Tenure Track Guidelines
To provide criteria for the ranks of Instructor/Lecturer, Assistant Professor, Associate Professor and Professor.
Qualifications for Each Rank
These guidelines, developed by the faculty, serve to establish the qualifications necessary for appointment at a specific rank, and for promotion to the next. For example, an individual appointed to the rank of Instructor should hold the credentials for the rank of Instructor and exhibit some of the behaviors concerning teaching, scholarship, and service listed under the Instructor column on the succeeding pages. An individual appointed to the rank of Assistant Professor should hold the credentials for the rank of Assistant Professor and exhibit some of the behaviors concerning teaching, scholarship, and service listed under the Assistant Professor column. In determining the qualifications for a given rank, the various behaviors related to teaching, scholarship, and service must be evaluated in total and a general judgment must be reached about whether the person meets the overall standards in the given area.
In addition, an individual seeking promotion to the next rank should hold the qualifications and demonstrate some of the behaviors of the rank to which he/she aspires. For example, an individual holding the rank of Instructor who is being considered for promotion to the rank of Assistant Professor, should hold the credentials for the rank of Assistant Professor and exhibit some of the behaviors concerning teaching, scholarship, and service listed in the columns under Assistant Professor. Similarly, an individual holding the rank of Assistant Professor who is being considered for promotion to the rank of Associate Professor, should hold the credentials for the rank of Associate Professor and exhibit some of the behaviors concerning teaching, scholarship, and service listed in the columns under Associate Professor.
A. Scholarly Publication and Research
Instructor/Lecturer | Assistant Professor | Associate Professor | Professor |
1. Expresses commitment to scholarly publication and research
2. Identifies goals, an area of activity, and a timetable for scholarly activities | 1. Has begun to establish an area of scholarly activity where a product is available for peer evaluation.
2. May initiate research as an investigator or co-investigator.
3. Receives intramural research support where appropriate. | 1. Demonstrates a specific area of scholarly activity which advances the discipline.
2. Demonstrates excellence in research and publications.
3. Demonstrates continuing productivity in scholarship.
4. Demonstrates a pattern or focus of scholarly activity.
5. Receives external research support where appropriate.
6. Has made a significant contribution to nursing literature. | 1. Demonstrates sustained scholarly activity.
2. Receives University, National, and/or International recognition as a scholar (e.g., evaluation of the scientific and technical worth of research proposals, publications, and completed projects; receipt of awards, prizes, research funding; citations; invited papers; honorary elections and editorships). |
B. Teaching Effectiveness
Instructor/Lecturer | Assistant Professor | Associate Professor | Professor |
1. Gives evidence of having comprehensive, current nursing knowledge in area of specialization. 2. Cooperatively plans and implements learning experiences based on curriculum framework, course objectives, and teaching-learning principles. 3. Makes discriminating use of teaching-learning principles and strategies. 4. Maintains an atmosphere conducive to learning. 5. Presents content clearly in an organized manner and at an appropriate pace and level of difficulty. 6. Directs students to other resources and encourages self- direction in learning. 7. Communicates effectively (e.g., in directing discussion or clarifying difficult concepts). 8. Assists students to synthesize learning into broader contexts. 9. Provides adequate feedback regarding students' progress. 10. Is open to others' points of view. 11. Is available for individual assistance to students within constraints of time and resources. 12. Demonstrates sufficient grasp of responsibility to successfully assist students to meet course objectives. 13. Independently assumes responsibility for selected aspects of a course. 14. Possesses and fosters a spirit of inquiry. 15. Demonstrates continuing academic and clinical competence. 16. Assumes responsibility for effective academic advisement. | 1. Demonstrates comprehension of the curriculum design in teaching (e.g., explanation, articulation, selection of learning experiences, identification of gaps, and needed changes). 2. Incorporates research and scholarly writing into teaching. 3. Demonstrates increasing versatility in the use of teaching strategies. 4. Challenges students' curiosity. 5. Encourages students to think critically. 6. Provides opportunities for students to build on prior learning (transfer and reinforcement). 7. Provides effective assistance to students with special needs. 8. Facilitates peers' and graduate students' continuing growth in the teaching role. 9. Independently assumes responsibility for any aspect of a course. 10. Provides effective guidance on students' theses. | 1. Able to independently develop, implement, and evaluate a new or experimental area of instruction (e.g., course, clinical experience, series of courses, or program of study). 2. Actively contributes to program or curriculum development. 3. Recognized as a consultant to faculty in areas related to teaching effectiveness. 4. Facilitates integration of knowledge within the curriculum. 5. Is recognized as an expert in a content or practice area within and beyond the College. 6. Provides evidence for being labeled as master teacher. | 1. Provides a behavior model for excellence in teaching. 2. Serves as a mentor for other faculty and graduate students. 3. Makes significant contributions to the College and nursing education generally. 4. Gains recognition for teaching effectiveness from the University community and/or other disciplines. 5. Serves as consultant to national and international colleagues in area related to nursing and/or nursing education. 6. Facilitates the growth of the College and University. |
C. Service
Instructor/Lecturer | Assistant Professor | Associate Professor | Professor |
1. Contributes to councils, committees, special task forces, and/or other groups in the College. 2. Participates in community, professional, and/or academic organizations. 3. Member of professional nursing organizations. | 1. Chairs or provides other leadership on College committees. 2. Participates in planning and/or implementing professionally relevant special projects or programs. 3. Makes significant contributions to community, professional, or academic organizations. 4. Assists others in developing their potential. | 1. Chairs or provides leadership on College councils. 2. Participates on University committees. 3. Interprets school programs and positions to a wide audience. 4. Initiates innovative, planned change in the area of academic, clinical nursing, or the delivery of health care to the community. 5. Serves in leadership or consultant role and professionally relevant community and/or academic organizations. | One of the qualifications for full professor given in the Faculty Handbook is "Unmistakable evidence of recognition by peers at the national level." Such evidence is derived from documents and from letters written by peers outside the University.
National reputation is evaluated on evidence of recognition by peers:
1. Service as a consultant in an area of expertise at regional and/or national levels. 2. Provision of leadership in professional regional and national organizations. 3. Service on policy-making bodies (i.e., executive committees, etc.) 4. National recognition as a scholar and academic leader. 5. Service as mentor to less mature colleagues in other parts of the country or the world. |