Some DEOs have asked for additional guidance on preparing the
departmental standards for tenured faculty review, which are due
April 7 to the Dean's Office. This memo attempts to provide that
guidance. At your request, I can also send you examples of documents
that departments have submitted and have agreed may be shared with
others, though you should understand that these have not yet been
formally approved by the College. (After April 7, all departmental
standards documents will be reviewed for approval by the College.)
When the Collegiate
Standards for Tenured Faculty Review were still in the draft
stage, DEOs asked that the College's language be flexible, so that
departments could describe suitable expectations. Thus, the departmental
standards should contain more explicit language than the College
document, for the better information of tenured faculty members
and those serving on tenured faculty review committees.
The departmental standards may use flexible language ("ordinarily,"
"typically"), where appropriate. Standards may be quantified,
or may be more general (using terms such as "multiple"
or "several" or "consistently"). Where quantified,
standards can be stated as minimums or as ranges. Departmental documents
may also indicate that not all standards are necessarily going to
be met in every year, but that substantial contributions in all
areas should be evident over the five years between tenured faculty
The Collegiate Standards emphasize that the departmental document
should "recognize the range of ways in which tenured faculty
can reasonably meet the performance standards." In departments
that include more than one discipline or distinct subdisciplines,
the departmental document might recognize the different profiles
that are consistent with each area of the department.
In most cases, a one- or two-page document should be sufficient
to describe how the individual demonstrates (and the department
evaluates) continued professional vitality and visibility.
In the section on teaching in the Collegiate Standards,
there are a number of terms that departmental documents might clarify.
- "appropriately sized classes" What are the department's
norms or expectations for the types/sizes of classes that will
be assigned in a typical year? Is there a standard expectation
for distribution of teaching between undergraduate and graduate
- teaching evaluations that meet "departmental expectations"
What are the expectations? How is teaching measured or assessed
as meeting those expectations (student evaluations and what other
modes of assessment)?
- "expectations for advising undergraduate students"
What is the normal advising assignment or expectation?
- "expectations . . . for mentoring graduate students"
What is the norm for the amount or consistency of service on masters'
and doctoral exam committees, service on or chairing of dissertation
or thesis committees, or other types of graduate student mentoring?
In the section on scholarly and creative work, the document
should reflect types and frequency of activity that indicate visibility
in the discipline(s) in which your faculty work. The list
below is not comprehensive, only suggestive:
- Are books the primary form of scholarly publication in the department
or some areas of the department? What are the appropriate markers
of continued productivity (and the appropriate frequency) while
scholarly monographs are in preparation (refereed articles, book
reviews, book chapters, edited collections, draft chapters of
the monograph, e.g.)?
- Are refereed articles and invited chapters the primary markers
of productivity in the department or some areas of the department?
How is the significance of these publications evaluated (e.g.,
frequency? quality of the venue? impact?).
- Is there an expectation or norm for citations of the faculty
members' work, reviews of the faculty member's publications or
- What are the expectations for (and, where applicable, norms
for frequency of) conference and symposium participation and/or
- The document might state a normal frequency with which applications
for internal or external funding are submitted or received, and
might be explicit about appropriate types/sources of external
funds that faculty apply to.
- If appropriate to the discipline, the document should make explicit
the responsibility of faculty to generate funds in support of
graduate research assistantships (and, where relevant, post-docs).
In the section on service,
- The document should indicate that tenured faculty participate
in the administration of departmental academic programs, and how
they are expected to do so (e.g., through service on/chairing
of curriculum committees, graduate admissions committees, etc.).
- The departmental document should state that service to the College
and University is expected.
- The department should recognize professional service as a marker
of scholarly/teaching visibility. The departmental document might
define the forms of service appropriate to and typical of the
discipline (e.g., grant review panels, editorial boards of scholarly
journals or presses, juries for exhibits and honors, external
review committees, office-holding and conference-organizing in
professional organizations, etc.) What is the norm for the amount
of or consistency of professional service over time?