointments and promotions of term and continuing appointment faculty in the professorial lecturer and non-tenure track professor sequences.
I. Categories of Evaluation
Term and continuing appointment faculty at ĢƵ are expected to “demonstrate excellent teaching/primary responsibilities, currency in the field and/or across fields, and evidence of a willingness to provide appropriate levels of service to the university and the professional community” (Faculty Manual).
A. Teaching
Teaching excellence is defined by the Faculty Manual (section 16.a) as enabling students “to acquire knowledge, develop critical thinking skills, and become active participants in the learning process….” All faculty are expected to be actively engaged in the classroom and to assess student performance fairly, constructively, and in a timely manner. Excellence in teaching requires awareness of and respect for the diverse backgrounds, identities, and intellectual needs of students. Excellent teachers at ĢƵ provide all students with equitable opportunities for participation and academic success through inclusive approaches to curriculum, pedagogy, and mentoring. Teaching that does not achieve ĢƵ teaching excellence standards, as detailed in these guidelines, is considered unsatisfactory performance.
The Faculty Manual states, “Excellent teaching enables students to acquire knowledge, develop critical thinking skills, and become active participants in the learning process.” Thus, the evaluation of teaching effectiveness should consider these three dimensions.
- Knowledge and Skills Acquisition. Faculty should employ pedagogical strategies that facilitate the successful mastery of the course content. Towards that end, teaching should align learning objectives, the course materials, assignments, and class activities. Effective teaching conveys knowledge and skills that prepare students for subsequent stages in their academic and/or professional development.
- Encouragement of Critical Thinking. The evaluation of arguments and knowledge claims as well as materials such as data, facts, observable phenomena, and research findings from multiple perspectives are all part of critical thinking. Strong critical thinkers are able to draw reasonable conclusions from a range of information and to discriminate between useful and less useful data in order to solve a problem or make a decision. Effective teaching advances important skills and abilities such as analysis, communication, creative thinking, empathy, self-awareness, and problem-solving.
- Active Class Participation. Student engagement during lectures, class discussion, group activities, and writing exercises are evidence of active participation, giving students the opportunity to contribute, although not necessarily in the same way. Developing an active learning community promotes collective responsibility, and supports alignment of individual, team and school goals. Central to a participatory environment is the tone and climate of the learning space and maintenance of a civil, respectful, and safe environment for all.
As the Faculty Manual itself states, “evaluation metrics must extend beyond student evaluations of teaching.” In this context, candidates for reappointment and promotion should adopt the “portfolio approach” recommended by the 2019 “Beyond SETs” Task Force. This consists of a menu of items, as outlined below.
The Teaching Portfolio
Teaching portfolios provide multiple types of evidence for assessing teaching performance beyond student evaluations. Up-to-date information about teaching portfolios is linked to the Faculty Resources page of the Dean of Faculty’s web page (/provost/academicaffairs/faculty-resources.cfm). Each teaching portfolio must include five components:
- Narrative written by the candidate providing an overview of teaching goals, challenges, and achievements, including engagement with students beyond the classroom and any new curricular initiatives;
- Results of one or more self-assessment exercises (e.g., an annotated syllabus, a written self-evaluation of a class video or of teaching outside the classroom);
- Results of one or more peer reviews of teaching (e.g., based on a colleague’s assessment of teaching materials or observation of a live or videotaped class);
- Student assessment of teaching other than numeric SET scores (e.g., narrative comments from SETs, results of a student-led focus group or debriefing session, classroom observation by committee of students not enrolled in the faculty member’s class); and
- Summary of SET numeric scores provided by the Office of Institutional Research and Assessment (customarily weighted no more than 50 percent of the portfolio).
Faculty teaching portfolios may demonstrate teaching excellence in a variety of ways including (for example):
- Creation of inclusive classrooms, including pedagogical practices that are sensitive to biases and encourage diverse viewpoints.
- Updating syllabi to incorporate new scholarship, including diverse authors and perspectives, and/or to address new developments in the field, as appropriate.
- Developing pedagogical innovations that include new course development and new instructional modalities that encourage broader student access and engagement and/or more effectively address different needs of students.
- Offering experientially based courses or incorporating elements of experiential learning in existing courses.
- Evidence of rigor in courses.
- Innovative use of regularly scheduled office hours to support course learning outcomes.
- Incorporation of diverse or under-represented authors and perspectives, cross-disciplinary content, community-based content, other forms of experiential learning, and open education resources into courses.
- Initiatives to help underserved or under-resourced students overcome barriers of participation.
- Effective supervision of independent studies, internships, theses, dissertations, and field projects.
- Participating in training in the field of teaching, including attendance at teaching-focused conferences, workshops, and seminars.
- Publishing and/or presenting teaching materials and pedagogy, with attention to reaching diverse and historically underrepresented audiences.
Activity related to “student engagement” and support for students’ “achievement outside the classroom” is an important area for demonstrating teaching excellence (Faculty Manual). Examples include:
- Assisting participants in academic competitions.
- Initiatives to encourage student scholarship and collaboration with students on research, professional, or creative outputs.
- Initiatives to support community service work by or with students.
Teaching development activities and contributions to the larger teaching enterprise offer additional routes for demonstrating teaching excellence, including:
- Participation in teaching conferences as presenter or attendee.
- Participation in teaching-related training as leader or participant, including DEI workshops and seminars.
- Development of new curricular initiatives.
- Efforts to test new teaching methods, including those that make contributions to the scholarship of teaching and learning.
- Coordination of courses across sections.
B. Currency in the Field
Currency in the field typically means staying up to date with developments in one’s professional and/or scholarly area(s). The university recognizes that many term and continuing appointment faculty conduct research, publish, and contribute to the scholarly profile of the university, while some also practice professionally. Many also contribute to the development of diversity, equity, inclusion, and anti-racism practices that build community, collaboration, and civil discourse within their fields, disciplines, or areas of practice.
Any of the above activities provides evidence of currency. The Faculty Manual encourages such activity because faculty are better equipped to help students “acquire knowledge, develop critical thinking skills, and become active participants in the learning process” to the extent that they themselves “remain current in their field.”
The currency-in-the-field portion of an application file provides an opportunity for term and continuing appointment faculty to report what they have been doing to maintain their intellectual and professional capital and stay engaged in their field(s) of expertise.
Candidates for term reappointment, continuing appointment, and/or promotion within these categories should explain how the activities described in the currency portion of their files enrich their teaching and student advising and mentoring. Faculty reviewers are expected to view the candidate’s currency-related activities holistically and in the context of the candidate’s rank and years of academic and/or professional experience.
The list below illustrates a few of the many ways to demonstrate currency in the field.
Research and Scholarship Activities:
- Publishing in peer-reviewed outlets, including electronic journals and platforms, and especially open-access electronic outlets that enable wider dissemination and use of findings. Presenting research in public-facing venues.
- Developing new cases, databases, or experiments with open access sharing where possible.
- Engaging with the academic field (e.g., manuscript review, editorial work, panel participation, conference participation).
- Developing or applying methods that increase diversity, equity, and inclusion in the field of study or creative practice, including methods that expand opportunities for participation and agency by groups that are the subjects of research and those whose lives may be affected by research results.
- Scholarly focus on traditionally overlooked topics that fill important gaps in the knowledge base.
- Research and scholarly activity with demonstrated public impact.
- Pursuing grant development and other avenues of external funding.
Professional Practice and Public Engagement:
- Giving briefings, conducting training, and engaging with external organizations in the public, private, and non-profit sectors, with attention to reaching diverse and historically underrepresented audiences.
- Engaging in public outreach and education (e.g., talks, lectures, panels, etc.), with attention to reaching diverse and historically underrepresented audiences.
- Performing consulting or contract work.
- Media publications and appearances (e.g., op-eds, blogs, interviews, podcasts).
- Testimony at legislative or other hearings, contributions to public comments on policy proposals, and related activities with public impact.
- Product development.
- Patent development.
Teaching:
- Updating syllabi to incorporate new scholarship, including diverse authors and perspectives, and/or to address new developments in the field, as appropriate.
- Developing pedagogical innovations that include new course development and new instructional modalities that encourage broader student access and engagement and/or more effectively address different needs of students.
- Participating in training in the field of teaching, including attendance at teaching-focused conferences, workshops, and seminars.
- Publishing and/or presenting teaching materials and pedagogy, with attention to reaching diverse and historically underrepresented audiences.
C. Service
The rights and privileges associated with faculty membership evoke a responsibility for service. In fulfillment of these responsibilities, all term and continuing appointment faculty are expected to engage in their fair share of meaningful service to their teaching units, academic units, or the university as a whole (Faculty Manual). Such internal service should be done at levels appropriate to a faculty member’s rank and years at ĢƵ. Evaluation of service may also include evidence of willingness to serve (i.e., standing for election to committees).
According to the Faculty Manual section on “Service,” “engagement in the university community” includes “mentoring and advising of students” and “participation in major campus-wide events, such as commencement.” Examples of mentoring, advising, and participation include:
- Advising students on academics.
- Advising students on professional development, networking, and placement.
- Mentoring of vulnerable, underrepresented student populations.
- Mentoring students for prestigious awards.
- Active attendance at recruitment events, events for new students, faculty-student functions, convocations, commencements, and many other community-building occasions.
Additional internal service opportunities include serving in a Departmental role, or work on committees at the teaching-unit, academic-unit, or university level. Committee work, including chairing of committees, is vital to maintaining basic functions of all units and the university. At the university level, faculty may seek election to the Faculty Senate and/or Senate committees or serve on various ad hoc task forces and working groups established in partnership with the Faculty Senate to address specific topics.
Service also may include less formal, and often less visible, contributions to campus climate, culture, and community, which come in many different forms. The 2020 ĢƵ Equity Task Force Report (p. 7) included the following non-exhaustive examples of equity-minded and DEI-attentive internal service:
- Participating in initiatives to recruit and mentor faculty, staff, and students from underrepresented groups.
- Serving as faculty advisor for underrepresented student groups.
- Working on processes, policies, and tools that promote equitable and inclusive practices within one’s teaching or academic unit or across ĢƵ, including revising search committee criteria, job descriptions, and evaluative criteria and evaluating proposed curricula changes, etc.
- Working on events to promote a diversity of perspectives and ideas.
- Participating in workshops aimed at facilitating community discussions about DEI issues.
- Representing the teaching unit, academic unit, or university at community events.
- Efforts by faculty in elected roles to represent the breadth of their constituents by gathering diverse perspectives from colleagues and ĢƵ community members.
Term faculty in their first three years at ĢƵ will be on an evolving pathway of service, beginning with internal service assignments likely, but not necessarily exclusively, at the teaching unit or academic unit level. As term and continuing appointment faculty accumulate years of employment at ĢƵ and attain higher ranks, their service contributions are expected to expand accordingly. Term and continuing appointment faculty at the rank of Hurst Senior Professorial Lecturer or professor will exhibit leadership in service that helps build a culture of inclusive and engaged academic citizenship throughout the teaching unit, academic unit, and university.
External service refers to service to one’s discipline or profession or to organizations outside of ĢƵ.
II. CRITERIA for TERM REAPPOINTMENT and CONTINUING APPOINTMENT
The following criteria articulate the university’s expectations at each stage of what the Faculty Manual refers to as “the normal progression” for eligible faculty from single-year term contracts to a three-year term contract to a continuing appointment. This progression and the corresponding standards and required documentation at each phase are detailed below.
A. One-Year Term Reappointment
Term faculty typically join ĢƵ on a one-year contract, with opportunities for reappointment to two additional one-year contracts contingent on the faculty member demonstrating relevant qualifications and satisfactory performance; on sufficient budget and enrollments; and on the faculty member’s fit with other needs of the teaching or academic unit (Faculty Manual).
Term faculty applying for one-year term reappointment at ĢƵ are expected, at each one-year reappointment application, to have:
- Made progress toward building a record of teaching excellence (defined in I.A above).
- Developed plans for, and made initial efforts toward, maintaining currency in their field(s) (defined in I.B above).
- Provided teaching-unit-level or other service (defined in I.C above) appropriate to rank and years of service at ĢƵ.
B. Three-Year Term Reappointment
Reappointment after three one-year contracts is normally for a three-year term. In rare cases, deans may recommend different lengths of term, subject to approval from the dean of faculty. Three-year term reappointments are contingent on the faculty demonstrating relevant qualifications and satisfactory performance; on sufficient budget and enrollments; and on the faculty member’s fit with other needs of the teaching or academic unit (Faculty Manual).
Term faculty applying for a three-year term reappointment at ĢƵ are expected to have:
- Attained a record of teaching excellence (defined in I.A above), as documented in a complete teaching portfolio as described in Section I.A of this document.
- Articulated (in the teaching narrative) a set of goals for improving their teaching craft.
- Demonstrated efforts to fulfill their plan for maintaining currency in their field(s) (defined in I.B above).
- Provided internal service (defined in I.C above) appropriate to their rank and years of service at ĢƵ.
C. Continuing Appointment
Under the normal progression, term faculty may apply for continuing appointment in their sixth year of full-time service at ĢƵ. (See Faculty Manual, section 15.b, for information about crediting of prior service.) Approvals of continuing appointments are contingent on the faculty member demonstrating relevant qualifications and satisfactory performance; on sufficient budget and enrollments; and on the faculty member’s fit with other needs of the teaching or academic unit (Faculty Manual, section 12).
Term faculty applying for continuing appointment at ĢƵ are expected to have:
- Attained a record of teaching excellence (defined in I.A above) and demonstrated continuous commitment to teaching development, as documented in a complete teaching portfolio as outlined in Section I.A of this document.
- Articulated (in the teaching narrative) a set of goals for increasing their teaching mastery.
- Shown evidence of progressive activity over time to maintain currency in their field(s) (defined in I.B above).
- Accumulated a record of meaningful internal service (defined in I.C above) at the teaching-unit level and above, appropriate to rank.
III. RANK-BASED CRITERIA for APPOINTMENT and PROMOTION
Rank-specific performance expectations for term and continuing appointment faculty in the professorial lecturer promotion sequence and the non-tenure-track professor promotion sequence are provided in the Faculty Manual.Candidates for promotion in either sequence may include a wide variety of activities in their application files as evidence of excellent teaching, currency in the field, and meaningful service. Section I (above) provides details, including examples of activities that demonstrate equity-mindedness, inclusion, and appreciation for diversity.
Faculty reviewers of promotion files are encouraged to recognize and value multiple pathways to academic excellence, which includes giving substantive weight to candidates’ contributions to diversity, equity, inclusion, anti-racism, and the ethos and culture of inquiry in teaching, service, and activities related to currency in the field (including scholarship, where relevant).