Section 6: Promotion and Tenure
6.7 Criteria for Tenure
All persons involved in the tenure determination process are expected to weigh with care all of the following institutional and individual criteria in arriving at each tenure recommendation.
.1 To consider each application according to criteria expressed in the Faculty Handbook.
.2 To consider carefully the rank and tenure profiles of the College, projected enrollment patterns, staffing needs of the College, current and projected mission of each department, the specific academic competence of the faculty member, and the preservation of opportunities for the infusion of new talent. The institution, while not maintaining tenure quotas, shall be mindful of the dangers of losing internal flexibility and institutional accountability to the citizens of the Commonwealth as the result of an overly-tenured faculty.
6.7.2 Individual Qualifications Possession of the doctorate, special competence, or a terminal degree appropriate to the teaching field.
6.7.3 Performance Criteria Faculty performance is evaluated in three areas of endeavor: teaching effectiveness, professional activities, and service to the College, the University, and department. The first area, teaching, is preeminently important. In order to be granted tenure, the candidate must:
.1 demonstrate effective teaching by showing that he or she has exhibited effort, skill, reflection, dedication to student learning, flexibility, and current knowledge of the discipline. Effective teaching is, in and of itself, a significant achievement, and is given first priority in evaluating every faculty member’s performance. The candidate must demonstrate a pattern of effective teaching during the evaluation period, as indicated by evidence from multiple sources, including (but not limited to): student feedback, colleagues’ testimonials, quality of syllabi, assignments, and tests. The P&T Committee also recognizes the value of substantial contributions to the College’s curriculum, course improvement through revision of content and method, development of new courses, and development of across-the-curriculum courses.
.2 demonstrate that he or she has contributed to his or her discipline and/or teaching profession through activities that are directed toward professional peers beyond the campus. The committee expects to see a pattern of scholarly and professional activity that goes beyond mere attendance at meetings and conferences. Following is a list of examples of the kinds of activities that would be considered significant within the traditional disciplines: conference paper presentations and program participation; holding office in professional organizations; editing a journal; publishing book reviews, journal articles or other printed works; winning a grant; participating in exhibitions or performances, or equivalent. The P&T Committee expects the candidate and his or her department to provide information about the kinds of activities appropriate to the discipline that constitute equivalent professional activity.
.3 demonstrate a consistent record of advising, continuing contribution to the department, and substantive service to the College. The committee also recognizes the value of effective leadership in service, including substantial contribution to a committee’s work, organizing college events, lending one’s professional expertise to the community beyond the College, holding committee offices, and bringing motions to committees, departments, or the faculty.